簡(jiǎn)介：華東師范大學(xué)碩士學(xué)位論文高二生物科學(xué)史教學(xué)中進(jìn)行案例開發(fā)及教學(xué)實(shí)踐的研究姓名王梧武申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育（生物）指導(dǎo)教師陳銘德20070901THERESEARCHOFCASEDEVELOPMENTANDTEACHINGPRACTICEINTHEHISTORYOFBIOLOGICALTEACHINGOFSENIORTWOABSTRACTWASPUTTOUSEINTHEAUTUMNOF2007INZHEJIANGPROVINCEWHICHBROUGHTUPNEWCONCEPTSANDTEACHINGMETHODSNEWTHEORY，NEWCONCEPTANDNEWMETHODWHICHADAPTTOTHESTANDARDOFTEACHINGAREBEINGSTUDIEDATPRESENT。INTHISPAPERTHEAUTHORDEEPLYDISCUSSEDANDSTUDIEDTHECASEMETHODOFTEACHINGANDINTRODUCEDITINTOTHEHISTORYOFBIOLOGYOFSENIORTWOBYAMUTABLEANALYSISANDCOMPARISONAIMINGATSURMOUNTINGTHELIMITATIONOFTHEACTUALMETHODOFTEACHINGTHECASEMETHODOFTEACHINGHASBEENBASINGONACERTAINTEACHINGPURPOSEITISATEACHINGMETHODOFCHOOSINGPROPERCASESTHROUGHOUTTHETEACHINGCOURSETOORGANISETHESTUDENTSTOANALYSEDISCUSSANDDESEARCHTHROUGHTHEINTERACTIONBETWEENSTUDENTSANDTEACHERSTHESTUDENTS’ABILITYCANBEPRACTISEDANDGOODQUALITYCANBEDEVELOPEDBASINGONTHECASESANDCOMMUNICATIONBETWEENTEACHERSANDSTUDENTSARETHECHARACTERISTICSOFIT，ITSPURPOSEISTODEVELOPTHEABILITIESANDPROMOTEALLAROUNDDEVELOPMENTOFTHESTUDENTSTHISARTICLEWILLTELLUSTHEAPPLICATIONOFTHECASEMETHODOFTEACHINGINBIOLOGICALCOURSEINTHEFOLLOWINGASPECTS。FIRST，ITANALYSESTHETHEORETICALFOUNDATIONOFTHECASEMETHODSOFTEACHINGSECOND，ITTELLSUSTHECHARACTERISTICSOFTHEEASEMETHODSOFTEACHINGTHIRDITBRINGSUPTHEREQUESTSOFTHEAPPLICATIONOFTHECASEMETHODOFTEACHINGINBIOLOGICALCOURSEOFTHECASES，THETEACHERSANDTHESTUDENTSFOUFTH，ITDISCUSSESTHECOMPOSEANDTHEBASICCOURSEOFSCIENTIFICCASESBYEXAMPLES，COMBINEDWITHTHETEXTFIFTH，ITDOESRESEARCHWITLLEXPERIMENTSBYUSINGCOMPARISIONANDCOMBININGWITHTHETEACHINGPRACTICEFINALLYTHISARTICLESUMMARIZEDTHECASEMETHODSOFTEACHINGMETHODAPPLICATIONENLIGHTENMENT，ATTHESAMETIMEHADPOINTEDOUTINTHEAPPLICATIONEXISTENCEQUESTIONANDTOIMPLEMENTED。THECASCMETHODSOFTEACHINGTOPUTFORWARDTHEESSENTIALPROPOSALTHEAPPLICATIONOFTHECASEMETHODOFTEACHINGINBIOLOGICALCOURSEWILLGRADUATEDEVELOPINTOANDTHEEFFECTOFTHISKINDOFTEACHINGISINCREASINGLYSIGNIFICANT，ALONGWITHACONSTANTREFORMOFBIOLOGICALTEACHING，EVENTHOUGHTHESTUDYOFTHECASEMETHODOFTEACHINGISSTILLINSTARTINGSTAGECURRENTLYKEYWORDSTHEHISTORYOFBIOLOGICALTEACHINGCASECASEDEVELOPMENTCASEMETHODSOFTEACHING

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簡(jiǎn)介：河北師范大學(xué)碩士學(xué)位論文歐洲高等教育一體化進(jìn)程中的學(xué)生流動(dòng)研究姓名孫珂申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育學(xué)原理指導(dǎo)教師王宏方20090402在實(shí)施中存在問題，引入35_8新學(xué)位制度和進(jìn)行資格互認(rèn)過程中存在困難，學(xué)生流動(dòng)中存在語言問題和文化障礙等?？傊?，盡管推進(jìn)大學(xué)生流動(dòng)對(duì)于整個(gè)歐洲來說意義重大，歐盟及各成員國(guó)也為此付出了巨大努力，但大學(xué)生流動(dòng)的過程遇到的阻力和問題也是不容忽視的。因此，面對(duì)這個(gè)問題，我們既要認(rèn)識(shí)到它的重要意義，又要關(guān)注它所面臨的困難和問題，并從我國(guó)實(shí)際出發(fā)，積極從歐洲學(xué)生流動(dòng)中吸取經(jīng)驗(yàn)教訓(xùn)，以使我國(guó)的大學(xué)生流動(dòng)獲得更好的發(fā)展。IV關(guān)鍵詞歐洲高等教育一體化學(xué)生流動(dòng)

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簡(jiǎn)介：J781930刪武碩士學(xué)位論文2004屆物理教學(xué)中滲透物理學(xué)史教育的模式研究THEELEMENTARYSTUDYONTHETEACHINGMODEOF“INFILTRATINGTHEEDUCATIONOFPHYSICSHISTORYINTOTHEPHYSICSTEACHING’’研究生姓名指導(dǎo)教師姓名于忠衛(wèi)昊永熙教授專業(yè)名稱課程與教學(xué)論物理研究方向論文提交日期中學(xué)物理教學(xué)2004年11月物理教學(xué)活動(dòng)中溶避物理學(xué)史教育的模式研究ABSTRACTALONGWI壤THEREFORMINEDUCATIONCONTINUOUSLYUNFOLDING，THEEDUCATIONALIDEATHATTHESTUDENTISTHECENTEROFTEACHINGACTIVITIESHASBEENWELLACCEPTED，ANDVARIOUSTEACHINGMODESREFORMISONTHERISETHISARTICLEHASBASICALLYTHOUGHTFROMTHEFACTSOFTHECURRENTPHYSICSCLASSANDAFTERCLASS，THENAFTERSOMESTUDIESANDANALYSESOFTHEPHYSICSLEANINGINTERESTANDTHEMASTERYOFTHEHISTORYOFPHYSICSWEREMADEINSOMEHIGHSCHOOL，WECONCLUDETHATTHEREARETHREEKINDSOFCIRCUMSTANCESEXISTINGINCURRENTPHYSICSTEACHINGSTUDENTS’STUDYINTERESTISNOTSTRONGTHEIRKNOWLEDGEABOUTPHYSICSHISTORYISPOORANDTHETEACHINGESTIMATETOSTUDENTISNOTEXACTSTUDYINGINTERESTSISPRIMITIVEMOTIVATIONOFSTUDYTHEPHYSICSHISTORYHASABUNDANTTEACHINGVALUE，ANDEXACTTEACHINGESTIMATECOULDVISIBLYPROMOTESTUDENTS’STUDY。ALLTHESECALLHAVEAINFLUENCEONSTUEDNM’S拋DYTHEREFORE。JOININGTOGETHERTHENEWCOURSESTANDARDOFPHYSICSANDTHEACHIEVEMENTSOFPSYCHOLOGYANDEDUCATION，THEAUTHORTRIESTOPUTFORWARDTHETEACHINGMODEOF‘‘INFILTRATINGTHEEDUCATIONOFPHYSICSHISTORYINTOTHEPHYSICSTEACHING”。THISMODEPROBESINTOTHEHISTORYOFPHYSICS’ABUNDANTEDUCATIONVALUEFIRSTLYTHENITINDICATESSOMEMANNERSTOJOININGPHYSICSEDUCATIONWITHTHEHISTORYOFPHYSICSINTHREEPROGRESSESMETHODSABOUTHOW幻INSPIRESTUDENTS’STUDYINTEREST、THEEXPLORINGSTUDYANDPOSITIVEEVALUATIONOFMUDENTSTHEN，PROGRAMSABOUTHOWTOUSETHISTEACHINGMODEINPHYSICSCLASSESWASPUTFORWARDFURTHERMORE。SOMERESEARCHESHAVEBEENMADE|OTHEPHYSICSTEXT一抽OKATLASTFULFILLMENTACTIVITIESWERECARRIEDOUTTHISMODEALWAYSEMPHASIZESTHATTHISTEACHINGMODESHOULDBEADOPTEDFLEXIBLYINSOMESPECIALTEACHINGCONDITIONSTHISPAPERPUTSFORWARDSUITABLECIRCUMSTANCESANDATTENTIVELYPROCEEDINGSFORTHETEACHINGMODETOO。KEYWORDSTEACHINGMODEPHYSICSEDUCATIONTHEHISTORYOFPHYSICSILWFIAENBYZHONGWEIYUDKEETEDBYYONGXIWU

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簡(jiǎn)介：山東師范大學(xué)碩士學(xué)位論文數(shù)學(xué)史在數(shù)學(xué)概念教學(xué)中的應(yīng)用研究姓名李宏偉申請(qǐng)學(xué)位級(jí)別碩士專業(yè)學(xué)科教學(xué)數(shù)學(xué)指導(dǎo)教師楊澤忠20070409山東師范人學(xué)頌L學(xué)位論文ABSTRACTMATLASHISTORYISASUBJECTTORESEARCHINTOTHECONTACTBETWEENMATHSCONCEPT，MATHSMETHOD，THEORIGINOFMATHSTHOUGHTANDSOCIETYECONOMYANDCOMMONCULTUREITREFLECTSTHESKELETONANDESSENCEOFMATHSDEVEPLOPMENT勸EVALUEOFMATHSHISTORYREPRESENTSTHETHREEASPECTSASFOLLOWINGTHEHISTORYVALUE，THEMATHSVALUEANDEDUCATIONALVALUEWITHALLTHERESULTSOFMATHSHISTORYANDINTERNATIONALSTUDYGROUPONTHERALATIONSBETWEENHISTORYANDPEDAGOGYOFMATHEMATICS，THEEDUCATIONALVALUEOFMATHSHISTORYISBEINGUNDERSTOODANDACCEPTEDBYPEOPLEINPRESENTMATHSCOURSEREFORMMATHSHISTORYISCONSIDEREDASANEWWAYTOUNDERSTANDMATHSTHERESEARCHRESULTSOFHPMAREBECOMINGMOREANDMORECOLORFULANDTHEYURGEUSTOPAYMOREATTENTIONTOTHEPRACTICAL印PLICATIONOFMATHSHISTORYINMATHSEDUCATIONAPPLICATIONRESEARCHONMATHSHISTORYSHOULDBEATTACHIMPORTANCETOTHECONCEPTBECAUSEMATHSCONCEPTISTHEBASISOFMATHS，CELLOFTHINKINGANDJUMPINGOFFPLACEOFMATHSTEACHINGTHEAIMOFTHISRESEARCHISTODISCUSSHOWTHEMATHSHISTORYCANBEUSEDINCONCEPTTEACHING；SEEKAFTERTHECUTINPOINTS，PRINCIPLESANDSTRATEGIESABOUTTHEAPPLICATIONTOTHECONCEPTTEACHINGOFMATHSHISTORYTHROUGHACADEMICRESEARCHTEACHERSCOMBINEMATHSHISTORYWITHTHEDESIGNOFCONCEPTTEACHINGONPURPOSEANDVALIDATETHEACADEMICVALIDITYTHROUGHTEACHINGEXPERIMENTSTHISESSAYCONCLUDESTHECUTINPOINTS，PRINCIPLESANDSTRATEGIESABOUTTHEAPPLICATIONTOTHECONCEPTTEACHINGOFMATHSHISTORYTHROUGHACADEMICRESEARCHITHINK，VIARESEARCH，DURINGTHEPERIODOFMIDDLESCHOOL，THEAPPLICATIONFORMOFMATHSHISTORYINCONCEPTTEACHINGSHOULDBE“THEFORMOFBEINGINHARMONY”；ANDWESHOULDCHOOSETHESUITABLEMATHSHISTORYCONTENTACCORDINGTOTHETEACHINGCONTENTANDTHESTUDENTS’PERCEIVE；WESHOULDOBTAINCONCEPTTHROUGHPAYINGMOREATTENTIONTOTHELATITUDINOUSTEACHINGANDRECREATINGPRINCIPLES；PRESENTINGTHEOUTCOMINGPROCESSOFMATHSHISTORYTHROUGHSIGHTPRINCIPLES；IMPROVINGTHEDEGREEOFTHESTUDENTS’ATTACHINGTHEMSELVESTOTHEPROCESSTHEMAINSTRATEGIESOFTHEMATHSHISTORY’SAPPLICATIONINCONCEPTTEACHINGARE“‘‘PROBLEMSTRATEGY’AND‘‘THEINSTRUCTEDRECREATEDSTRATEGY’。THAT’STOSAYTEACHERSINSTRUCTSTUDENTSTECREATECONCEPTHAPPILYWITHPROBLEMSAFTERTHEEXPERIENTS，THESTUDENTS’QUESTIONNAIREANDTALKRESULTSINDICATEN】CYCANNOTONLYADAPTTOTHECONCEPTTEACHINGOFMATHSHISTORYBUTALSOIMPROVETHEIRINTERESTINSTUDYTHEACHIEVEMENTTESTBETWEENTHEACADEMICCLASSANDCONTRASTCLASSINDICATETHEREISOBVIOUSDIFFERENCIBETWEENTHEMTHEREFORE，CONCEPTTEACHINGOFMATHSHISTORYISHELPFULINUNDERSTANDINGANDSEIZINGTHECONCEPTDIFFCULTIESALSOAPPEARINTHEEXPERIMENTSSOMESTUDENTSCAN’TTAKEPARTINTHE2

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)歷史教科書史料運(yùn)用研究一以發(fā)現(xiàn)美國(guó)的過去從史料中進(jìn)行探究為例學(xué)科專業(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“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)的過去從史料中進(jìn)行探究DISCOVERINGTHEAMERICANPAST爿LOOKATTHEEVIDENCE教科書為例，對(duì)美國(guó)中學(xué)歷史教科書中史料的運(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。通過對(duì)發(fā)現(xiàn)美國(guó)的過去從史料中進(jìn)行探究的考察，論文指出該教科書以史料運(yùn)用為特色，把史料作為全書的主體內(nèi)容，即主要組成部分，強(qiáng)調(diào)通過對(duì)歷史材料的解析來學(xué)習(xí)歷史。該教科書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，從問題起，到相關(guān)歷史問題的背景介紹，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程中達(dá)成。論文第三章，把該教科書與美國(guó)其他三個(gè)版本的中學(xué)歷史教科書進(jìn)行了比較，通過比較，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

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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)物理的過程重演著～部微型的科學(xué)發(fā)展史。科學(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”?；谝陨显?，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)問題、提出問題、解決問題和交流觀點(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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