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簡(jiǎn)介：分類號(hào)Q魚壘3區(qū)域性高校農(nóng)業(yè)科學(xué)研究問(wèn)題的發(fā)現(xiàn)與對(duì)策研究ASTUDYONPROBLEMSOFAGRICULTURALSCIENTIFICRESEARCHINREGIONALUNIVERSITIESANDCOUNTERMEASURES學(xué)位申請(qǐng)人指導(dǎo)老師校外導(dǎo)師學(xué)位名稱研究領(lǐng)域授予單位答辯日期陳建新張?jiān)鲁浇淌谵捎胥y研究員農(nóng)業(yè)推廣碩士農(nóng)村與區(qū)域發(fā)展河北農(nóng)業(yè)大學(xué)二。一一年十一月二十五日摘要如今，科學(xué)技術(shù)已經(jīng)成為社會(huì)經(jīng)濟(jì)發(fā)展的決定力量，成為綜合國(guó)力的競(jìng)爭(zhēng)點(diǎn)。高等學(xué)校的科學(xué)研究是國(guó)家科學(xué)技術(shù)研究與創(chuàng)新的主導(dǎo)力量，是國(guó)家創(chuàng)新體系的重要組成部分，地方農(nóng)業(yè)高校是我國(guó)農(nóng)業(yè)科技活動(dòng)的生力軍。人才培養(yǎng)、科學(xué)研究和社會(huì)服務(wù)是高校的三大職能，科學(xué)研究是高校學(xué)術(shù)水平和辦學(xué)實(shí)力的集中體現(xiàn)。河北北方學(xué)院是一所區(qū)域性綜合本科院校，以建設(shè)綜合型大學(xué)為目標(biāo)，在搞好教學(xué)的同時(shí)，大力發(fā)展科學(xué)研究。本文針對(duì)新形勢(shì)下，學(xué)校由?？粕究?、由單一變綜合的新特點(diǎn)，通過(guò)對(duì)河北北方學(xué)院20002010年農(nóng)業(yè)學(xué)科專業(yè)的科研資料的查閱整理，對(duì)8000多個(gè)數(shù)據(jù)進(jìn)行統(tǒng)計(jì)分析，應(yīng)用定量定性分析法，從科研立項(xiàng)、經(jīng)費(fèi)、成果獲獎(jiǎng)、論文、學(xué)術(shù)隊(duì)伍、科研平臺(tái)幾方面進(jìn)行學(xué)科間的橫向比較和各發(fā)展階段縱向的科研投入產(chǎn)出的績(jī)效分析；應(yīng)用文獻(xiàn)法對(duì)成功的典型農(nóng)業(yè)科研案例進(jìn)行例證分析；應(yīng)用對(duì)比分析和調(diào)研分析法，進(jìn)行同類科研院校、機(jī)構(gòu)間對(duì)比和現(xiàn)行科研及其管理狀況的調(diào)查分析，總結(jié)河北北方學(xué)院近十年來(lái)在農(nóng)業(yè)科研取得的成就和存在的主要問(wèn)題，找出發(fā)展中的制約因素，研究地方高校農(nóng)業(yè)科研工作特點(diǎn)和發(fā)展對(duì)策。通過(guò)分析和總結(jié)，十幾年來(lái)，河北北方學(xué)院農(nóng)業(yè)科研項(xiàng)目及經(jīng)費(fèi)迅速增長(zhǎng)，從2001年的378萬(wàn)元到2010年的1179萬(wàn)元，年均增長(zhǎng)率達(dá)212％；科研成果數(shù)量逐年上翻，特別是學(xué)術(shù)論文從2000年的57篇到2010年的282篇；科研條件建設(shè)投入不斷增加，學(xué)科建設(shè)水平逐年提高，20032010年科研平臺(tái)建設(shè)專項(xiàng)經(jīng)費(fèi)共計(jì)5077萬(wàn)元，重點(diǎn)學(xué)科、研究機(jī)構(gòu)建設(shè)從無(wú)到有；學(xué)術(shù)隊(duì)伍結(jié)構(gòu)不斷優(yōu)化，學(xué)歷、職稱層次逐年提高。但科研質(zhì)量和數(shù)量失衡，高層次的項(xiàng)目和高水平的成果偏少，成果轉(zhuǎn)化率和服務(wù)地方能力較低，具有較高影響力的學(xué)科領(lǐng)軍人物偏少等。在此基礎(chǔ)上，運(yùn)用管理學(xué)、教育經(jīng)濟(jì)學(xué)理論，結(jié)合地方農(nóng)業(yè)高?？蒲刑攸c(diǎn)和內(nèi)外部發(fā)展環(huán)境，對(duì)學(xué)校農(nóng)業(yè)科研發(fā)展提出幾點(diǎn)建議突出地方農(nóng)業(yè)院?？蒲刑厣?，把握研究方向，準(zhǔn)確定位于服務(wù)區(qū)域農(nóng)業(yè)發(fā)展，面向市場(chǎng)搞科研，實(shí)現(xiàn)研究?jī)?nèi)容與農(nóng)業(yè)發(fā)展關(guān)鍵問(wèn)題對(duì)接、研究方向與生產(chǎn)需要對(duì)接、科研成果與生產(chǎn)實(shí)踐相對(duì)接，提高學(xué)校科研水平和服務(wù)地方經(jīng)濟(jì)社會(huì)發(fā)展的能力；學(xué)校要加大科研投入，持強(qiáng)扶弱，加強(qiáng)試驗(yàn)基地和科研創(chuàng)新平臺(tái)建設(shè)，改進(jìn)科研方法和手段，提高科研水平和層次；加強(qiáng)科研管理，進(jìn)一步落實(shí)科研管理三級(jí)機(jī)制，建立和完善科研激勵(lì)和評(píng)價(jià)機(jī)制。更新管理理念，突出人本管理和服務(wù)意識(shí)，尊重科研規(guī)律和學(xué)術(shù)獨(dú)立，提高科研管理信息水平，實(shí)現(xiàn)區(qū)域性高校農(nóng)業(yè)科研管理的創(chuàng)新。關(guān)鍵詞區(qū)域高校；農(nóng)業(yè)科研；發(fā)展對(duì)策；

簡(jiǎn)介：分類_____________密級(jí)_____________碩士學(xué)位論文碩士學(xué)位論文“腳靶訓(xùn)練”與“手靶訓(xùn)練”在跆拳道橫踢技術(shù)教學(xué)中的應(yīng)用研究以蘭州工業(yè)高等?？茖W(xué)校男生跆拳道選項(xiàng)課為例孟強(qiáng)導(dǎo)師姓名職稱孟峰年教授專業(yè)名稱民族傳統(tǒng)體育學(xué)研究方向民族、民間傳統(tǒng)體育文化論文答辯日期2011年5月學(xué)位授予日期2011年6月答辯委員會(huì)主席評(píng)閱人二O一一年月日目錄獨(dú)創(chuàng)性聲明I摘要IIABSTRACTIV1前言111研究背景112與本研究相關(guān)的主要概念213本研究的主要內(nèi)容214相關(guān)跆拳道理論研究背景及現(xiàn)狀2141國(guó)外研究現(xiàn)狀2142國(guó)內(nèi)研究現(xiàn)狀215研究意義4151理論意義4152實(shí)踐意義42研究對(duì)象與方法421研究對(duì)象422研究方法4221觀察法4222文獻(xiàn)資料法5223專家訪談法5224問(wèn)卷調(diào)查法5225教學(xué)實(shí)驗(yàn)法7226數(shù)理統(tǒng)計(jì)法8227邏輯分析法823研究思路824研究技術(shù)路線圖93教學(xué)實(shí)驗(yàn)結(jié)果分析1031腳靶訓(xùn)練與手靶訓(xùn)練在選項(xiàng)課中的教學(xué)實(shí)驗(yàn)結(jié)構(gòu)10311腳靶訓(xùn)練與手靶訓(xùn)練在跆拳道選項(xiàng)課教學(xué)計(jì)劃結(jié)構(gòu)中的內(nèi)容安排10312腳靶訓(xùn)練和手靶訓(xùn)練在跆拳道選項(xiàng)課中的教學(xué)實(shí)驗(yàn)設(shè)計(jì)13

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簡(jiǎn)介：分類號(hào)（宋體小4號(hào)）密級(jí)（宋體小4號(hào)）學(xué)校代碼（宋體小4號(hào)）學(xué)號(hào)（宋體小4號(hào)）碩士研究生學(xué)位論文碩士研究生學(xué)位論文學(xué)習(xí)科學(xué)視角下的教師學(xué)習(xí)研究學(xué)習(xí)科學(xué)視角下的教師學(xué)習(xí)研究RESEARCHONTEACHERLEARNINGBASEDONTHERESEARCHONTEACHERLEARNINGBASEDONTHESTPOINTSOFLERNINGSCIENCESSTPOINTSOFLERNINGSCIENCES曾玉萍曾玉萍院所課程與教學(xué)研究所導(dǎo)師姓名楊南昌學(xué)科專業(yè)課程與教學(xué)論研究方向教師教育二○一二年五月獨(dú)創(chuàng)性聲明本人聲明所呈交的學(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。據(jù)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)表或撰寫過(guò)的研究成果，也不包含為獲得或其他教育機(jī)構(gòu)的學(xué)位或證書而使用過(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)均已在論文中作了明確的說(shuō)明并表示謝意。學(xué)位論文作者簽名簽字日期年月日學(xué)位論文版權(quán)使用授權(quán)書學(xué)位論文版權(quán)使用授權(quán)書本學(xué)位論文作者完全了解江西師范大學(xué)研究生院有關(guān)保留、使用學(xué)位論文的規(guī)定，有權(quán)保留并向國(guó)家有關(guān)部門或機(jī)構(gòu)送交論文的復(fù)印件和磁盤，允許論文被查閱和借閱。本人授權(quán)江西師范大學(xué)研究生院可以將學(xué)位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)制手段保存、匯編學(xué)位論文。（保密的學(xué)位論文在解密后適用本授權(quán)書）學(xué)位論文作者簽名導(dǎo)師簽名簽字日期年月日簽字日期年月

簡(jiǎn)介：博士學(xué)位論文科技風(fēng)險(xiǎn)的倫理學(xué)研究IIIIIIILLIIIIIIIIIIIILY1847562ETHICSRESEARCHONTHERISKSOFSCIENCEANDTECHNOLOGYADISSERTATIONSUBMITTEDTOSOUTHEASTUNIVERSITYFORTHEACADEMICDEGREEOFDOCTOROFPHILOSOPHYBYⅥ後NGJINSUPERVISEDBYPROF．CHENAIHUASCHOOLOFHUMANITIESSOUTHEASTUNIVERSITYJUNE2010

簡(jiǎn)介：天津師范大學(xué)碩士學(xué)位論文中學(xué)物理教師科學(xué)探究能力認(rèn)識(shí)狀況的調(diào)查研究姓名李娟申請(qǐng)學(xué)位級(jí)別碩士專業(yè)課程與教學(xué)論物理指導(dǎo)教師郭龍健20100301中文摘要關(guān)鍵詞物理教師．科學(xué)探究能力．認(rèn)識(shí)．調(diào)查IL

簡(jiǎn)介：學(xué)位論文獨(dú)創(chuàng)性聲明本人鄭重聲明1、堅(jiān)持以“求實(shí)、創(chuàng)新一的科學(xué)精神從事研究工作。2、本論文是我個(gè)人在導(dǎo)師指導(dǎo)下進(jìn)行的研究工作和取得的研究成果。3、本論文中除引文外，所有實(shí)驗(yàn)、數(shù)據(jù)和有關(guān)材料均是真實(shí)的。4、本論文中除引文和致謝的內(nèi)容外，不包含其他人或其它機(jī)構(gòu)已經(jīng)發(fā)表或撰寫過(guò)的研究成果。5、其他同志對(duì)本研究所做的貢獻(xiàn)均已在論文中作了聲明并表示了謝意。作者簽名日期學(xué)位論文使用授權(quán)聲明本人完全了解南京師范大學(xué)有關(guān)保留、使用學(xué)位論文的規(guī)定，學(xué)校有權(quán)保留學(xué)位論文并向國(guó)家主管部門或其指定機(jī)構(gòu)送交論文的電子版和紙質(zhì)版；有權(quán)將學(xué)位論文用于非贏利目的的少量復(fù)制并允許論文進(jìn)入學(xué)校圖書館被查閱；有權(quán)將學(xué)位論文的內(nèi)容編入有關(guān)數(shù)據(jù)庫(kù)進(jìn)行檢索；有權(quán)將學(xué)位論文的標(biāo)題和摘要匯編出版。保密的學(xué)位論文在解密后適用本規(guī)定。作者簽名日期一型魚多鄉(xiāng)摘要摘要?jiǎng)h㈣刪㈣㈣㈣Ⅲ舢Y1726801思維技能是人類特有的心智技能，它能幫助人們形成觀點(diǎn)，獲得結(jié)論并解決問(wèn)題。人腦的最終機(jī)理在于人腦的思維過(guò)程，發(fā)展和引導(dǎo)學(xué)生的思維活動(dòng)，促進(jìn)學(xué)生思維能力的發(fā)展，應(yīng)足教學(xué)的重要目標(biāo)。提問(wèn)是課堂教學(xué)中師生互動(dòng)的主要形式，教師的提問(wèn)決定著學(xué)生思維的方向和思維的深度。問(wèn)題提得好，可以增強(qiáng)學(xué)生的理解，拓寬學(xué)生的思維，問(wèn)題提得不好也可能限制學(xué)生思維能力的發(fā)展。本文通過(guò)對(duì)“全國(guó)首屆新課程小學(xué)優(yōu)秀課例評(píng)選“中獲一等獎(jiǎng)的小學(xué)科學(xué)教師提問(wèn)進(jìn)行定量定性分析，從教師提問(wèn)是否促進(jìn)學(xué)生思維發(fā)展角度了解小學(xué)科學(xué)教師提問(wèn)的實(shí)然狀態(tài)。定量分析主要圍繞問(wèn)題類型、叫答對(duì)象、候答時(shí)間和理答方式設(shè)計(jì)分析工具，進(jìn)行統(tǒng)計(jì)分析。定性分析以提問(wèn)重點(diǎn)、問(wèn)題類型和理答方式為維度結(jié)合案例說(shuō)明現(xiàn)狀。研究表明，我國(guó)小學(xué)科學(xué)課堂大多數(shù)教師中存在以下幾個(gè)問(wèn)題1教師提問(wèn)的重點(diǎn)是知識(shí)的記憶和淺層次的理解，操作技能的掌握2教師所提問(wèn)題以低認(rèn)知類問(wèn)題為主；3提問(wèn)后教師留給學(xué)生思考時(shí)間較短；4叫答對(duì)象范圍不廣；5教師對(duì)學(xué)生回答缺乏有效的反饋。筆者對(duì)小學(xué)科學(xué)課堂啟發(fā)學(xué)生思維的提問(wèn)進(jìn)行了構(gòu)想精心設(shè)計(jì)問(wèn)題；放慢節(jié)奏、擴(kuò)大參與；提示與追問(wèn)。精心設(shè)計(jì)問(wèn)題要求根據(jù)科學(xué)課堂啟發(fā)學(xué)生思維的好問(wèn)題特點(diǎn)，選好發(fā)問(wèn)時(shí)機(jī)，平衡問(wèn)題類型，準(zhǔn)確表述問(wèn)題，了解分析性思維、批判性思維和創(chuàng)造性思維的問(wèn)題設(shè)計(jì)的技巧；放慢節(jié)奏，擴(kuò)大參與要求延長(zhǎng)等待時(shí)間，擴(kuò)大叫答對(duì)象范圍；提示與追問(wèn)具有很重要的教學(xué)意義，論文結(jié)合案例說(shuō)明了提示與追問(wèn)的形式和方法。關(guān)鍵詞小學(xué)科學(xué)課堂，教師提問(wèn)，啟發(fā)思維

簡(jiǎn)介：THEJUNIORMIDDLESCHOOLSCIENTIFICRESEARCHSTUDYIMPLEMENTATIONPRESENTSITUATIONINVESTIGATIONANDSTUDYTAL血GOUHAIDISTRICTASANEXAMPLE作者姓名陳國(guó)春NAMECHENGUOCHUN指導(dǎo)老師吳惠青教授TUTORPROFWUHUIQING申請(qǐng)學(xué)位級(jí)別教育碩士DEGREEAPPLIEDFORMASTEROFEDUCATION專業(yè)教育管理MAJOREDUCATIONADMINISTRATION浙江師范大學(xué)教師教育學(xué)院COLLEGEOFTEACHEREDUCATION，ZHEJIANGNORMALUNIVERSITY二零一二年三月一令一一平二月MARCH，2012ABSTRACTCHANGINGTHEWAYOFLEARNING，ENCOURAGINGINNOVATIONS，MAKINGSTUDENTS’INDEPENDENCEANDINDIVIDUALITYREALIZEINTHEPROCESSOFSTUDYINGARETHEMAINMELODIESOFCURRENTCHINA’CURRICULUMREFORMRESEARCHSTUDYISANIMPORTANTWAYANDCARRIEROFCULTIVATINGSTUDENTS’CREATIVESPIRITANDPRACTICALABILITYMEANWHILE，ITIS“THENEWTHING”O(jiān)FBASICEDUCATIONCURRICULUMSYSTEMUNDOUBTEDLYITISTHEHOT、BRIGHTANDDIFFICULTPOINTOFCURRENTBASICEDUCATIONREFORMITSESTABLISHMENTANDIMPLEMENTATIONISTHENEEDOFSOCIALDEVELOPMENTANDTHEDEMANDOFEDUCATIONREFORM’STENDENCYTHEIDEAOFSCIENCE，ANEWLYCOMPREHENSIVESUBJECT，ISALSOTOCULTIVATESTUDENTS’CREATIVESPIRITANDPRACTICALABILITYWHICHHAPPENSHAVETHESAMEVIEWWITHRESEARCHSTUDYSOSCIENCERESEARCHSTUDYEMERGESHOWISTHEPRESENTCONDITIONOFSCIENCERESEARCHSTUDYHOWTOMAKESCIENCERESEARCHSTUDYCOMETOCLASSSUCCESSFULLYANDESTABLISHITSRIGHTFULPLACEHOWTOMAKESCIENCERESEARCHSTUDYHIGHLIGHTITSCHARACTERISTICSINCULTIVATINGSTUDENTS’CREATIVESPIRITANDPRACTICALABILITYANDBECOMETHEIMPORTANTSECTIONOFBASICEDUCATIONCURRICULUMALLOFTHESEQUESTIONSDESERVECONSIDERATIONANDTHISPAPERBASESONTHEMACROBACKGROUNDSOFEDUCATIONCURRICULUMREFORMANDTHECURRENTCONDITIONOFCURRICULUMREFORMOFJUNIORSCHOOLSTHEMETHODSOFRESEARCHINGINTHISARTICLEARELITERATURE、QUESTIONNAIREANDINTERVIEWANDSOONTHECURRENTCONDITIONOF8SCHOOLSINOUHAI，WHICHIMPLEMENTSSCIENCERESEARCHSTUDYISINVESTIGATEDTHESURVEYRESULTISASFOLLOWATPRESENT，ONTHEWHOLE，THECURRENTSITUATIONOFSCIENCERESEARCHSTUDYISNOTPROMISINGTHEMAINPROBLEMSAREASFOLLOWTHEFIRSTISTHEPROBLEMOFTHOUGHTSTHATISTOSAYTHATMANYPEOPLEHAVEMISUNDERSTANDINGSINIDEOLOGICALLEVELANDCURRICULUMISMARGINALIZEDINPRACTICALTHESECONDONEISABOUTTEACHERSQUITEMANYTEACHERS’PARTICIPATIONENTHUSIASMISNOTVERYHIGHSOMETEACHERSFEELCONTRADICTORYANDCONFUSEDMOSTSTUDENTSCANNOTDOITINDIVIDUALLYTHEMIRDONEISABOUTORGANIZATIONANDMANAGEMENTARRANGEMENTSFORCLASSESARENOTFLEXIBLETHEFORTHONEISABOUTEVALUATIONSYSTEMTHEWAYOF

簡(jiǎn)介：學(xué)校代號(hào)學(xué)號(hào)密級(jí)10532S08261055湖南大學(xué)碩士學(xué)位論文報(bào)紙諾貝爾科學(xué)獎(jiǎng)報(bào)道研究ARESEARCHONNOBELSCIENCEPRIZEREPORTSONNEWSPAPERBYLLUYOUQIONGBLHUNANBUSINESSCOLLEGE2007ATHESISSUBMITTEDINPARTIALSATISFACTIONOFTHEREQUIREMENTSFORTHEDEGREEOFMASTEROFLITERATURECOMMUNICATIONINTHEGRADUATESCHOOLOFHUNANUNIVERSITYSUPERVISORASSOCIATEPROFESSORTAOXIANDUMAY，2011

簡(jiǎn)介：西南大學(xué)碩士學(xué)位論文小學(xué)科學(xué)課探究學(xué)習(xí)評(píng)價(jià)的問(wèn)題與對(duì)策研究姓名耿宏麗申請(qǐng)學(xué)位級(jí)別碩士專業(yè)課程與教學(xué)論指導(dǎo)教師徐學(xué)福20100401RESEARCHONTHEPROBLEMSINTHEINQUIRYASSESSMENTOFSCIENCECLASSINPRIMARYSCHOOLANDITSSLOVINGSTRATEGIESPOSTGRADUATEOFTHEORYOFCURRICULUMANDINSTRUFIONGENGHONGLITUTORPROFESSORXUXUEFUABSTRACTWITLL也ENEWCURRICULUMREFORM，INQUIRYBASEDLEARNINGHASENTEREDINTOTHEPRIMARYSCHOOLSCIENCECLASSR60MASAFULLYDIFFERENTNEWLEARNINGMETHODFROMTHETRADITIONALACCEPTANCELEARNINGINQUIRYLEARNINGNEEDSNEWEVALUATIONIDEAS，ASSESSMENTMETHODSANDEVALUATIONTOOLSTOADAPTITATPRESENT，RESEARCHONTHEASSESSMENTOFINQUIRYBASEDLEARNINGBASEDONTHEORETICALLEVEL，IT’SLACKOFSYSTEMATICINVESTIGATIONANDSTUDYTHISSTUDYBASEDONTHECONSTRUCTIVISTLEARNINGTHEORYANDTHENEWIDEAOFC嘶CULUMASSESSMENT，ITEXPLORESTHEBASICIDEASOFINQUIRYLEARNINGASSESSMENTOFSCIENCECLASSESAILDSHOWSHOWTOEVALUATETHEINQUIRYLEARNINGINTHEPRIMARYSCHOOLSCIENCECLASSESBUILTAPLATFORMFORSUCHATHEORYWEDESIGNEDINVESTIGATIVETOOLSTESEARCHTHECONDITIONOFLEARNINGASSESSMENTBYQUESTIONNAIRES，INTERVIEWS，CLASSROOMOBSERVATIONINSCIENCECLASSESTHROUGHINVESTIGATIONWEFOUNDTHATPRIMARYSCHOOLSCIENCETEACHERSBASICALLYH01DONTLLENEWEVALUATIONCONCEPTTHEYUNDERSTANDANDAGREEWITHTHESTATEOFPRIMARYSCHOOLSCIENCELESSONSTHEYCALLCOMBINETHECHARACTERISTICSOFINQUIRYBASEDLEARNINGTOTALKABOUTEVALUATION，ESPECIALLYFORMEEVALUATIONOFCONTENTTHETEACHERSFOCUSONSTUDENTS”DOING”O(jiān)FSCIENCEPROCESSES，METHODS，INTERESTS，LEVELANDACTIVITYOFTHINKINGINADDITION，PRIMARYSCHOOLSCIENCETEACHERSWOULDLIKETRYACTIVELYTOUSESTANDARDCOURSEEVALUATIONMETHODSTOASSESSTHEINQUIRYBASEDLEARNINGMOSTTEACHERSREALIZEIMPROVEMENTOFTHEINCENTIVEFUNCTIONOFASSESSMENTBETTER，INTHEFEEDBACKOFASSESSMENTRESULTS，THEYCALLBEMOREACTIVETOENCOURAGEHISSTUDENTSALTHOUGHCOMPAREDTOTHEPREVIOUSSURVEYTHETEACHERSONTHEASSESSMENTOFTHEPERCEPTIONANDATTENTIONHASBEENGREATLYIMPROVEDINFACTTHEREARESTILLSOMEPROBLEMSMTHEPRACTICEOFTHEEVALUATIONTHEREARETHREEMOSTANDIMPORTANTPROBLEMSTHEFIRSTISTHATFONNATIVEASSESSMENTHAVENOTBEENCONSCIOUSLYAPPLIEDTOINQUIRYINSTRUCTIONBYIL

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簡(jiǎn)介：東北師范大學(xué)碩士學(xué)位論文新課程背景下初中信息技術(shù)學(xué)科學(xué)習(xí)網(wǎng)站設(shè)計(jì)研究姓名邵長(zhǎng)海申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育技術(shù)指導(dǎo)教師解月光20090501ABSTRACTINTHETEACHINGOFINFORMATIONTECHNOLOGYTOJUNIORMIDDLESCHOOL，WEFINDTHATMOSTOFTHESTUDENTS孤．ENOTACTIVEORPOSITIVEBECAUSEOFTHELIMITATIONOFTHEIRAGEANDTHETEACHINGMA．TERIALS．HOWEVER’INTHISSCIENCEANDTECHNOLOGYRAPIDLYDEVELOPINGERA，LIFELONGLEARNINGBECOMESMOREANDMOREIMPORTANTFOREVERYONE，ESPECIALLYTHEMIDDLESCHOOLSTUDENTSTOCULTIVATEMEIRLIFE．10NGLEARNINGABILITY,WEHAVETOFIRSTIMPROVETHEIRSELFSTUDYABILITY,WHICHISALSOONEOFTHEFOCUSESOFTHERECENTTEACHINGINNOVATION．THESPECIAL．TOPIC．STUDYWEBSITEISONEOFTHEWAYTOTRAININGSTUDENTS’SELFSTUDYABILITYANDCOLLABORATIVELEARNINGABILITY．ACCORDINGTOTHEFEATUREOFTHEINFORMATIONTECHNOLOGYCOURSEAILDSOCIALDEVELOPMENTWETRYTOSETUPTHESPECIALTOPICSTUDYWEBSITEONINFORMATIONTECHNOLOGYDISCIPLINESOFTHEJUNIORMIDDLESCH001．THISPAPERFIRSTGIVESANINTRODUCTIONTOTHEPURPOSEOFTHERESEARCH，THECONCEPTS，THEPEDAGOGICTHEORIESANDDEFINITIONSRELATED．SECONDLYANALYZETHELEARNERS，LEARNINGCONTENT，LEARNINGOBJECTIVES．1EARNINGRESOURCES，BASEDONTHEANALYSISTODESIGNTHESTEPTOSTUDYLASTACEORDINGTOTHEFEATUREOFINFORMATIONTECHNOLOGYTOSETUPTHESPECIALTOPIC。STUDY、，EBSITEONINFORMATIONTECHNOLOGYDISCIPLINESOFTHEJUNIORMIDDLESCHOOLKEYWORDSUBJECTBASEDLEARNINGWEBSITE；INDEPENDENTSTUDY；LEARNINGSTRATEGIESU