簡(jiǎn)介：西北大學(xué)碩士學(xué)位論文當(dāng)代中國(guó)科技史科研人員與機(jī)構(gòu)的學(xué)科排名一種基于中文期刊信息的統(tǒng)計(jì)學(xué)分析方法姓名劉旻申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)科學(xué)技術(shù)史（科技史與科技政策）指導(dǎo)教師曲安京20070401研單位和機(jī)構(gòu)在某一學(xué)科的競(jìng)爭(zhēng)力度模型，并以科學(xué)技術(shù)史學(xué)科為例作了實(shí)證研究，給出了該學(xué)科強(qiáng)競(jìng)爭(zhēng)力的科研機(jī)構(gòu)排名。5通過(guò)對(duì)我國(guó)科學(xué)技術(shù)史期刊文獻(xiàn)的現(xiàn)狀研究分析，找出存在的問(wèn)題，提出了促進(jìn)該學(xué)科的研究、推動(dòng)其科學(xué)管理的發(fā)展思路和建議。關(guān)鍵詞科學(xué)史統(tǒng)計(jì)學(xué)計(jì)量學(xué)期刊文獻(xiàn)評(píng)價(jià)作者科研機(jī)構(gòu)N

簡(jiǎn)介：“中文摘要論文題目美國(guó)中學(xué)歷史教科書(shū)史料運(yùn)用研究一以發(fā)現(xiàn)美國(guó)的過(guò)去從史料中進(jìn)行探究為例學(xué)科專(zhuān)業(yè)學(xué)科教學(xué)歷史，新一輪基礎(chǔ)教育課程改革以下簡(jiǎn)稱(chēng)“新課改”是一個(gè)系統(tǒng)工程，其中重要的一環(huán)就是對(duì)教科書(shū)的改革。新課改為了適應(yīng)新時(shí)代的需求和學(xué)生的發(fā)展需要，強(qiáng)調(diào)學(xué)生的學(xué)習(xí)方式和教師的教學(xué)方式要進(jìn)一步得到改善甚至變革，更加注重對(duì)學(xué)生探究能力和創(chuàng)新能力的培養(yǎng)。歷史教科書(shū)作為歷史課程內(nèi)容基本的也是主要的載體，作為師生教與學(xué)的基本依據(jù)，在學(xué)生學(xué)習(xí)方式、能力培養(yǎng)諸方面有著不容忽視的重大影響。本文選取了具有典型意義以及顯著特色的發(fā)現(xiàn)美國(guó)的過(guò)去從史料中進(jìn)行探究DISCOVERINGTHEAMERICANPAST爿LOOKATTHEEVIDENCE教科書(shū)為例，對(duì)美國(guó)中學(xué)歷史教科書(shū)中史料的運(yùn)用情況進(jìn)行了考察和研究，這對(duì)于我國(guó)新時(shí)期中學(xué)歷史教科書(shū)改革及歷史教學(xué)改革有一定的借鑒和啟發(fā)作用。本文主要采用文獻(xiàn)研究和比較研究的方法。通過(guò)對(duì)發(fā)現(xiàn)美國(guó)的過(guò)去從史料中進(jìn)行探究的考察，論文指出該教科書(shū)以史料運(yùn)用為特色，把史料作為全書(shū)的主體內(nèi)容，即主要組成部分，強(qiáng)調(diào)通過(guò)對(duì)歷史材料的解析來(lái)學(xué)習(xí)歷史。該教科書(shū)不僅在每一章布置了大量豐富多彩的史料供給學(xué)生分析研究，而且還在每一章給學(xué)生提供了有針對(duì)性的方法指導(dǎo)以幫助學(xué)生對(duì)史料進(jìn)行分析研究。每一章，從問(wèn)題起，到相關(guān)歷史問(wèn)題的背景介紹，再到有針對(duì)性的方法指導(dǎo)，最后對(duì)史料進(jìn)行探究，直至問(wèn)題的解決，完成了對(duì)史料探究的基本步驟。美國(guó)國(guó)家歷史科課程標(biāo)準(zhǔn)所規(guī)定的各項(xiàng)能力目標(biāo)的要求可以在這一邏輯過(guò)程中達(dá)成。論文第三章，把該教科書(shū)與美國(guó)其他三個(gè)版本的中學(xué)歷史教科書(shū)進(jìn)行了比較，通過(guò)比較，更凸現(xiàn)IABSTRACTNEWBASICEDUCATIONCURRICULUMREFORMHEREINAFTERREFERREDTOASTHE“NEWCURRICULUM“ISASYSTEMATICPROJECTANDONEIMPORTANTPARTOFTHEPROJECTISTHEREFORMOFTEXTBOOKSINORDERTOADAPTTOTHENEWERAANDTHEDEVELOPMENTNEEDSOFSTUDENTS，THENEWCURRICULUMEMPHASIZESTHECHANGESOFTHEMETHODSOFLEARNINGANDTEACHINGITALSOTAKEMOREEMPHASISONTHEABILITYOFSTUDENTSTOEXPLOREANDINNOVATIVEABILITYHISTORYTEXTBOOKSASTHEBASICCONTENTSOFTHECARRIEROFHISTORYCURRICULUM，ARESIGNIFICANTINTHELEARNINGANDTEACHINGTHISARTICLEHASRESEARCHED9ISCOVERINGTHE／ANERICANPASTALOOKATTHEEVIDENCE。ATYPICALHISTORYTEXTBOOKSOFTHEUNITEDSTATESMIDDLESCH001ANDTHISRESEARCHWI11BEAREFERENCEFORUSTHISPAPERUSESLITERATUREANDCOMPARATIVERESEARCHMETHODSTHROUGHTHEINVESTIGATIONOFDISCOVERINGTHEA腳ERICANPASTALOOKATTHEEVIDENC島THEPAPERPOINTEDOUTTHEUSEOFTHEEVIDENCEISTHEFEATURE，ANDTHEMAINCONTENTOFTHEBOOKARETHEEVIDENCE，ANDSHOWEDTHATSTUDENTSCANSTUDYHISTORYTHROUGHTHEANALYSISOFPRIMARYSOURCESNOTONLYINTHELAYOUTOFTHETEXTBOOKCHAPTERSUPPLIESALARGENUMBEROFPRIMARYSOURCES，BUTALSOINEACHCHAPTERPROVIDESTUDENTSWITHTHEMETHODSOFTARGETEDGUIDANCETOHELPSTUDENTSSTUDYFORANALYSISOFTHEEVIDENCEINEACHCHAPTER，STARTINGFROMTHEPROBLEMTOTHERELEVANTHISTORICALBACKGROUNDISSUES，TOGUIDEATARGETEDAPPROACH，ANDFINALLYTOEXPLORETHEPRIMARYSOURCESUNTILTHEPROBLEMSARESOLVEDANDTHOSEARETHEBASICSTEPSOFHISTORICALINQUIRYTHELOGICOFTHEPROCESSANDSTANDARDSOFTHENATIONALHISTORYCURRICULUMOBJECTIVESASSTIPULATEDINTHEABILITYTOACCESSTHEIHH『≯；；‘T日OT謄

簡(jiǎn)介：西北師范大學(xué)碩士學(xué)位論文2003年版與1992年版高中中國(guó)古代史教材的比較研究姓名汪永臻申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)學(xué)科教學(xué)歷史指導(dǎo)教師姬秉新20061101ABSTRACTINRECENTYEARS，OURCOUNTRYMIDDLESCHOOLHISTORYTEACHINGHASRAISEDTHENEWREFORMTIDETHEGENERALHISTORYEDUCATOREXPLORESPOSITIVELYINTHEHISTORICALTEACHINGTHEORYINNOVATION，THEHISTORICALCURRICULUMESTABLISHMENT，THEHISTORICALTEACHINGMATERIALCOMPILATION，HISTORYTEACHINGMETHODASPECTSANDSOONIMPROVEMENTHASALLCONDUCTEDTHETHOROUGHRESEARCH，HASOBTAINEDMANYRESULTHOWEVERINTHEREFORMPRACTICE，THEMIDDLESCHOOLHISTORYEDUCATIONWASSTILLFACINGMANYPUZZLESANDTHEQUESTIONFORINSTANCE，THEHIIGHSCHOOLHISTORYTEACHINGMATERIALCONSTRUCTIONSTEPSTEPSNOTTHEMAJORPROBLEM，THETRADITIONALCULTUREINSIDESTORYSINCERECHINAANCIENTHISTORYTEACHINGMATERIALCONSTRUCTIONLAGQUESTIONANDSOON，WAITSFORINPARTICULARFURTHERSOLVESTHISARTICLESTHROUGH2003THEVERSIONTEACHINGMATERIALWITH1992THEVERSIONTEACHINGMATERIALCOMPARISONRESEARCH，MAINLYDISCUSSEDTHREEISSUESFIRSTPARTIN2003VERSIONTEACHINGMATERIALADJUSTMENTCHANGETHISPARTTHROUGHTWOKINDOFEDITIONTEACHINGMATERIALCOMPARISON，ELABORATEDIN2003VERSIONTEACHINGMATERIALSOMECHANGES，SUCHASNEWCLASSINCREASE，TEACHINGMATERIALSTRUCTURECHANGE，TEACHINGMATERIALCONTENTASPECTSANDSOOLLADJUSTMENT，THUSPROMULGATEDTHEVERSIONTEACHINGMATERIALALREADYGOTOLDERIN1992，THENEWCURRICULUMSTANDARDTEACHINGMATERIALNOTYETWASCOMPREHENSIVEINTHESITUATIONWHICHSHOVEDOPEN，IN2003THEVERSIONTEACHINGMATERIALCARRIEDONTHETASKTHETRANSITIONALCHARACTERISTICNAMELYITBOTLLRETAINEDPLACEOFTHESUCCESSWHICHIN1992THEVERSIONTEACHINGMATERIALCOMPILED，BUTANDHASMANIFESTEDTHENEWCUIRICULUMSTANDARDREQUESTINMANYASPECTSSECONDPANIN2003THEVERSIONTEACHINGMATERIALEXISTENCEAWAITEDIMPROVEMENTSQUESTIONTHISPARTOFCONTENTSMAINLYFROM2003THEVEMIONTEACHINGMATERIALANDJUNIORMIDDLESCHOOLTEACHINGMATERIALLINKINGUPAFTERTHEPROMOTIONQUESTION，THECONTENTINDICATEDTHEQUESTION，THETEACHINGREFERENCEBOOKWHICHTHEINSUFFICIENTSCIENCEACCURATEQUESTION，THECLASSTHEEXERCISESDESIGNWASUNSATISFACTORYAWAITIMPROVEMENTSASWELLASTHEABSORPTIONHISTORYSTUDYNEWACHIEVEMENTLAGASPECTSANDSOONQUESTIONTOOBTAIN，HAVEANALYZEDTHEPLACEWHICHIN2003THEVERSIONTEACHINGMATERIALNEEDEDTOIMPROVETN

簡(jiǎn)介：華中師范大學(xué)碩士學(xué)位論文特教師范生教師專(zhuān)業(yè)認(rèn)同的敘事探究基于個(gè)人生活史視角姓名李戰(zhàn)營(yíng)申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)特殊教育學(xué)指導(dǎo)教師鄧猛20100501⑨碩士學(xué)位論文MASTER’STHESISABSTRACTTEACHERPROFESSIONALIDENTITYREFERSTOTHETEACHERSOVERALLVIEWABOUTTHEVALUEANDSIGNIFICANCEOFBEINGATEACHERITISTHECOREOFTHEWHOLEPROCESSINWHICHTHETEACHERPERCEPTINGTHEWORKINGSITUATION，GIVEMEANINGTOITANDTAKINGACTION，ANDALSOAPLURALISTIC，DYNAMICDEVELOPINGSELFRECOGNITIONPROCESSFORSTUDENTTEACHERWHOWILLBEASPECIALTEACHERTEACHERPROFESSIONALIDENTITYISAPROCESSWHICHINTEGRATESTHEVALUE，SIGNIFICANCEOFTHEINDIVIDUALANDTHEIRPROFESSIONALITISTHEMOSTENDURINGSOURCEOFEMOTIONALPOWEROFBEINGATEACHERORTOBEATEACHERWHICHDIRECTLYDETERMINESTHEINDIVIDUAL’SCAREERMOTIVATIONINTENTIONOFBEINGATEACHERTHECULTIVATIONOFPROFESSIONALAWARENESS，ANDEVENTHEFUTUREOFTHETEACHINGETHICSSTANDARDSTHETHESISUSESNARRATIVEINQUIRYMETHOD，INVITESASENIORSPECIALEDUCATIONSTUDENTTEACHERUNDERTHEPSEUDONYMOFBIAOBIAOASACASE，ANALYZESTHEMEANINGOFTEACHERPROFESSIONALIDENTITYTHROUGHTHESTORYTHATTHECASENARRATEDANDTHENREVEALESTHEDEVELOPMENTPROCESSANDINFLUECINGFACTORSTHETHESISPRESENTSACASEHISTORYOFTEACHERPROFESSIONALIDENTITYFROMTHEFAMILYBACKGROUND，STUDENTEXPERIENCE，PROFESSIONALLEARNING，TEACHINGPRACTICE，CAREERCHOICES，F(xiàn)UTUREPROSPECTSANDDESCRIBESTHECONTENTOFTEACHERPROFESSIONALIDENTITYFROMCAREERMOTIVATIONPROFESSIONALRECOGNITIONPROFESSIONALPREPARATION，SELFIMAGINEANDTHENANALYZEDTHEGROWTHTRAJECTORYANDINFLUECINGFACTORSOFTEACHERPROFESSIONALIDENTITYOFTHECASEFINALLYTHETHESISPUTSFORWARDSUGGESTIONSTOPROMOTETHESPECIALEDUCATIONSTUDENTTEACHERSPROFESSIONALIDENTITYFROMTHEPERSPECTIVESOFSPECIALEDUCATIONSTUDENTTEACHER，SPECIALTEACHERTRAININGINSTITUTIONS，SPECIALSCHOOLS，THESTATEANDSOCIETYINORDERTOPROVIDEAREFERENCEANDBASISFORIMPROVINGTEACHINGANDCULTIVATIONOFSPECIALEDUCATIONSTUDENTTEACHERKYEWORDSTEACHERPROFESSIONALIDENTITY；PERSONALLIFEHISTORY；SPECIALEDUCATIONSTUDENTTEACHER；NARRATIVEINQUIRY

簡(jiǎn)介：浙江師范大學(xué)碩士學(xué)位論文科學(xué)史融入高中物理探究式教學(xué)的策略研究姓名彭小華申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)學(xué)科教學(xué)（物理）指導(dǎo)教師程燕平20090501的了解，在頭腦中已初步建立了關(guān)于物質(zhì)運(yùn)動(dòng)的圖像，但這還不夠。教師在講解基礎(chǔ)物理學(xué)的知識(shí)體系、研究方向時(shí)還應(yīng)當(dāng)結(jié)合～些具體的事實(shí)。對(duì)“物理文化重演論“的研究發(fā)現(xiàn)，學(xué)生學(xué)習(xí)物理的過(guò)程重演著～部微型的科學(xué)發(fā)展史?？茖W(xué)史是關(guān)于科學(xué)發(fā)展歷史的學(xué)科，有大量豐富的歷史事實(shí)，其內(nèi)容在很大程度上反映了科學(xué)家的探究活動(dòng)與方法，是學(xué)生理解科學(xué)探究、掌握科學(xué)探究方法的良好范例，教師可以從科學(xué)史中找到進(jìn)行探究教學(xué)的“原型”。基于以上原因，論文提出將科學(xué)史和高中物理探究式教學(xué)相結(jié)合正好可以為探究教學(xué)提供可行的方式。論文根據(jù)高中學(xué)生的知識(shí)基礎(chǔ)與物理學(xué)習(xí)的思維水平、新課程的具體教學(xué)內(nèi)容與三維目標(biāo)，依據(jù)“探究式教學(xué)論”、“物理文化重演論”等理論的基礎(chǔ)上提出了科學(xué)史融入高中物理探究式教學(xué)的具體策略。通過(guò)實(shí)驗(yàn)班的教學(xué)實(shí)驗(yàn)，本研究獲得了初步的結(jié)論在學(xué)生學(xué)業(yè)成就方面，科學(xué)史輔助下探究式教學(xué)的實(shí)驗(yàn)班與對(duì)照班之間存在極其顯著性差異，實(shí)驗(yàn)班較好在課堂表現(xiàn)方面，學(xué)生在課堂中表現(xiàn)出“探究”的積極性，學(xué)生的思維活躍，初步養(yǎng)成了“合作“精神和“交往”能力，以及發(fā)現(xiàn)問(wèn)題、提出問(wèn)題、解決問(wèn)題和交流觀點(diǎn)的能力；在學(xué)生的體驗(yàn)方面，學(xué)生歷經(jīng)科學(xué)史輔助下的物理探究教學(xué)活動(dòng)后，能注重學(xué)習(xí)物理時(shí)要多做實(shí)驗(yàn)，理論聯(lián)系實(shí)際，注重物理規(guī)律和方法的學(xué)習(xí)，體會(huì)到學(xué)習(xí)物理是開(kāi)心、愉快的事情，增強(qiáng)了學(xué)習(xí)物理的興趣。關(guān)鍵詞探究式教學(xué)；模擬；科學(xué)探究；簡(jiǎn)約一復(fù)演；教學(xué)策略ILL

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簡(jiǎn)介：湖南大學(xué)碩士學(xué)位論文大陸網(wǎng)絡(luò)惡搞視頻十年發(fā)展史姓名黃云霞申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)新聞學(xué)指導(dǎo)教師崔煉農(nóng)20100406碩‘I學(xué)位論文ABSTRACTTHERESEARCHWASBASEDONTHETHEREPORTSANDVIDEOESAVAILABLEONTHEINTERNET．ANDTHEPURPOSEOFTHESTUDYWASTOINVESTIGATETHECHARACTERISTICANDDEVELOPENTOFKUSOVIDEOINMAINLANDINTHEPASTDECATE．IFINDTHATKUSOVIDEOFOLLOWEDDEMONSTRATEDAGROWTH，RISEANDFALLCOURSEOVERTHEYEARS．ITHINKTHEFACTOROFKUSOVIDEOPOPULARRECENTLYWASTHEINFLUENCEOFINTERNET．FURTHERMORE，NETFRIENDSWHOWEREBROUGHTUPINTHEMULTI．CULTUREINCLINEDTOENTERTAINMENTSSIMILARTOKUSO．IFINDTHATKUSOVIDEOREACHEDTHETOPSYMBOLIZEDBYTHEEVENTOFSTEAMEDBREADIN2006．BYTHEWAY，KUSOVIDEOINMAINLANDENTEREDTHEFIRSTYEAROFANERAORTHEREIGNOFANEMPERORBECAUSEOFTHEIRRATINGFROMYOUTUBEWHICHWASAFAMOUSVIDEONETINUSAATTHESAMETIME．ANDITPROMOTEDKUSOVIDEOINDUSTRYMUCHLATER．IFINDTHATKUSOVIDEOINDUSTRYEXPERIENCEDEVELOPSZIGZAGFORTWOREASONSINMAINLANDSINCE2007．ONTHEONEHAND，MASSMEDIACRITICIZEDANDPAIDLESSATTENTIONANDTHEGOVERNMENTSTRENGTHENEDTHESUPERVISIONONKUSOVIDEOBECAUSEOFSOMEDEVIATIONSTOWARDSTHECONTENTAFTER2006．ONTHEOTHERHAND，THEPEOPLEONINTERNETWEREINGREATNEEDOFKUSOVIDEO，SOTHEINDUSTRYTAPPEDWITHEFFORTSTHEPOTENTIALVALUEOFKUSOVIDEOTOSATISFYTHENETFRIENDSTOREACHTHEMAXIMIZEPROFITS．ITHINKTHEDEVELOPMENTOFKUSOVIDEOREVEALEDNETWORKMEDIAAGAIN。KUSOVIDEOWILLBEMOREPOPULATEDFORTHEINCREASEDSENSITIVITYTOADVERTISEMENTEXPENSESAFTERTHEFINANCIALCRISISIN2008．IALSOBELIEVETHEKUSOVIDEOWILLGETAGOODOPPORTUNITYFROMTHE3RDGENERATIONANDHASABRIGHTFUTURE．KEYWORDSKUSOVIDEO；HISTORY；INTERNETINMAINLANDIII

簡(jiǎn)介：東北師范大學(xué)碩士學(xué)位論文運(yùn)用生物學(xué)史培養(yǎng)學(xué)生的創(chuàng)新思維能力姓名李春蕾申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)教育指導(dǎo)教師王永勝20040601ABSTRACTTHEINFORMATIONSOCIETYANDTHEKNOWLEDGEECONOMYTIMESHAVEPUTFORWARDTOTHESCHOOLS’TEACHINGANDEDUCATIONABASICTASKENHANCINGTHEQUALITIESOFALLTHESTUDENTSINANALLROUNDWAYELEMENTARYEDUCATIONUNDERTAKESTHETASKOFENHANCINGTHEQUALITIESOFTHEWHOLENATIONWITHITSSPECIALFUNCTIONSOFALLTHEQUALITIES，F(xiàn)OSTERINGTHESTUDENTS’CREATIVITYISVERYIMPORTANTWITHCREATIVETHINKINGASTHECOREINTHEHISTORYOFBIOLOGY，QUITALOTOFBASICMATERALSOFCULTIVATINGCREATIVETHINKINGCANBEFOUNDNOWDAYS，THEREAPPEARMOREANDMORETREATISESONTHECREATIVETHINKINGTRAINING，BUTFEWOFTHEMAREEXPOUNDEDINASYSTEMATICWAYANDCOMBINEDWITHTHEFEATURESOFTHEHISTORYOFBIOLOGYINORDERTOIMPROVETHESTUDENTS’QUALITIESANDFOSTERTHESTUDENTS’CREATIVETHINKINGABILITYTHISTREATISEEXPLORESTHERELEVANTPROBLEMSFROMBOTHTHEORYANDPRACTICEINTHEORYTHISTREATISE，TAKINGTHERELEVANTTHEORIESOFDIALECTICALMATERIALISM，THEORYOFKNOWLEDGE，CREATIVESCIENCE，THINKINGSCIENCE，PSYCHOLOGYPEDAGOGYASAGUIDE，EXPOUNDSTHECONCEPT，THECHARACTERISTICS，BASICFORMSOFCREATIVETHINKINGANDALSOTHEIMPORTANCEOFTHESYSTEMOFCREATIVETHINKINGINFOSTERINGTHETALENTEDPERSONSINADDITION，THISTREATISE，WHICHISCOMBINEDWITHTHEFEATURESOFTHEHISTORYOFBIOLOGYDISCUSSESTHEGENERALTEACHINGPRINCIPLES，APPROACHESANDMETHODSOFCREATIVETHINKING；DURINGTHEPROCESSOFTEACHINGPRACTICE，SEEKSFORTHEWAYSANDSERATEGIESTOFOSTERTHESTUDENTSCREATIVETHINKINGBYUSINGTHEHISTORYOFBIOLOGYTOPROVIDETHETHEORETICALANDPRACTICALREFERENCEFORFOSTERINGTHESTUDENTS’CREATIVETHINKINGINTHECHEMISTRYTEACHINGINMIDDLESCHOOLSKEYWORDSTHEHISTORYOFBIOLOGYQUALITIESCREATIVETHINKINGABILITY

簡(jiǎn)介：Y1132580分類(lèi)弓0DCG256L336暫級(jí)一公丑絲一學(xué)校代碼J0712研究生學(xué)弓．SY20040846西北農(nóng)林針杖大學(xué)2007屆攻讀碩士學(xué)位研究生學(xué)位畢業(yè)論文古代游記的農(nóng)史價(jià)值研究學(xué)科專(zhuān)業(yè)登堂堇盔塞研究方向壅些壓史窒越研究生筮巨莖指導(dǎo)教師完成時(shí)間墓蠢匱麴援20076中國(guó)陜兩楊凌◇STUDYONAGIUCUTRALHISTORYVAJLUEINTHEANCIENTTRAVALNOTESABSTRACTNEARTICLEFIRSTHASCARRIEDONTHELIMITS．TOTHEWAVELNOTESCONCEPTDOESTOITSORIGINANDTHEDEVELOPMENTSITUATIONINQUIREDINTOTHAT,FINALLYDISCOVEREDTHEWAVELNOTESORIGINFROMTHEPREQIN,THESTERENTYPIADEVELOPYUHANTANG，SINCETANGTHEQUANTITYHASGROWNDAYBYDAYISCONTINUOUSIN3000UNTILNOW；ANTHETRAVEINOTESRECORDANDTHEREFLECTIONREGIONAREEXTREMELYWIDESPREAD,W鶴TTOTHEWESTELNREGIONVARIOUSCOUNTRIES,THESOUTHEASTMAYRE撇HHAINAN．WITHOUTDOUBT,ANCIENTTIMESTHETRAVELNOTESWEREANAGRICULTURALHISTORYRESEARCHINSTITUTEINDISPENSABLEKINDOFLITERATUREMATERIAL．NEXT,WEHAVECARRIEDONTHEDIVISIONTOTHEANCIENTTIMESTRAVELNOTESTYPE，ANDHASMADETHEANALYSISANDTHESMMNMTTOTHEDIFFERENTTYPETRAVELNOTESAGRICULTUREHISTODCALDATAEXISTENCECONDITIONANDTHETRAVELNOTESAGRICULTUREHISTORICALDATAOVERALLSITUATION．THECONCLUSIONBELIEVED,WAVELCLASS，SOCIETYKIND,INRECORDCLASSWAVELNOTESAGRICULTURALHISTORICALDATAQUITERICH,BUTTHECORRESPONDINGTOURKIND,THESCENERYCLASS，INTHELITERATURECLASSWAVELNOTESFORDSTHEAGRICULTURALMATERIALTOBERAREBUTINTHETRAVELNOTESFARMINGMATERIALOVERALLSAYSHASTHEAUTHENTICITY,THEREGION,THETIMEINTERVAL，THEMULTIPLICITYANDSCATTEREDANDSOONTHECHARACTERISTIC．ONCEMORE，THEARTICLEDIVIDEDINFOURPARTSTOCARRYONTHEDASSIFIEDREORGANIZATIONTOTRAVELNOTESAGRICULTURALHISTORICALDATA,ANDONTRAVELNOTESMATERIALWHENRESEARCHAGRICULTURALPRODUCTIONENVIRONMENT,PLANTERINDUSTRY，F(xiàn)ORESTANDFLOWERSANDPLANTS,RAISINGLIVESTOCKANDFISHERYCOULDPLAYTHEROLEDIDHASINDETAILGIVENANEXAMPLETOELABORATEANDTHERATIONALANALYSIS．USINGANCIENTTIMESINTRAVELNOTESCLIMATE，LANDFORM,HYDROLOGYSOCIALENVIRONMENTASPECTTHEANDSOONANDSOONNATURALENVIRONMENTTHEASWELLASECONOMY。POLITICS,COMMONSOCIALPRACTICEMATERIALWASALLOWEDEVENMORETOMANIFESTTHEENVIRONMENTTOTHEAGRICULTURALPRODUCTIONINFLUENCEFUNCTION；INTHETRAVELNOTESTHEPLANTERINDUSTRYWASINVOLVESTHEFARMCROPSTYPE，THECROPSTYPE，CROPS’DISTRIBUTIONANDVICISSITUDE，THECROPPINGSYSTEM,THEPLANTERTECHNOLOGYANDSOONMANYASPECTS；INTHETRAVELNOTESRAISEDLIVESTOCK,THEFISHERYMATERIALHASRECORDEDTHEPASTORALAREADEVELOPMENTSITUATION；INTHETRAVELNOTESTHEFORESTANDFLOWERSANDPLANTS’RECORD,HASSHOWNTHEFORESTVEGETATIONDISTRIBUTION,VICISSITUDEANDLUMBERCUTTINGWITHTHEUSEANDTHEFLOWERSANDPLANTSTYPEANDTHEDISTRIBUTION．THROUGHTHEARTICLERESEARCH,MADETHEOVERALLAPPRAISALTOTHEANCIENTTIMESTRAVELNOTESAGRICULTURALHISTORYVALUE，THEEXPECTATIONHASBEENABLEFROMTHISTHEDEVELOPMENTANCIENTTIMESTHETRAVELNOTESRESEARCHAREA,RICHAGRICULTURALHISTORYRESEARCHCONTENTANDHISTORICALDATAORIGIN；ANDCANSTUDYTOTHEAGRICULTURALHISTORYCOLLEAGUEUSINGTHETRAVELNOTESMATERIALPLAYSTHECERTAINREFERENCEROLE．KEYWORDANCIENTTIMESTRAVELNOTES；AGRICULTURALENVIRONMENT；PLANTERINDUSTRY；FORESTANDFLOWERSANDPLANTS；RAISINGLIVESTOCKANDFISHERY

簡(jiǎn)介：學(xué)校代碼10126分類(lèi)號(hào)UDC論文題目學(xué)號(hào)30601096密級(jí)編號(hào)學(xué)生姓名江出指導(dǎo)教師疊都旦直塾握專(zhuān)業(yè)名稱(chēng)壓童塞筮堂院系名稱(chēng)墓直堂堂院2009年6月5日內(nèi)蒙古大學(xué)碩士學(xué)位論文試論羅藏丹津‘黃金史的撰史意識(shí)及獨(dú)特史料價(jià)值羅藏丹津黃金史獨(dú)特內(nèi)容研究摘要黃金史，全名ERTEN．NQADTILL1LNDIISALEGSENTGRGYOSUN．UOKIYAL．ITOB芒ILANQ嘶”SANALTANTO酪I，是17世紀(jì)固始國(guó)師喇嘛羅藏丹津的著作。此書(shū)內(nèi)容豐富，而且運(yùn)用的史料古老，有非常重要的史學(xué)價(jià)值和史料價(jià)值。羅藏丹津黃金史不僅繼承了蒙古秘史的編年史傳統(tǒng)，還繼承了佚名黃金史綱等書(shū)的用印藏蒙同源論來(lái)編寫(xiě)蒙古史書(shū)的傳統(tǒng)，是17世紀(jì)蒙古史學(xué)的代表著作之一。羅藏丹津黃金史中保存下來(lái)的12一13世紀(jì)一些古老的記述，對(duì)研究蒙元時(shí)期的政治局勢(shì)、社會(huì)文化、風(fēng)俗習(xí)慣等提供了最基本的史料。對(duì)蒙古秘史研究來(lái)講，此書(shū)摘抄的大部分蒙古秘史內(nèi)容和一些獨(dú)有的內(nèi)容，對(duì)蒙古秘史的文獻(xiàn)研究有比較重要的史料參考價(jià)值。羅藏丹津黃金史有蒙古編年史所具有的一些共同特點(diǎn)體裁為編年史、黃金家族正統(tǒng)觀突出、史實(shí)與傳說(shuō)不分、濃厚的宗教色彩等以外，也有一些自己獨(dú)特的特征史源古老、復(fù)雜、口頭傳承特征與其他幾部蒙古編年史的口頭傳承部分的內(nèi)容不同，包含的蒙古秘史內(nèi)容較多。因此，在17世紀(jì)蒙古人自己撰寫(xiě)的俺答汗傳、佚名黃金史綱、佚名黃史、薩岡徹辰蒙古源流、羅藏丹津黃金史、善巴阿薩刺黑齊史等書(shū)中羅藏丹津黃金史是最能體現(xiàn)當(dāng)時(shí)史學(xué)的發(fā)展和繁榮的著作。本學(xué)位論文由序言、正文、結(jié)語(yǔ)、參考文獻(xiàn)、等構(gòu)成，正文第一部分介紹羅藏丹津黃金史成書(shū)的背景第二部分分析了羅藏丹津黃金史的內(nèi)容及特點(diǎn)；第三部分探討了羅藏丹津黃金史獨(dú)特內(nèi)容及獨(dú)特內(nèi)容的特點(diǎn)、史源、史料價(jià)值等問(wèn)題。最后指出了羅藏丹津黃金史具有的同一時(shí)期其它蒙古編年史不可替代的史料參考價(jià)值。關(guān)鍵詞歲藏丹津黃金史，內(nèi)容特點(diǎn)，獨(dú)特內(nèi)容，史料價(jià)值，史源

簡(jiǎn)介：南京師范大學(xué)博士學(xué)位論文明毛晉刻史記索隱研究姓名王勇申請(qǐng)學(xué)位級(jí)別博士專(zhuān)業(yè)中國(guó)語(yǔ)言文學(xué)；中國(guó)古典文獻(xiàn)學(xué)指導(dǎo)教師趙生群20090520ABSTRACTIIABSTRACTTHISPAPERSTUDIESONTHEUNIQUEEDITIONOFSHIJISUOYIN史記索隱TODAYWHICHWASPUBLISHEDBYMAOJININMINGDYNASTYOFCHINATHEBOOKOFSHIJISUOYINWASWRITTENBYSIMAZHENINTANGDYNASTYTHIS30VOLUMESBOOKWASANIMPORTANTWORKANNOTATEDONTHEHISTORICALRECORDS史記ITQUOTEDMANYCLASSICSANDANALYZEDALOTOFMISTAKESASWELLASDOUBT,THUSITWASREGARDEDASTHEBESTONEOFTHREEFAMOUSANNOTATIONSONTHEHISTORICALRECORDSINITIALLY,THISBOOKWASPUBLISHEDINDEPENDENTLYITANNOTATEDTHEHISTORICALRECORDSBYTHISWAYQUOTEDTHEWORDINORIGINALWORKWHICHNEEDSTOBEANNOTATEDANDTHENFOLLOWEDBYTHEAUTHOR’SOPINIONINSONGDYNASTY,FOREASEOFREADING,PUBLISHERSPUTTHISBOOKTOGETHERWITHSHIJIJIJIE史記集解WRITTENBYPEIYININLIUSONGDYNASTYANDTHENPUBLISHEDASAWHOLEBOOKWITHTHEHISTORICALRECORDSTHISKINDOFEDITIONWASCALLEDTWOANNOTATEDEDITIONAFTERWARDS,SOMEPUBLISHERSADDEDTHEBOOKOFSHIJIZHENGYI史記正義INTOTHETWOANNOTATEDEDITION,WHEREUPONTHREEANNOTATEDEDITIONWASFORMEDTHEREAFTERTHEBOOKOFSHIJISUOYINWASLOSTASANINDEPENDENTBOOKATTHEENDOFMINGDYNASTY,MAOJIN,AFAMOUSBIBLIOPHILESASWELLASAPUBLISHERGOTANINDEPENDENTEDITIONOFSHIJISUOYINWHICHWASREGARDEDASTHEEDITIONKEPTBYROYALLIBRARYOFSONGDYNASTYTHENMAOJINREPUBLISHEDTHISEDITIONSOITWASSPREADWIDELYAFTERTHATTHEOTHERPUBLISHERSCOPIEDORREPUBLISHEDMAOJIN’SEDITION,ANDSOMEOFTHEMCOLLATEDTHEHISTORICALRECORDSACCORDINGTOMAOJIN’SEDITIONSOTHISEDITIONHADMADEAGREATIMPACTTOTHESTUDYONTHEHISTORICALRECORDSBESIDESEDITIONAPOPULAREDITIONOFTHEHISTORICALRECORDSNOWADAYSWASPUBLISHEDBYZHONGHUAPUBLISHINGHOUSETHEMOTHEREDITIONOFTHEZHONGHUAEDITIONWASPUBLISHEDBYJINLINGPUBLISHINGHOUSEINQINGDYNASTYTHEPARTOFSHIJISUOYININTHEJINLINGEDITIONWASMAINLYACCORDINGTOMAOJIN’SEDITIONTHISPAPERHASSTUDIEDTHELIFEOFMAOJINANDHOWHEREPUBLISHEDSHIJISUOYINWITHSOMERELATEDHISTORICALDATABYCOMPARATIVESTUDYONSHIJISUOYINANDOTHEREARLYTWOANNOTATEDEDITIONSUPONWORDSCOLLATING,THISPAPERHASALSODISCUSSEDADISPUTEDQUESTIONTHATWHICHEDITIONWASTHEMOTHEREDITIONOFMAOJIN’SEDITIONATTHESAMETIME,THISPAPERHASINVESTIGATEDTHECHANGINGOFSHIJISUOYINONWORDSATTHEPROGRESSOFPUBLISHINGFROMINDEPENDENTEDITIONTOMIXEDEDITIONACCORDINGTOATHREEANNOTATEDEDITIONOFSIKUQUANSHU四庫(kù)全書(shū)EDITIONAFTERTHAT,THISPAPERHASCORRECTEDSOMEWRONGWORDSOFSHIJISUOYININZHONGHUAEDITIONBYCOLLATIONSTUDYONMAOJIN’SEDITIONANDZHONGHUAEDITIONBYTHISWAYITMAYPROVIDEAREFERENCETOTHEWORKOFREPUBLISHINGOFTHEZHONGHUAEDITIONONTHEOTHERHAND,THISPAPERHASALSOCORRECTEDSOMEWRONGWORDSOFMAOJIN’SEDITION,PROPOSEDAWHOLEIDEAOFPUNCTUATINGANDCOLLATINGONTHEBOOKOFSHIJISUOYINASWELLITHOPESTOPROVIDEAREFERENCETOTHEWORKOFPUNCTUATING,COLLATINGANDPUBLISHINGTHEBOOKOFSHIJISUOYINKEYWORDSSHIJISUOYIN（史記索隱）SIMAZHENMAOJINSINGLEEDITIONINCORPORATIVEEDITIONCOLLATION

簡(jiǎn)介：蠢鏨霎薹霎耋薹|至霎薹薹萋1。1薹羹冀霧蓁摘要中學(xué)物理教學(xué)大綱明確指出，物理課程要使學(xué)生受到相信科學(xué)、熱愛(ài)科學(xué)的教育，引導(dǎo)學(xué)生思考科學(xué)技術(shù)與人類(lèi)社會(huì)的相互關(guān)系。要使學(xué)生在學(xué)習(xí)知識(shí)的同時(shí)潛移默化地受到辯證唯物主義教育，要培養(yǎng)學(xué)生實(shí)事求是的態(tài)度，教育學(xué)生從實(shí)際出發(fā)，尊重事實(shí)，按客觀規(guī)律辦事。當(dāng)前國(guó)內(nèi)物理學(xué)史方面的研究重點(diǎn)在從物理學(xué)的發(fā)展中研究物理學(xué)家在探究中所使用的方法；從物理學(xué)的發(fā)展中總結(jié)物理學(xué)的研究方法、物理思維、重要的實(shí)驗(yàn)以及重要概念規(guī)律的確定和古代的科技及文化。對(duì)于物理學(xué)史與教學(xué)之間的關(guān)系研究的較少，對(duì)物理學(xué)史教育功能的研究主要集中于愛(ài)國(guó)主義教育，激發(fā)學(xué)生學(xué)習(xí)興趣等方面，缺泛全面系統(tǒng)的研究?？偟膩?lái)講目前在中學(xué)教學(xué)中絕大多數(shù)教師在教學(xué)中不太注重利用物理學(xué)史來(lái)服務(wù)教學(xué)，由于物理學(xué)科本身體系性很強(qiáng)，再加上受到應(yīng)試教育的影響，使得廣大物理教師將大量的精力用于知識(shí)的傳授和對(duì)學(xué)生進(jìn)行解題技能方面的訓(xùn)練，許多教師認(rèn)為物理學(xué)史的引入必然會(huì)分散學(xué)生的精力從而削弱技能的訓(xùn)練。物理學(xué)史是豐富的物理教學(xué)資源寶庫(kù)，有豐富的內(nèi)涵，在物理知識(shí)教學(xué)、科學(xué)思維和方法的教育以及樹(shù)立科學(xué)人文精神等方面發(fā)揮著積極有效的作用。通過(guò)物理學(xué)史的學(xué)習(xí)，不但能增長(zhǎng)見(jiàn)識(shí)，加深對(duì)物理學(xué)的理解，更重要的是可以從中得到教益，得到啟示，開(kāi)闊眼界，從前人的經(jīng)驗(yàn)中吸取營(yíng)養(yǎng)，用以指導(dǎo)我們的工作、學(xué)習(xí)，使我們少走彎路。物理學(xué)史集中體現(xiàn)了人類(lèi)探索和逐步認(rèn)識(shí)物理世界的現(xiàn)象、特性、規(guī)律和本質(zhì)的歷程．任何一個(gè)具體的物理知識(shí)和理淪體系都是匯集許多入的研究成果而建立起來(lái)的，常常是幾十年、甚至上百年的努力才能邁出有意義的一步，它包含著認(rèn)識(shí)論和方法論的因素，包含著探索者的艱辛與悲歡，又體現(xiàn)著認(rèn)識(shí)過(guò)程中理論與實(shí)踐、繼承與突破、理性與非理性的辨證統(tǒng)一，因而也包含著豐富的“教書(shū)育人”的教育因素，因此，在高中物理教學(xué)中引入物理學(xué)史教育具有非常重要的意義。本文開(kāi)展物理學(xué)史在物理教學(xué)中滲透的研究，綜述分析物理學(xué)史在中學(xué)生物理教學(xué)中滲透研究的現(xiàn)狀，闡述了物理學(xué)史在物理教學(xué)的意義，物理學(xué)史滲透物理教學(xué)的理論依據(jù)，物理學(xué)史與物理教學(xué)的關(guān)系，物理學(xué)史在物理教學(xué)中滲透的重要性，物理學(xué)史在物理教學(xué)中滲透的原則，物理學(xué)史與中學(xué)生綜合素質(zhì)培養(yǎng)的關(guān)系，特別是物理學(xué)史與學(xué)生能力培養(yǎng)的關(guān)系。通過(guò)本課題的研究，期望能更加全面的地了解物理學(xué)史的素質(zhì)教育功能和如何有效地實(shí)現(xiàn)物理學(xué)史的素質(zhì)教育功能的方法和途徑，能夠在課堂教學(xué)實(shí)踐中在發(fā)展中學(xué)生綜合素質(zhì)方面發(fā)揮其應(yīng)有的作用。關(guān)鍵詞物理學(xué)史物理教學(xué)

簡(jiǎn)介：浙江師范大學(xué)碩士學(xué)位論文高中數(shù)學(xué)教學(xué)中數(shù)學(xué)史教學(xué)設(shè)計(jì)的研究姓名李麗娟申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)學(xué)科教學(xué)（數(shù)學(xué)）指導(dǎo)教師鄭學(xué)良20080601ABSTRACTINHISTORY．OFMATHEMATICSTEACHINGRESEARCH，WHATTHEPEOPLEINVOLVEMANYARETHETHEORYANDTHETEACHINGPRACTICERESEARCH，ANDTHATINVOLVEINGINTHEBASISCLASSROOMINSTRUCTIONTHECOURSECONTENTTOCARRYONTHEHISTORYOFMATHEMATICSTEACHINGDESIGNDIRECTLYISALSOFEWTHISARTICLEINTRODUCESBRIEFLYTHETOPICRESEARCH’SDOMESTIC．ANDFOREIGNSUMMARIES，IMPORTANCEOFTEACHINGTHEHISTORYOFMATHEMATICS，ANDPROPOSESTHENECESSITYOFTHERESEARCHOFTHEMATHEMATICSHISTORYTEACHINGDESIGNINHIGHSCHOOLMATHEMATICSEDUCATION．INLIGHTOFTHENEWCURRICULUMREFORMNEEDS，ASWELLASOURCOUNTRYTEACHINGHISTORYTEACHINGCURRENTSITUATION．THISPAPERDEFINESTHECONCEPTOFTHEHISTORYOFMATHEMATICS，THEHISTORYOFMATHEMATICSTEACHINGDESIGNREQUIREMENTS，THEPRINCIPLEANDTHECONTENTCHOICE，ANDPROPOSESTHEIDEATHATTHERATIONALDESIGNOFTHEHISTORYOFMATHEMATICSOPTIMIZATIONPROBLEMSCARLNOTONLYOPTIMIZETHECLASSROOMINSTRUCTION．BUTALSOHASTHEVITALSIGNIFICANCEINIMPROVINGTHEQUALITYOFINDIVIDUALSTUDENTSINTERESTEDINLEARNINGANDSELFDEVELOPMENTASWELLASTEACHERSOWNDEVELOPMENT．MAKINGITINFILTRATIONOFIDEASANDCONCEPTSINMATHEMATICSCLASSROOMTEACHING．HOWTOCARRYOUTTEACHINGTHEHISTORYOFMATHEMATICSBETTER,HISTORYOFMATHEMATICSTEACHINGDESIGNISTHECRUCIALSTEP，STEMMINGFROMTHEDESIGNQUESTION’SFEASIBILITY,THISARTICLECONSIDEREDFROMTHEFOLLOWINGSEVERALASPECTSFIRST．THESTRATEGY,HASTHESTORYSTRATEGY,THEMETHODCOMPARISONSTRATEGY,THEHISTORICALORIGINSTRATEGY,THEREVELATIONTHINKINGPROCESSSTRATEGY；SECOND，THEESTABLISHMENTOFTHEHISTORYOFMATHEMATICSTEACHINGDESIGNINHIGHSCH001MATHEMATIC8TEACHINGTHERETUMMATHEMATICSESSENCE’SHISTORYOFMATHEMATICSTEACHINGDESIGN，ESTABLISHESTHEREASONABLEHISTORYOFMATHEMATICSTEACHINGDESIGNBASEDODMATHEMATICSORIGIN，F(xiàn)ROMTHENUMBEROFSTUDENTSTHEHISTORYOFUNDERSTANDINGANDSIMILARITYTOCONDUCTCLASSROOMINSTRUCTIONDESIGN，THESTORYOFMATHEMATICIANEXCELLENTCHOICEFORTHEHISTORYOFMATHEMATICSTEACHINGDESIGN，TOINFLUENCESUBTLYSEEPSTHEHISTORYOFMATHEMATICS，COMBINEDWITHPRACTICALEXAMPLESTOILLUSTRATE．FINALLYREALIZESTHROUGHTHEHISTORYOFMATHEMATICSTEACHINGPRACTICETHEHISTORYOFMATHEMATICSTEACHINGWASONLYHASPROVIDEDONEPOSSIBILITYFORTHESTUDENTMATHEMATICSACCOMPLISHMENTENHANCEMENTANDMATHEMATICSINTERESTRAISE；THEHISTORYOFMATHEMATICSTEACHINGCANNOTFORTHEHISTORY,BUTTHEHISTORY,MUSTBEABLEJUSTRIGHTSERVESFORTHETEACHINGMATERIALANDTHESTUDENT；INTHEPROCESSOFTEACHING，NOTONLYREQUIRESTUDENTSTOOPENMATHEMATICALVISION，BUTALSOREQUIRETEACHERSTOHAVEAHIGHDEGREEOFSELFHISTORYOFMATHEMATICSLITERACY．KEYWOI乇DHISTORYOFMATHEMATICS．MATHEMATICSVIEW,EDUCATIONFUNCTION，CLASSROOMINSTRUCTION，INSTRUCTIONALDESIGN

簡(jiǎn)介：幽謄露卸器犬學(xué)學(xué)校代碼10135論文分類(lèi)號(hào)學(xué)號(hào)20094105003研究生類(lèi)別教育碩士碩士學(xué)位論文包頭市一機(jī)二中政史綜合教學(xué)的探究EXPLOREHOWTOINTEGRATEHISTORYKNOWLEDGEWITHIDEOLOGYANDPOLITICSTEACHINGOFNO2MIDDLESCHOOLINYIJI，BAOTOU專(zhuān)業(yè)學(xué)位類(lèi)別專(zhuān)業(yè)名稱(chēng)申請(qǐng)人姓名指導(dǎo)教師姓名教育碩士學(xué)科教學(xué)歷史何曉民舒勵(lì)教授2012年5月28日J(rèn)JJ‘。。1‘’。。。‘‘‘。。1‘?！?‘‘’11。’。。。。。1‘‘_。__‘____________________I_____________________________________________________。____一一一獨(dú)創(chuàng)性聲明本人所呈交的學(xué)位論文是本人在導(dǎo)師指導(dǎo)下進(jìn)行的研究工作及取得的研究成果，盡我所知，除了文中特別加以標(biāo)注和致謝的地方外，論文中不包含其他人已經(jīng)發(fā)表或撰寫(xiě)過(guò)的研究成果，也不包含本人為獲得內(nèi)蒙古師范大學(xué)或其他教育機(jī)構(gòu)的學(xué)位或證書(shū)而使用過(guò)的材料。與我一同工作的同志對(duì)本研究所做的任何貢獻(xiàn)均已在論文中做了明確的說(shuō)明并表示感謝。簽名乃刁L一日期加，占、∥4關(guān)于論文使用授權(quán)的說(shuō)明本論文作者完全了解內(nèi)蒙古師范大學(xué)有關(guān)保留、使用學(xué)位論文的規(guī)定內(nèi)蒙古師范大學(xué)有權(quán)保留并向國(guó)家有關(guān)部門(mén)或機(jī)構(gòu)送教論文的復(fù)印件或磁盤(pán)，允許被查閱或借閱，可以將論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫(kù)進(jìn)行檢索，可以采用影印、縮印或掃描等復(fù)印手段保存、匯編學(xué)位論文，并且本人電子文檔的內(nèi)容和紙質(zhì)的內(nèi)容相一致。保密的學(xué)位論文在解密后也遵循此規(guī)定。簽名弛“A們唬列聊簽名冷鋤嗍210召∥乒眵B、十影戎

簡(jiǎn)介：分類(lèi)號(hào)G632學(xué)校單位代碼10446碩士學(xué)位論文論文題目運(yùn)用物理學(xué)史提高高中生科學(xué)素養(yǎng)的研究研究生姓名高鑫學(xué)科、專(zhuān)業(yè)課程與教學(xué)論研究方向物理課程與教學(xué)論導(dǎo)師姓名、職稱(chēng)李新鄉(xiāng)教授論文完成時(shí)間2012年4月曲阜師范大學(xué)研究生學(xué)位論文原創(chuàng)性說(shuō)明（根據(jù)學(xué)位論文類(lèi)型相應(yīng)地在“□”劃“√”）本人鄭重聲明此處所提交的博士□碩士□論文運(yùn)用物理學(xué)史提高高中生科學(xué)素養(yǎng)的研究，是本人在導(dǎo)師指導(dǎo)下，在曲阜師范大學(xué)攻讀博士□碩士□學(xué)位期間獨(dú)立進(jìn)行研究工作所取得的成果。論文中除注明部分外不包含他人已經(jīng)發(fā)表或撰寫(xiě)的研究成果。對(duì)本文的研究工作做出重要貢獻(xiàn)的個(gè)人和集體，均已在文中已明確的方式注明。本聲明的法律結(jié)果將完全由本人承擔(dān)。作者簽名日期曲阜師范大學(xué)研究生學(xué)位論文使用授權(quán)書(shū)（根據(jù)學(xué)位論文類(lèi)型相應(yīng)地在“□”劃“√”）運(yùn)用物理學(xué)史提高高中生科學(xué)素養(yǎng)的研究系本人在曲阜師范大學(xué)攻讀博士□碩士□學(xué)位期間，在導(dǎo)師指導(dǎo)下完成的博士□碩士□學(xué)位論文。本論文的研究成果歸曲阜師范大學(xué)所有，本論文的研究?jī)?nèi)容不得以其他單位的名義發(fā)表。本人完全了解曲阜師范大學(xué)關(guān)于保存、使用學(xué)位論文的規(guī)定，同意學(xué)校保留并向有關(guān)部門(mén)送交論文的復(fù)印件和電子版本，允許論文被查閱和借閱。本人授權(quán)曲阜師范大學(xué)，可以采用影印或其他復(fù)制手段保存論文，可以公開(kāi)發(fā)表論文的全部或部分內(nèi)容。作者簽名日期導(dǎo)師簽名日期