簡(jiǎn)介：華東師范大學(xué)碩士學(xué)位論文高中歷史主題史教學(xué)下民族精神培育的實(shí)踐研究姓名嚴(yán)紅敏申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)教育（歷史）指導(dǎo)教師楊彪20070901ABSTRACTTHENATIONALSPIRITISTHESELFJUSTIFICATIONFORANATION7SEXISTENCE，THEBACKBONEFORITSDEVELOPMENT，ANDONEOFTHEIMPORTANTFACTORSFORTHENATIONALCOMPREHENSIVEPOWERJTHEEDUCATIONOFCHINESENATIONSPIRIT，INTHISSENSE，HASBECOMEONEOFTHEMAJORSECTIONSOFSECONDARYSCHOOLING，ESPECIALLYOFTHEHISTORYTEACHINGACHALLENGEASWELLASANOPPORTUNITYFOREVERYHISTORYTEACHERTHISTHESISISBASEDONTHEAUTHOR’STEACHINGPRACTICESOFTHEREFORMORIENTEDTEXTBOOKS，ANUNPMCEDENTEDSERIESINTERWOVENTHEMEHISTORYWITHCIVILIZATIONHISTORYTHEAUTHOREXPLORESTHENATIONALSPIRITEDUCATIONINTHREEDIFFERENTWAYSTEXTBOOKBASEDCLASSROOMIEACHING，INFORMSOFSITUATIONTRAINING，ISSUEANALYSISANDTHEMESTUDY；AFFE卜CLASSACTIVITIES，INFORMSOFINTERESTGROUPSSCHOOLWIDEMORALEDUCATIONANDVARIOUSTHEMERESEARCHES；ANDOUTOFSCHOOLACTIVITIES，EMPLOYINGLOCALMUSEUMS，PATRIOTISMBASESANDOTHERRELATEDRESOURCESTHESETEACHINGPRACTICESTUMOUTEFFECTIVEANDCONSTRUCTIVEANDASSISTTHEAUTHORTOCONCLUDESOMEUSEFULSUGGESTIONSFORTHESTUDYANDTHEPRACTICEOFTHENEWTEXTBOOKSWHICHCOULDBEAHELPFULREFERENCEFORTHENATIONALSPIRITEDUCATIONBASEDONOTHERVERSIONSOFHISTORYTEXTBOOKSKEYWORDSHIGHSCHOOLTHEMEHISTORYNATIONALSPIRIT6

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簡(jiǎn)介：隨著教學(xué)改革的不斷發(fā)展，以人為本的教學(xué)觀(guān)念深入人心，各種教育教學(xué)改革的嘗試方興未艾。在高中物理教學(xué)中滲透物理學(xué)史作為改革物理教學(xué)的一種手段，越來(lái)越受到國(guó)內(nèi)外教育工作者的廣泛重視，為了更好的在高中物理教學(xué)中滲透物理學(xué)史，本文從理論和實(shí)踐兩方面對(duì)這一問(wèn)題進(jìn)行了研究，首先闡述了提出這一問(wèn)題的緣由，介紹了課題研究的現(xiàn)狀，從理論與實(shí)踐兩方面分析了本課題研究的意義，接著通過(guò)問(wèn)卷形式對(duì)高中物理學(xué)史的教學(xué)現(xiàn)狀進(jìn)行了調(diào)查，對(duì)造成這種現(xiàn)狀的原因進(jìn)行了分析，并指出了存在的問(wèn)題。針對(duì)這些具體問(wèn)題提出了在教學(xué)過(guò)程中引入物理學(xué)史的基本原則，分析了物理學(xué)史的教育功能。具體的介紹了四種在高中物理教學(xué)中滲透物理學(xué)史的方式。并且初步的探討了在高中物理教學(xué)中滲透物理學(xué)史的課堂教學(xué)模式，給出了概念教學(xué)和實(shí)驗(yàn)規(guī)律教學(xué)兩種教學(xué)模式的課堂操作程序。通過(guò)對(duì)研究結(jié)果的分析和討論，作者認(rèn)為在高中物理教學(xué)中滲透物理學(xué)史，在很大程度上改變了學(xué)生對(duì)待物理的態(tài)度，增加了教學(xué)的趣味性、知識(shí)性，使更多的同學(xué)對(duì)物理產(chǎn)生了興趣。利用物理學(xué)史來(lái)訓(xùn)練學(xué)生的科學(xué)方法是行之有效的。通過(guò)科學(xué)方法的教育帶動(dòng)了知識(shí)教學(xué)。在課堂教學(xué)的某些部分引入物理學(xué)史內(nèi)容，使學(xué)生從另外的角度認(rèn)識(shí)物理概念和規(guī)律，降低了難度，有利于學(xué)生學(xué)習(xí)。教師為了更好的扮演起學(xué)生學(xué)習(xí)活動(dòng)的組織者的角色，要求教師應(yīng)具有必要的物理學(xué)史素養(yǎng)。領(lǐng)悟物理學(xué)史中所蘊(yùn)含的辯證法思想。理解物理學(xué)基本概念建立過(guò)程中所包涵的方法論、思想論。了解物理學(xué)家的生平事跡。作者認(rèn)為滲透物理學(xué)史教育在具體實(shí)踐中依然存在著很多的問(wèn)題，但是為了學(xué)生的終身發(fā)展，我們?nèi)匀恍枰訌?qiáng)物理學(xué)史教育，本文所總結(jié)出的教學(xué)模式并不是一成不變的，不能拿來(lái)生搬硬套。只能在具體的教學(xué)實(shí)踐中靈活運(yùn)用，此論文期望能夠拋磚引玉，使廣大教師在具體的實(shí)踐中有所啟示，促使他們自覺(jué)的在教學(xué)過(guò)程滲透物理學(xué)史，也就達(dá)到了本文的目的。

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簡(jiǎn)介：華中科技大學(xué)碩士學(xué)位論文19782008手機(jī)媒體經(jīng)營(yíng)管理演變史姓名周雄申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)傳播學(xué)指導(dǎo)教師屠忠俊20080601華中科技大學(xué)碩士學(xué)位論文華中科技大學(xué)碩士學(xué)位論文4摘要摘要隨著信息時(shí)代的到來(lái)，報(bào)紙、電視等傳統(tǒng)媒體也在形式、內(nèi)容、受眾等各個(gè)層面遭受新興媒體的挑戰(zhàn)，而手機(jī)正是新興媒體的典型代表。手機(jī)作為一種新興媒體，從1987年首次在我國(guó)出現(xiàn)，到2008年已經(jīng)成為了擁有565億廣闊受眾的大眾媒體，只用了短短20年的時(shí)間，就走完了從無(wú)到有、發(fā)展壯大，不再僅僅局限為通話(huà)工具，而是逐漸演變成為一個(gè)擁有完整傳播鏈條的新的大眾媒體的路程。在這個(gè)成長(zhǎng)過(guò)程中，手機(jī)媒體的經(jīng)營(yíng)理念、管理模式也在逐步成熟，并由于內(nèi)容和傳播鏈條的復(fù)雜性，擁有了比傳統(tǒng)媒體更為豐富的經(jīng)營(yíng)、管理方式。本文第一部分對(duì)業(yè)界、學(xué)界已有的針對(duì)手機(jī)媒體的研究進(jìn)行梳理，并根據(jù)手機(jī)媒體已經(jīng)具備的三大要素確定了手機(jī)“第五媒體”的地位；本文第二部分全程記錄了從1978年到2008年改革開(kāi)放三十年時(shí)間，手機(jī)從通信工具向全新的大眾傳播媒體發(fā)展歷程中的所有重大事件；本文第三部分有重點(diǎn)地回顧、總結(jié)了相關(guān)政府部門(mén)針對(duì)手機(jī)媒體這一新生事物的所制定的制度、政策、法規(guī)，并解讀手機(jī)媒體在我國(guó)政策法規(guī)環(huán)境下的生存發(fā)展?fàn)顩r；第四部分是本文核心，闡述、分析了手機(jī)產(chǎn)業(yè)鏈上的不同利益主體，在經(jīng)營(yíng)手機(jī)短信、手機(jī)上網(wǎng)、手機(jī)報(bào)紙、手機(jī)電視、手機(jī)游戲等多種手機(jī)媒體形態(tài)，所采取的不同的經(jīng)營(yíng)管理思路、舉措及效果；本文第五部分例舉、剖析了手機(jī)媒體發(fā)展進(jìn)程中的代表媒體、人物和事件。關(guān)鍵詞關(guān)鍵詞移動(dòng)通信、手機(jī)媒體、經(jīng)營(yíng)與管理

簡(jiǎn)介：上海師范大學(xué)碩士學(xué)位論文科學(xué)史融入教學(xué)對(duì)初中學(xué)生理解科學(xué)探究影響的實(shí)證研究姓名徐創(chuàng)新申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)課程與教學(xué)論指導(dǎo)教師鄧小麗200804011、科學(xué)史融入教學(xué)對(duì)學(xué)生科學(xué)知識(shí)的學(xué)習(xí)無(wú)顯著影響。2、科學(xué)史融入教學(xué)對(duì)學(xué)生理解科學(xué)探究有極為顯著的影響。3、科學(xué)史融入教學(xué)在短時(shí)間內(nèi)很難讓學(xué)生對(duì)科學(xué)探究的總體理解達(dá)到理想水平?！芯空呓Y(jié)合自己的研究結(jié)果和親身的研究心得，提出如下幾點(diǎn)建議L、課程方面的建議1職前課程方面。在高等師范院校理科師范課程中推行HPS課程科學(xué)史、科學(xué)哲學(xué)以及科學(xué)社會(huì)學(xué)相融合的課程，以增進(jìn)師范生對(duì)科學(xué)本質(zhì)的認(rèn)識(shí)。2職后課程方面。開(kāi)發(fā)適合于中學(xué)理科教師理解的科學(xué)本質(zhì)課程，并對(duì)他們進(jìn)行科學(xué)本質(zhì)方面的培訓(xùn)，以增進(jìn)理科教師對(duì)科學(xué)本質(zhì)的理解。2、教材及教材輔助資源方面的建議一一1教材方面。在中學(xué)理科教材中適當(dāng)增進(jìn)概念、規(guī)律以及理論等形成的歷史背景、發(fā)展過(guò)程和相關(guān)的爭(zhēng)論，同時(shí)增加這些內(nèi)容與科學(xué)本質(zhì)的關(guān)聯(lián)。2教材輔助資源方面。建議結(jié)合中學(xué)理科教材，開(kāi)發(fā)與教材內(nèi)容相關(guān)的科學(xué)史資源庫(kù)，為教師進(jìn)行科學(xué)史教學(xué)提供方便。3、教學(xué)方面的建議研究者應(yīng)加強(qiáng)科學(xué)史融入教學(xué)指向理解科學(xué)探究這類(lèi)型教學(xué)的研究力度，開(kāi)發(fā)這方面的教學(xué)案例，探索合適的教學(xué)方式，以提供給理科教師做參照。關(guān)鍵詞科學(xué)史理解科學(xué)探究科學(xué)史融入教學(xué)傳統(tǒng)式教學(xué)論文類(lèi)型應(yīng)用研究

簡(jiǎn)介：山東師范大學(xué)碩士學(xué)位論文文學(xué)史意識(shí)在文學(xué)作品閱讀教學(xué)中的滲透姓名代秋娥申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)學(xué)科教學(xué)語(yǔ)文指導(dǎo)教師潘慶玉20080410涵袤爨季范天學(xué)矮掌釜論文要性和重要性。第二部分主要闡明文學(xué)史意識(shí)的內(nèi)涵。通過(guò)與文學(xué)史知識(shí)、大學(xué)開(kāi)設(shè)的文學(xué)史學(xué)科的比較，闡述文學(xué)史意識(shí)及文學(xué)史意識(shí)在文學(xué)作品閱讀教學(xué)中滲透的內(nèi)涵、實(shí)質(zhì)。探究文學(xué)史意識(shí)在文學(xué)作品閱讀教學(xué)中滲透產(chǎn)生的理論根源。第三部分主要闡述文學(xué)史意識(shí)在文學(xué)作品閱讀教學(xué)中滲透的重古意義。它有利于語(yǔ)文闋讀教學(xué)目標(biāo)的實(shí)現(xiàn)；有利于課堂教學(xué)中學(xué)生知識(shí)面的拓展有利于學(xué)生文學(xué)知識(shí)的遷移和文化素養(yǎng)的提高。第四部分主要探討文學(xué)史意識(shí)在文學(xué)作品閱讀教學(xué)中滲透的策略和途徑。提高教師自身的文學(xué)史意識(shí)，注重課內(nèi)外相結(jié)合。課堂實(shí)施中充分利用教材內(nèi)容營(yíng)造文學(xué)史意識(shí)的氛圍；豐富背景知識(shí)；進(jìn)行比較閱讀和批判閱讀。課外通過(guò)開(kāi)專(zhuān)題講座、進(jìn)行文學(xué)作品的戲劇表演、辦專(zhuān)刊等多種活動(dòng)有機(jī)滲透。第五部分對(duì)文學(xué)史意識(shí)在文學(xué)作品閱讀教學(xué)中滲透的教學(xué)實(shí)踐進(jìn)行總結(jié)，同時(shí)點(diǎn)明文學(xué)史意識(shí)在文學(xué)作品閱讀教學(xué)中滲透應(yīng)注意的問(wèn)題。H關(guān)鍵詞文學(xué)史、意識(shí)、文學(xué)作品、滲透分類(lèi)號(hào)G63333

簡(jiǎn)介：內(nèi)蒙古師范大學(xué)碩士學(xué)位論文高中歷史教學(xué)與包頭地方史結(jié)合初探姓名李文生申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)學(xué)科教學(xué)歷史指導(dǎo)教師舒勵(lì)20070605依據(jù)，結(jié)合自己長(zhǎng)期的高中教學(xué)實(shí)踐，以先進(jìn)的教育思想和理論為指導(dǎo)，確定高中歷史教學(xué)中適當(dāng)滲透地方史應(yīng)遵循的基本原則，實(shí)現(xiàn)教學(xué)目標(biāo)應(yīng)采取方法和實(shí)施途徑。重點(diǎn)探究如何在高中歷史教學(xué)中滲透包頭地方史，做到既不沖淡教學(xué)主題，又能激發(fā)學(xué)生的興趣，培養(yǎng)學(xué)生的愛(ài)國(guó)主義情操，且符合高中學(xué)生心理特點(diǎn)和接受能力。力求在教學(xué)實(shí)踐中推廣應(yīng)用，為中學(xué)歷史教學(xué)改革作出～定貢獻(xiàn)關(guān)鍵詞高中歷史教學(xué)包頭地方史結(jié)合初探

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簡(jiǎn)介：廈門(mén)大學(xué)博士后學(xué)位論文中國(guó)近代科技傳播史姓名謝清果申請(qǐng)學(xué)位級(jí)別博士后專(zhuān)業(yè)專(zhuān)門(mén)史指導(dǎo)教師郭金彬詹石窗20090901ABSTRACTABSTRACTMODEMSCIENCEANDTECHNOLOGYDIDN’TORIGINATEFROMCHINA，HOWEVERCHINAHASSTARTEDMODEMSCIENCEANDTECHNOLOGYFROMTHEPERSPECTIVEOFCOMMUNICATIONCHANNEL，THISBOOKSTUDIESHOWMODEMSCIENCEANDTECHNOLOGYWASINTRODUCED，ASSIMILATEDANDSPREADTOCHINATHROUGHPREACHERS，SCIENTIFICTRANSLATION，OVERSEASSTUDYSCIENTIFICEDUCATIONMODEMINDUSTRYPOPULARIZATIONOFSCIENCE，SCIENTIFICASSOCIATIONSTHISBOOKATTACHESGREATIMPORTANCETOANALYZEHOWELITESUNDERSTANDTHERELATIONSHIPBETWEENMEDIAANDCHINA’SMODEMSCIENTIFICCOMMUNICATIONSORTOUTTHEHISTORICPROCESSOFMODEMSCIENTIFICCOMMUNICATIONTHROUGHMEDIAANDDISCUSSTHESOCIALEFFECTSOFCOMMUNICATIONTHROUGHMEDIAWHAT’SMORE，THEAUTHORCOMPARESTHEDIFFERENTRESPONSEOFCHINAANDJAPANTO‘‘WESTEMLEAMINGSPREADINGTOTHEEAST’ANDTHEIRCORRESPONDINGEFFECTS，SOASTOREFLECTONTHEEXPERIENCEANDLESSONSOFCHINA’SMODEMSCIENTIFICCOMMUNICATIONKEYWORDSCHINA；MODEMTIMES；SCIENTIFICANDTECHNOLOGICCOMMUNICATIONH