簡(jiǎn)介：分類號(hào)；密級(jí)5G43塵玨L形IF單位代碼Q墊學(xué)號(hào)；鐾世韭塑皿一卸氟史誓專業(yè)學(xué)位碩士論文⑤中文論文題目直生焦蠱拭苤豎主堂生疊堂班窺鰉左數(shù)量差煎究一英文論文題目一THERESEARCHONHOWTOCULTIVATESENIORHIGHSCHOOLSTUDENTSSCIENTIFICRESEARCHABILITYINTHECOURSEOFINFORMATIONTECHNOLOGY論文作者馬嵐指導(dǎo)教師；亟縫墮專業(yè)學(xué)位類別煎直塑專業(yè)領(lǐng)域丑叢熟直拉盎論文形式廑旦主題盟巍所在學(xué)院過(guò)差扭盤堂堂睦論文提交日期；2QZ壘3旦Q目論文答辯日期2017年月27日摘要高中信息技術(shù)課中學(xué)生科學(xué)研究能力的培養(yǎng)研究專業(yè)現(xiàn)代教育技術(shù)研究生馬嵐指導(dǎo)老師顧倩頤摘要現(xiàn)代社會(huì)的急劇變革與發(fā)展需要具備終身學(xué)習(xí)能力的人才，新的教育理念關(guān)注學(xué)生的終身發(fā)展。我國(guó)自基礎(chǔ)教育課程改革以來(lái)，強(qiáng)調(diào)轉(zhuǎn)變學(xué)習(xí)方法，重視培養(yǎng)學(xué)生創(chuàng)新精神和實(shí)踐能力。諸多學(xué)者都在探索如何調(diào)整教學(xué)方法，激發(fā)學(xué)生作為學(xué)習(xí)主體的主動(dòng)性，從關(guān)注學(xué)習(xí)成果到關(guān)注學(xué)習(xí)過(guò)程，培養(yǎng)讓學(xué)生受益終身的各項(xiàng)能力。信息技術(shù)本身的特點(diǎn)適合輔助學(xué)生展開(kāi)研究學(xué)習(xí)，信息技術(shù)課程中信息收集、信息判斷鑒別、數(shù)據(jù)邏輯分析加工等教學(xué)內(nèi)容，獨(dú)立探究、項(xiàng)目練習(xí)等強(qiáng)調(diào)學(xué)生為主導(dǎo)的學(xué)習(xí)方式能促進(jìn)學(xué)生建立研究與學(xué)習(xí)時(shí)所需的基礎(chǔ)能力。結(jié)合信息技術(shù)的特點(diǎn)和學(xué)生能力的需求，設(shè)計(jì)合理的教學(xué)方案，能夠促使學(xué)生在建構(gòu)自身知識(shí)體系的過(guò)程中，提高必備的科學(xué)研究能力，以應(yīng)對(duì)未來(lái)的需求。本研究首先整理了國(guó)內(nèi)外有關(guān)中學(xué)生科學(xué)研究能力的分類，培養(yǎng)方案，評(píng)價(jià)方案等各項(xiàng)研究成果。以文獻(xiàn)研究為基礎(chǔ)，進(jìn)行多視角探討，綜合高中生身心發(fā)展需求、專家意見(jiàn)、科學(xué)研究過(guò)程、信息技術(shù)學(xué)科要求四個(gè)角度，初步形成高中生科學(xué)研究能力模型，通過(guò)調(diào)查實(shí)證，進(jìn)行探索性因子分析，最終確定高中生科學(xué)研究能力模型。將其劃分為“五維二級(jí)”，五維為問(wèn)題意識(shí)、信息意識(shí)、實(shí)踐意識(shí)、數(shù)據(jù)意識(shí)、交流表達(dá)意識(shí)。其次，為了將能力培養(yǎng)落實(shí)到課堂中，本研究將信息技術(shù)過(guò)程比擬為研究過(guò)程，將信息技術(shù)課堂分為六個(gè)教學(xué)環(huán)節(jié)，六環(huán)節(jié)教學(xué)模式為情境展開(kāi)一需求分析一信息采集一設(shè)計(jì)方案一實(shí)踐并形成成果一評(píng)價(jià)總結(jié)，明確分析各教學(xué)環(huán)節(jié)教師的角色與學(xué)生的任務(wù)，及在各教學(xué)環(huán)節(jié)起主導(dǎo)作用的核心研究能力。再次，根據(jù)教材各章節(jié)知識(shí)與能力目標(biāo)，具體設(shè)計(jì)教學(xué)方案，進(jìn)行教學(xué)實(shí)踐。最后，采用個(gè)案分析與研究性學(xué)習(xí)評(píng)價(jià)量規(guī)來(lái)考察學(xué)生在教學(xué)前后科學(xué)研究能力的變化情況。本研究以成都市樹(shù)德中學(xué)外國(guó)語(yǔ)校區(qū)2016級(jí)學(xué)生為實(shí)驗(yàn)對(duì)象，實(shí)施基于培養(yǎng)學(xué)生科學(xué)研究能力的信息技術(shù)教學(xué)方案。研究分析表明，基于培養(yǎng)學(xué)生科學(xué)研究能力的信息技術(shù)教學(xué)設(shè)計(jì)，能豐富學(xué)生研究經(jīng)驗(yàn)，促進(jìn)學(xué)生的各項(xiàng)科學(xué)研究能力的發(fā)展。比擬研究過(guò)程的教學(xué)環(huán)節(jié)，有助于學(xué)生體驗(yàn)研究的方法與步驟，讓學(xué)生的注意落實(shí)到完成作品的過(guò)程，充分思考問(wèn)題需求，推敲篩選信息，優(yōu)化設(shè)計(jì)方案，最終呈現(xiàn)的作品不僅是信息技術(shù)的體現(xiàn)，也是思維的成果。當(dāng)學(xué)生獨(dú)立進(jìn)行研究性學(xué)習(xí)時(shí)，信息技術(shù)課堂培養(yǎng)的能

簡(jiǎn)介：分類號(hào)密級(jí)公理單位代碼Q塹學(xué)號(hào)TJ塑12Q212、刃I卸輥史誓專業(yè)學(xué)位碩士論文偷、㈣中文論文題目勉』L固態(tài)壅登堂拯塞適盈數(shù)塾盟鲞昱筮墮盈窒叢紐』L國(guó)蘊(yùn)趔英文論文題目△豇GDYQGGG巡ⅡGM￡蝤趟￡血【玨鏨BIBGKINDERGARTENSBIGCLASSESSCIENTIFICRESEARCH△￡玨ITI￡￡三LBK￡丕醚BD￡疆2D魍A￡AH￡X型N疊I￡論文作看座趣指導(dǎo)教師劃盎塑專業(yè)學(xué)位類別數(shù)直煎專業(yè)領(lǐng)域堂煎熬直論文形式璺究拯盤所在學(xué)院夔直登堂堂瞳論文捉交日期Q圭I目目論文答辯日期20L7生6茸3日摘要幼兒園大班科學(xué)探究活動(dòng)的教師指導(dǎo)策略研究一一以Z幼兒園為例學(xué)前教育專業(yè)研究生莊珊指導(dǎo)教師劉先強(qiáng)摘要探究性學(xué)習(xí)是幼兒科學(xué)教育的重要方式，關(guān)系到幼兒的探究精神和求知心理的早期養(yǎng)成。在幼兒科學(xué)探究活動(dòng)中，教師不再單純的傳授科學(xué)知識(shí)，而是引導(dǎo)、啟發(fā)幼兒進(jìn)行自主的探究，因此教師的有效指導(dǎo)是促進(jìn)幼兒開(kāi)展自主探究的關(guān)鍵。然而從實(shí)踐來(lái)看，教師對(duì)目前已有研究中提出的指導(dǎo)策略有粗淺的了解，但由于不同學(xué)者提出策略的維度不同，因此一線教師在選擇和實(shí)施策略時(shí)思路不清晰、目的不明確，加之教師對(duì)指導(dǎo)策略的理解較為片面單一，所以不能有效地運(yùn)用指導(dǎo)策略促進(jìn)幼兒的自主探究。針對(duì)這一現(xiàn)實(shí)問(wèn)題，筆者立足于以教師預(yù)設(shè)為主、教學(xué)活動(dòng)形式開(kāi)展的科學(xué)探究活動(dòng)實(shí)踐，通過(guò)研究構(gòu)建以“提出問(wèn)題與猜想”、“動(dòng)手操作與記錄”、“表達(dá)與交流”三個(gè)環(huán)節(jié)為維度的、較為系統(tǒng)的指導(dǎo)策略，從而促進(jìn)幼兒在科學(xué)探究活動(dòng)中的自主探究。本研究以行動(dòng)研究為主要研究方法，深入Z幼兒園，選取兩名幼兒教師和大班32名幼兒作為研究對(duì)象，與合作教師設(shè)計(jì)適宜的科學(xué)探究活動(dòng)方案，從三個(gè)環(huán)節(jié)入手，探究系統(tǒng)化、切實(shí)有效的幼兒園大班科學(xué)探究活動(dòng)教師指導(dǎo)策略。研究認(rèn)為教師在大班科學(xué)探究活動(dòng)中的指導(dǎo)策略應(yīng)遵循四個(gè)原則以理解環(huán)節(jié)的探究?jī)r(jià)值為前提，把握指導(dǎo)策略重點(diǎn)；以促進(jìn)幼兒的自主探究為核心，全面理解策略內(nèi)涵；以提升教師的研究能力為支撐，發(fā)揮指導(dǎo)策略效果；以尊重幼兒探究能力差異為基礎(chǔ)，靈活調(diào)整指導(dǎo)策略。研究還提出了三個(gè)環(huán)節(jié)的指導(dǎo)策略建議在“提出問(wèn)題與猜想”環(huán)節(jié)，教師應(yīng)創(chuàng)設(shè)不同的情景引導(dǎo)幼兒發(fā)現(xiàn)問(wèn)題；針對(duì)猜想的內(nèi)容提問(wèn)，為幼兒探究提供支架；認(rèn)可和接納幼兒的猜想，保護(hù)探究興趣；提供有效的線索引導(dǎo)幼兒有依據(jù)的猜想。在“動(dòng)手操作與記錄”環(huán)節(jié)中，教師要給予幼兒充分的操作時(shí)間和機(jī)會(huì)，滿足探究需求；幫助幼兒學(xué)會(huì)科學(xué)探究的方法，培養(yǎng)科學(xué)態(tài)度；有結(jié)構(gòu)的材料支持幼兒的深入探究；多元的記錄方式為幼兒的探究梳理思路。在“表達(dá)與交流”環(huán)節(jié)，教師應(yīng)用多種方式給予表達(dá)機(jī)會(huì)，尊重幼兒的獨(dú)特想法；抓住認(rèn)知沖突，促進(jìn)幼兒經(jīng)驗(yàn)的重組或改造；捕捉幼兒興

簡(jiǎn)介：HIIIIIHIIHIIRLIIIIIIIJLLY3223284分類號(hào)魚(yú)23密級(jí)公扯L刃IF單位代碼Q塹學(xué)號(hào)2Q141212QQ3卸瓤史謦專業(yè)學(xué)位碩士論文L俚受L㈣中文論文題目D堂叁生級(jí)鹽廈數(shù)鑾絲璺丞煎疊堂挺金測(cè)查生抵金掛鑾塾堂筮整數(shù)盈窒英文論文題目THEPRESCIENTIFLCCONCEUTIONSTESTANDTHE一RESEARCHOFSCIENCECONCCNTIONSTRANSFORM一|NTHEUNITOF“MATERIAICHANGE“OFTHE5I5IH2￡8D￡￡論文作者韭勝壁指導(dǎo)教師塹置量熬援專業(yè)學(xué)位類別茲直亟專業(yè)領(lǐng)域芏整熬芏絲堂論文形式基礎(chǔ)玨盔所在學(xué)院焦堂生盟撾盤堂生瞳論文提交日期墊生日目論文答辯日期2QZ生且14目摘要小學(xué)六年級(jí)“物質(zhì)的變化“單元前科學(xué)概念測(cè)查與概念轉(zhuǎn)變教學(xué)策略的研究學(xué)科教學(xué)化學(xué)專業(yè)研究生張勝婷指導(dǎo)教師彭蜀晉摘要我國(guó)自2001年實(shí)施課程改革已經(jīng)有15年，科學(xué)作為對(duì)學(xué)生進(jìn)行科學(xué)啟蒙教學(xué)的學(xué)科，學(xué)習(xí)科學(xué)概念顯得尤為重要。在科技日新月異發(fā)展的現(xiàn)代社會(huì)，學(xué)生的消息沒(méi)有我們想象中那么閉塞，書(shū)籍、網(wǎng)絡(luò)等致使他們?cè)趯W(xué)習(xí)科學(xué)概念前就有了自己的理解。這些理解將影響教師的教學(xué)效果，倘若教師已經(jīng)把握學(xué)生存在的前概念，了解學(xué)生概念形成與轉(zhuǎn)變的特征，將會(huì)大大地提高教學(xué)成效?！拔镔|(zhì)的變化”作為教育科學(xué)出版社小學(xué)六年級(jí)下冊(cè)的重要單元，內(nèi)容屬于物質(zhì)科學(xué)領(lǐng)域，與我們每個(gè)人的生活息息相關(guān)。本文采用文獻(xiàn)分析法、問(wèn)卷法、訪談法多種研究方法結(jié)合的方式，以“物質(zhì)的變化“單元為研究?jī)?nèi)容，通過(guò)訪談科學(xué)教師，了解教師認(rèn)為學(xué)生存在的前概念，同時(shí)明確哪些知識(shí)是核心概念，便于自己設(shè)置對(duì)學(xué)生的調(diào)查問(wèn)卷；將問(wèn)卷分為開(kāi)放試題和二階式測(cè)驗(yàn)兩部分，測(cè)查學(xué)生的前概念，同時(shí)對(duì)學(xué)生進(jìn)行訪談?wù){(diào)查，了解學(xué)生做問(wèn)卷時(shí)的真實(shí)想法，對(duì)問(wèn)卷調(diào)查進(jìn)行補(bǔ)充，分析學(xué)生概念形成的特征和影響因素；最后結(jié)合案例提出促進(jìn)學(xué)生前概念轉(zhuǎn)變的教學(xué)策略。通過(guò)對(duì)數(shù)據(jù)的整理分析，筆者主要得出了以下結(jié)論本文對(duì)學(xué)生在“物質(zhì)的變化”單元存在的前概念進(jìn)行了總結(jié)和分析，并發(fā)現(xiàn)他們的前概念具有唯生命論、實(shí)體化、虛假順應(yīng)和個(gè)體差異等特征；學(xué)校環(huán)境、日常生活經(jīng)驗(yàn)、科普讀物、電視、電腦等是影響前概念形成的主要因素。通過(guò)對(duì)教師訪談，了解到教師認(rèn)為“物質(zhì)的變化”教授難易程度為較困難，當(dāng)兩種變化同時(shí)存在時(shí)，學(xué)生不容易找到足夠證據(jù)支撐結(jié)論，常常會(huì)忽視某些現(xiàn)象。最后本文根據(jù)概念轉(zhuǎn)變理論和已有的研究情況，提出了運(yùn)用概念圖、注重實(shí)驗(yàn)設(shè)計(jì)、重整教材等教學(xué)策略幫助學(xué)生形成科學(xué)概念。關(guān)鍵詞小學(xué)科學(xué)物質(zhì)前概念概念轉(zhuǎn)變

簡(jiǎn)介：GLLLLLLLHIRLL／LLJIIIIII／IJIIIIRLLLLLLLJLFY32592697垃F(xiàn)℃礬10270磣腳范大誓碩士專業(yè)學(xué)位論文STEM教育理念下小學(xué)科學(xué)拓展課程教學(xué)設(shè)計(jì)的研究學(xué)院生僉皇至境抖堂堂瞌專業(yè)學(xué)位類別熬直頊專業(yè)領(lǐng)域堂疆麴堂F絲雯研究生姓名送登玉指導(dǎo)教師邳塵麗副麴授完成日期2Q321ABSTRACTSHANGHAINORMALUNIVERSITYMASTEROFPHILOSOPHYABSTRACTWITHTHEDEVELOPMENTOFTHECURRICULUMREFORM，THEEDUCATIONINOURCOUNTRYBEGINSTOPAYATTENTIONTOTHECULTIVATIONOFTHECOREIDEASOFTHESTUDENTS，ANDPROMOTETHESUSTAINABLEDEVELOPMENTOFTHESTUDENTSTHERESEARCHRESULTSOFSTEMEDUCATIONINTHEUNITEDSTATESFORABOUT30YEARSSHOWTHATSTEMEDUCATIONCANIMPROVESTUDENTS’SCIENTIFICLITERACYANDCOMPREHENSIVEABILITYINORDERTOSTIMULATESTUDENTS’INTERESTINLEARNING，IMPROVESTUDENTS’SCIENTIFICLITERACYANDENHANCESTUDENTS’ABILITYTOSOLVEPRACTICALPROBLEMS，THISPAPERISBASEDONSTEMEDUCATIONCONCEPTONTHETEACHINGDESIGNOFTHEELEMENTARYSCHOOLSCIENCEDEVELOPMENTCURRICULUMTHISSTUDYBASEDONTHELITERATUREREVIEWDEFINESTHECONCEPTOFSTEMEDUCATIONPHILOSOPHYANDASACORECONCEPTTOCONSTRUCTTHETEACHINGMODELOFPRIMARYSCHOOLSCIENCECURRICULUMANDTHENBASEDONTHEMODELTOPROCESSTEACHINGDESIGNANDTEACHINGPRACTICEINTHISSTUDYTHESTUDENTSOFGRADEFOURWERESELECTEDASTHERESEARCHOBJECT，ANDTHEWATERPURIFICATIONWASSELECTEDASACASESTUDYAFTERTHETEACHINGEXPERIMENT，THROUGHTHEANALYSISOFSCIENCELEARNINGINTERESTQUESTIONNAIREOFPRIMARYSCHOOLANDSTUDENTSSCIENTIFICLITERACYEVALUATION，STEMEDUCATIONTEACHINGACTIVITIESMAKESTUDENTSHAVESIGNIFICANTLYIMPROVEDINLEARNINGINTERESTANDSCIENTIFICLITERACYTHEREFORE，THETEACHINGDESIGNOFTHEELEMENTARYSCHOOLSCIENCEDEVELOPMENTCOURSEUNDERTHESTEMEDUCATIONCONCEPTCANEFFECTIVELYSTIMULATESTUDENTS’INTERESTINLEARNINGANDIMPROVETHEIRSCIENTIFICLITERACYANDTHEABILITYTOSOLVEPRACTICALPROBLEMSKEYWORDSSTEMEDUCATION；TEACHINGMODEL；ACTIVITIESOFTEACHINGDESIGN11

簡(jiǎn)介：分類號(hào)TG盟墨Q蟹級(jí)公玨專中文論文題目英文論文題目單位代碼Q墮學(xué)號(hào)2QI122墊13鉀瓤史學(xué)位碩士論文⑩論文作者T垂垣墨指導(dǎo)教師到彗專業(yè)學(xué)位類別；熬直亟圭些堂焦專業(yè)領(lǐng)域堂整數(shù)堂韭堂2論文形式基礎(chǔ)匠塞所在學(xué)院絲堂皇撾魁盤堂堂瞳論文提交日期2Q生旦目論文答辯日期2QZ生旦14目川學(xué)形世、“衛(wèi)高中化學(xué)教師處理教科書(shū)中科學(xué)素養(yǎng)內(nèi)容的扎根理論研究學(xué)科教學(xué)化學(xué)專業(yè)研究生王婭琴指導(dǎo)教師劉瑞摘要國(guó)民的科學(xué)素養(yǎng)水平不僅影響著國(guó)家科技發(fā)展的進(jìn)步，還關(guān)乎著國(guó)家整體發(fā)展的前景。因此，提高國(guó)民的科學(xué)素養(yǎng)是應(yīng)對(duì)當(dāng)前國(guó)際形勢(shì)和國(guó)家發(fā)展的迫切需要。新世紀(jì)伊始，我國(guó)頒布了科學(xué)課程標(biāo)準(zhǔn)，其核心理念即“全面提高學(xué)生的科學(xué)素養(yǎng)”，這也正是新課程科學(xué)領(lǐng)域教育改革的核心目標(biāo)。中學(xué)階段的科學(xué)領(lǐng)域教育對(duì)學(xué)生科學(xué)素養(yǎng)的養(yǎng)成至關(guān)重要，化學(xué)作為中學(xué)階段科學(xué)領(lǐng)域教育的重要課程，我們有必要對(duì)其方方面面進(jìn)行深入的研究與探討。教科書(shū)中的科學(xué)素養(yǎng)內(nèi)容以及教師的處理方式直接關(guān)乎學(xué)生科學(xué)學(xué)習(xí)后可以獲得的科學(xué)素養(yǎng)，因此本研究主要解決兩個(gè)問(wèn)題一是教師處理教科書(shū)中科學(xué)素養(yǎng)內(nèi)容的方式；二是影響教師處理方式的因素。教師對(duì)教科書(shū)內(nèi)容的處理是個(gè)性化較強(qiáng)的行為，本文通過(guò)個(gè)案研究的形式對(duì)某高中化學(xué)教師文中簡(jiǎn)稱Z教師處理教科書(shū)中科學(xué)素養(yǎng)內(nèi)容的方式和影響因素展開(kāi)了深入研究。通過(guò)扎根理論技術(shù)對(duì)備課記錄本、課堂觀察筆記、訪談三個(gè)部分的研究資料進(jìn)行了扎根分析，整合得出“處理方式”和“影響因素“的理論概念。最后，為高中化學(xué)教師處理教科書(shū)中的科學(xué)素養(yǎng)內(nèi)容提供參考和反思性建議。本研究主要包含兩條扎根分析主線，內(nèi)容如下一是從課程標(biāo)準(zhǔn)中有關(guān)科學(xué)素養(yǎng)目標(biāo)的維度即“知識(shí)與技能”、“過(guò)程與方法”、“情感態(tài)度與價(jià)值觀“三方面對(duì)研究資料進(jìn)行扎根分析，整合出Z教師對(duì)教科書(shū)中科學(xué)素養(yǎng)內(nèi)容的處理方式。其中，“知識(shí)與技能”維度的內(nèi)容處理方式包括原理優(yōu)先、及時(shí)練習(xí)、分層教學(xué)、調(diào)整順序和分散難點(diǎn)；“過(guò)程與方法“維度的內(nèi)容處理方式包括過(guò)程主導(dǎo)、問(wèn)題發(fā)掘、類比；們隋感態(tài)度與價(jià)值觀”維度的內(nèi)容處理方式包括情感陶冶、資源開(kāi)發(fā)、問(wèn)題和技術(shù)解決。二是通過(guò)對(duì)研究資料進(jìn)行扎根分析后，整合出Z教師處理教科書(shū)中科學(xué)素養(yǎng)內(nèi)容的行為影響因素。研究發(fā)現(xiàn)，對(duì)科學(xué)素養(yǎng)的認(rèn)識(shí)、學(xué)生層次、教學(xué)經(jīng)驗(yàn)、同行、課程管理目標(biāo)是影響高中化學(xué)教師處理教科書(shū)中科學(xué)素養(yǎng)內(nèi)容的五個(gè)主要因

簡(jiǎn)介：‘|；F℃碼102TO1LIIIIIIIMLILIIIHIIIIIIHY3258493上磣腳范大墨碩士專業(yè)學(xué)位論文基于微信公眾平臺(tái)的小學(xué)低年級(jí)科學(xué)微課教學(xué)可行性研究學(xué)院生僉生疊垣科堂堂瞌專業(yè)學(xué)位類別塾直亟專業(yè)領(lǐng)域堂抖熬堂壘物2研究生姓名壘疊指導(dǎo)教師選當(dāng)垡完成日期2Q】Z生2目ABSTRACTASMOBILEINTEMETISCOMINGFORTH，ANDFOLLOWINGINTELLIGENTHARDWARESUCHASTABLETPCSANDSMARTPHONESISWIDESPREADAMONGTHEPUBLIC，PEOPLECONSIDER‘LIFEONPALM，ASMORENECESSARYPARTNOW，WECHATPUBLICPLATFORM，ANEWPROMOTIONALVEHICLEFORSOCIALIZING，ACCEPTEDBYMOREANDMOREPEOPLE，PLAYSASIGNIFICANTROLEINENTERTAINILLENTANDINFOMLATIONCOLLECTION，WHICHOPENSANEWCHAPTERFOR‘MOBILELEARNING，NOW，THEPUBLICTENDTOLEARNINPIECEWITHTHEAIDOFWECHATPLATFORM，ANDMICROCOURSECHARACTERIZEDASSHORT，SMALL，EXTRACTANDFLEXIBLE，ISMOREBENEFICIALFORSPREADINGMOBILEINTERNETACCORDINGTOTHELITERATURESEARCHINGANDTHEORETICALSTUDYING，THISDISSERTATION，ONTHEBASISOFSCIENCEANDTECHNOLOGYTEACHINGFORLOWERELEMENTARYSCHOOLSTUDENTSONTHEWECHATPUBLICPLATFORM，COMBINESANALYSISOFELEMENTARYSCHOOLSTUDENTS’COGNITIVEABILITIES，PSYCHOLOGICALCHARACTERISTICSANDEXISTINGKNOWLEDGESTRUCTUREWITHTHEFEATUREOFTHESECONDGRADE’SSCIENCEANDTECHNOLOGYACCORDINGLYTHISARTICLESORTSOUTTHEKNOWLEDGEEMPHASISINTODIVERSEMODULES，ANDDESIGNSTEACHINGCONTENTSANDTEACHINGOBJECTIVESFLEXIBLY，AIMINGATHELPINGSTUDENTSWITHMASTERINGSCIENTIFICKNOWLEDGEANDIMPROVINGTHEIRINTERESTINLEARNINGMICROCOURSESDESIGNEDBYTHEMATCHINGIDEAWILLBEPUSHEDTOTHESUBSCRIBERSINCLUDINGSTUDENTSANDPARENTSBYTHEMEANOFWECHATPLATFORMATTHEENDOFASEMESTERDURATIONMICROCOURSE，INORDERTOEXAMINETHEVARIATIONOFSTUDYINGEFFECTAMONGSTUDENTS，STATISTICALANALYSISISDEVELOPEDONTHEPRETESTANDPOSTTESTDATAOFTHEEXPERIMENTALGROUPANDTHECONTROLGROUPINADDITION，THEINFORMATIONREGARDINGINSTRUCTORS，PARENTSANDSTUDENTSISCOLLECTEDBYMEANSOFQUESTIONNAIREANDINTERVIEWSURVEYINTHISBASIS，THEAUTHORTHOROUGHLYANALYZESTHEPOSSIBILITYOFMICROCOURSESSCIENCEANDTECHNOLOGYFORTHELOWERELEMENTARYSCHOOLSTUDENTSTHESTUDYSHOWS1THEMETHODOFMICROCOURSESONTHEWECHATPUBLICPLATFORMINSPIRESTHEINTEREST，IMPROVESTHELEARNINGACHIEVEMENTANDENHANCESTHEMOTIVATIONOFLEARNINGSCIENCE2THEIMPLEMENTATIONOFTHECURRICULUMENHANCESTHESTUDENTSDESIRETOEXPLORETHESCIENTIFICPHENOMENONANDENHANCESTHEIRCURIOSITYABOUTTHESURROUNDINGSCIENTIFICOBJECTS3BYLEARNINGTHECOURSE，STUDENTSCOULDHANDLEWITHWECHATPUBLICPLATFORMINDEPENDENTLY，ANDOPERATINGSKILLSOF11

簡(jiǎn)介：學(xué)位論文獨(dú)創(chuàng)性聲明本人鄭重聲明所提交的學(xué)位論文是本人在導(dǎo)師指導(dǎo)下進(jìn)行的研究工作和取得的研究成果。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。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。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。學(xué)位論文作者簽名孔請(qǐng)忙日期扣嶺學(xué)位論文使用授權(quán)聲明研究生在校攻讀學(xué)位期間論文工作的知識(shí)產(chǎn)權(quán)單位屬南京師范大學(xué)。學(xué)校有權(quán)保存本學(xué)位論文的電子和紙質(zhì)文檔，可以借閱或上網(wǎng)公布本學(xué)位論文的部分或全部?jī)?nèi)容，可以采用影印、復(fù)印等手段保存、匯編本學(xué)位論文。學(xué)?？梢韵驀?guó)家有關(guān)機(jī)關(guān)或機(jī)構(gòu)送交論文的電子和紙質(zhì)文檔，允許論文被查閱和借閱。保密論文在解密后遵守此規(guī)定保密論文注釋本學(xué)位論文屬于保密論文，密級(jí)保密期限為年。艚撕簽名窆吮，今日期如C啉，7矽1T0口】酉，習(xí)州名期簽者作文淪位學(xué)日ABSTRACTCURRENTCHEMISTRYPROGRAMOFTHESCHOOLIDENTIFIESTHECOURSEOBJECTIVESOFTHEKNOWLEDGEANDSKILLS，PROCESSESANDMETHODS，EMOTIONALATTITUDESANDVALUESINTHREEDIMENSIONSAMONGTHEM，THESTUDENTS’LEARNINGOFTHESCIENTIFICMETHODISPARTICULARLYIMPO砌NT，ESPECIALLYSCIENTIFICHYPOTHESISMETHODSINTHESCIENTLTLCMETHODSCIENTIFICHYPOTHESISAPPROACHISANIMPORTANTFORMAMONGSCLENCEDEVELOPMENT，ANDHASACENTRALROLEINSCIENTIFICEXPLORATIONCHEMISTRYCAN’TDEVELOPWITHOUTTHESCIENTIFICHYPOTHESISFOREXAMPLE，OXIDATIONDOCTRINEOFLAVOISIERTHEHYPOTHESESOFBENZENEMOLECULARSTRUCTUREOFKEKUL6，THEDISCOVERYOFTHEPERLODLCLAWDALTON’SATOMICTHEORYANDSOONTHESTUDYPROVIDESSPECIFICTEACHINGCASESINHIGHSCHOOLCHEMISTRYCLASSWLTHTHE印PLICATIONOFSCILENTIFICHYPOTHESES，ANDTHERESEARCHOFTEACHING’SEFFECTADDITIONALLYWEDRAWACONCLUSIONTHATSTUDENTSUNDERSTANDKNOWLEDGEMOREDEEPLYAFTERTHEAPPLICATIONOFSCIENTIFICHYPOTHESESTHEYNOTONLYGETTOKNOWTHESCLENCE，BUTAISOHAVEADEEPERUNDERSTANDINGABOUTTHEDISCOVERYPROCESSOFSCIENCEINTERMSOFSCIENTIFICINQUIRYABILITYSTUDENTSLEARNTOIDENTIFYPROBLEMS，PROPOSEHYPOTHESES，DESIGNPRO釅鋤S，TESTTHEHYPOTHESIS，DETERMINETHEAUTHENTICITY，ANDPERTECTTHEHYPOTHESISIT，SHELPFULFORSTUDENTSTODEVELOPTHEABILITYOFSCIENTIFICINQUIRYANDFOSTERTHESCIENTIFICSPIRITINTERMSOFLEARNINGINTEREST，THEDESIGNEDACTⅣLTLESBASEDONSCIENTIFICHYPOTHESISINCLASSESHAVEENHANCEDTHESTUDENTS’CURIOSITYANDTHLRSTFORKNOWLEDGESTUDENTSAREWILLINGTOLEARNMOREABOUTCHEMISTRY，ANDTHEYCANTREATTHEKNOWNKNOWLEDGEWITHACRITICALEYE，THIRSTFORUNKNOWNKNOWLEDGEWITHMENTALITYOFEXPLORATIONATTITUDEKEYWORDSSCIENTIFICHYPOTHESIS，CHEMISTRYINSENIORMIDDLESCHOOL，APPLICATLONIL

簡(jiǎn)介：ILIIIMIHIILIIHITIILIIIIILY32595697’￡1I_FJ”上夠腳范大誓碩士專業(yè)學(xué)位論文基于培養(yǎng)初中生生命科學(xué)素養(yǎng)的活動(dòng)園地校本課程開(kāi)發(fā)的實(shí)踐研究學(xué)院壘僉芻疊撬抖望莖院專業(yè)學(xué)位類別熬直亟專業(yè)領(lǐng)域芏越熬雯生翅研究生姓名芒琺指導(dǎo)教師遮光垡完成日期2QZ生2旦SHANGHAINORMALUNIVERSITYMASTEROFPHILOSOPHYABSTRACTABSTRACTLIFESCIENCESCOURSEINSECONDARYSCHOOLISABASICCOURSEWHICHISBASEDONTHECHARACTERISTICSOFLIFESCIENCEDISCIPLINES，WHICHCANMAKESTUDENTSGAINSCIENTIFICLITERACYITISALLIMPORTANTPARTOFTHENATURALSCIENCELEARNINGFIELDTHEPRACTICALACTIVITIESCOMBINETHESPECIALFUNCTIONSOFEXPERIMENTANDPRACTICE，WHICHISINLINE、7L，ITHTHECHARACTERISTICSOFLIFESCIENCEANDHASAUNIQUEADVANTAGEINIMPROVINGSTUDENTSLIFESCIENCELITERACY”LIFESCIENCE”TEACHINGMATERIALS”ACTIVITYGARDEN”COLUMNISAVERYGOODPLATFORMSTUDENTSCANGAINKNOWLEDGETHROUGHPERSONALEXPERIENCEANDLEARN舶MTHESCIENTIFICMETHODSTODEVELOPASCIENTIFICLEARNINGHABITHOWEVERTHEEXISTINGTEACHINGMATERIALSINTHE”ACTIVI鑼GARDEN”COLUMNCONTENTISMOSTLYSELECTEDCONTENT，NLEDISTRIBUTIONOFTHESEMATERIALSINTHETEACHINGMATERIALSISNOTBALANCED，SOMECONTENTANDCURRICULUMKNOWLEDGEPOINTSARENOTCLOSELYRELATED，SOMEOFTHECONTENTINVOLVESALARGESPANOFKNOWLEDGE，SOMECOLUMNSARETHEORETICALEXERCISESALLOFTHESEHAVEAFFECTEDTHATTHE”ACTIVITYGARDEN”COLUMNDOESNTPLAYITSDUEROLEINTHELIFESCIENCETEACHINGTHEREFORE，THEAUTHORSTUDIEDTHEJUNIORMIDDLESCHOOLSTUDENTS’FEEDBACKONLIFESCIENCETEXTBOOKSACTIVITYGARDENCOLUMNCONTENTTHROUGHTHEQUESTIONNAIRETHESURVEYFOUNDTHATTHESTUDENTSHAVEALOWERRATEOFINTERESTRATEANDCOMPLETIONRATEOFTHEEXISTINGACTIVITYGARDENCOLUMNCONTENT，BUTTHEYHAVEAPOSITIVEATTITUDETOWARDSTHEVALIDITYOFTHESEXINGOFTHEACTIVITYGARDENINDEPTHANALYSISOFTHESTUDENTS’FAVORITEACTIVITIES，THEAUTHORFOUNDTHATSTUDENTSAREINTERESTEDINTHEPRODUCTIONOFFOOD，EXPLORINGTHESELFANDOBSERVINGTHENATUREOFTHEACTIVITIESTHESTUDYALSOFOUNDTHATTHELOWERTHELEVELOFKNOWLEDGEANDPRACTICALSKILLSLEVELOFCONTENT，STUDENTS’COMPLETIONRATESHIGHERONTHEBASISOFABOVE，THEAUTHORMADEASYSTEMATICFRAMEWORKFORTHECONTENTSOF”ACTIVITYGARDEN”COLUMNINTHETEXTBOOKOFLIFESCIENCEINJUNIORMIDDLESCH001BASEDONSTUDENTS，THEAUTHORWILLIMPROVEANDCOMPLEMENTTHEEXISTINGTEACHINGMATERIALTOMAKETHECONTENTOFTHEACTIVITYGARDENFROMTHEORYTOPRACTICEANDTOSTICKTOSTUDENTS’ACTUALLIFEONTHEOTHERSIDE，THEAUTHORWILLPAYATTENTIONTOEVALUATIONANDFINALLYDRAWUPTHESCHOOLBASEDTEACHINGMATERIALS“LIFESCIENCEACTIVITIES”，WHICHCONDUCIVETOTHECULTIVATIONOFJUNIORHIGHSCHOOLSTUDENTS’SCIENTIFICLITERACYTHEEXPANSIONCLASSOFSCHOOL，ISANIMPORTANTCARRIERTOESTABLISHSCHOOLBASEDCOURSES“LIFESCIENCESACTIVITIES”WETRYOURBESTTODOTHETEACHINGPRACTICEOFTHETT

簡(jiǎn)介：JIIFRLLLLLLJLLFFL1LJILIJIFFFRLLLLJIIFFFFIIY3259549’≯F21ⅦI業(yè)CJ舒受‰F，6UI學(xué)‘JIJ翮【J∽上夠師范大爹碩士專業(yè)學(xué)位論文圖表在高中生命科學(xué)教學(xué)中的應(yīng)用研究學(xué)院壘魚(yú)皇巫墟越堂堂瞌專業(yè)學(xué)位類別茲直砸專業(yè)領(lǐng)域堂彗熬堂生物研究生姓名旦顯蓮指導(dǎo)教師奎越國(guó)完成日期20175ABSTRACTNOWADAYS，MOREANDMOREATTENTIONISPAIDTOLIFESCIENCEEDUCATION，WHICHOCCUPIESANIMPORTANTPOSITIONOFMANYCOURSESWITHTHENEWROUNDOFEDUCATIONALCURRICULUMREFORMANDTHEAPPEARANCEOFTHENEWCURRICULUMSTANDARDBASEDONTHENEWVERSIONOFTHETEACHINGMATERIALSAVAILABLE，NOTONLYTHEREFORMOFCLASSROOMTEACHING，BUTALSOLIFESCIENCETEACHINGMATERIALSANDTEACHINGRESEARCHANDEXPLORATIONHAVEAROUSEDAWIDECONCERNWITHTHEPROCESSINGOFTHENEWCURRICULUMREFORM，THEPROPORTIONOFCHARTSINTHENEWTEXTBOOKSISGROWING，ANDGRAPHICSANDFORMSFEATURINGBEINGINTUITIVE，VIVIDANDEASYTOUNDERSTANDHAVEBEENWIDELYUSEDTHISPAPERAIMSTOANALYZETHEPOSITION，F(xiàn)UNCTIONANDCLASSIFICATIONOFCHARTSINBIOLOGICALTEACHINGMATERIAL，BASEDONCONSTRUCTIVISMLEARNINGTHEORYANDINFORMATIONPROCESSINGLEARNINGTHEORY，ANDPUTSFORWARDTHEFOLLOWINGOPINIONSCHARTS，ASAKINDOFVISUALTHINKINGTOOLFROMGRAPHICVISUALIZATION，CANSIMPLIFYANDSYSTEMATIZECOMPLEXKNOWLEDGE；CHARTSCANSTIMULATEINTERESTINLEARNINGANDFORMBIOLOGICALIDEAS；CHAGSCANHELPTOIMPROVETHETEACHINGLEVELOFTEACHERS；CHARTSAREALSOIMPORTANTFORENHANCINGTEACHERSTUDENTINTERACTIONTHROUGHTHETEACHERS’ANDTHESTUDENTS’QUESTIONNAIRES，THEIRUNDERSTANDINGOFTHECHARTSINBIOLOGICALMATERIALSHASBEENCALCULATEDANDANALYZEDANDTHENBVCOMPARINGTEACHINGPRACTICEANDEFFECT，ASWELLASTHEANALYZINGTEACHINGCASES，THEINITIALAPPLICATIONOFDIFFERENTTYPESOFCHARTSINHIGHSCHOOLLIFESCIENCETEACHINGANDTHEINFLUENCEONSTUDENTS’ABILITYAREEXPLOREDINCONCLUSION，THECHARTINBIOLOGVISANIMPORTANTRESOURCETHEINTRUDUCTIONOFDIFFERENTTYPESOFGRAPHSEMBODIESTHECORETASKOFHIGHSCHOOLBIOLOGYCOURSE，THATIS，TOIMPROVESTUDENTS’LIFESCIENCELITERACVWHICHISTHEUNITYOFBIOLOGICALKNOWLEDGEANDSKILLS，PROCESSANDMETHODEMOTIONALATTITUDESANDVALUESITISCLEARTHATDIFFERENTTYPESOFGRAPHSAREPLAYINGANIMPORTANTROLEINTHEDEVELOPMENTOFSTUDENTS’ABILITIESKEYWORDSBIOLOGYCHARTCLASSIFICATIONABILITY

簡(jiǎn)介：掣劌剃必。垃代州10270上磣師范大學(xué)碩士專業(yè)學(xué)位論文依托校本課程提升初中生生物科學(xué)素養(yǎng)的案例研究學(xué)院壘魚(yú)與疊縫型堂堂匾專業(yè)學(xué)位類別茲直亟專業(yè)領(lǐng)域掌科教掌F壘物2研究生姓名金撞驗(yàn)指導(dǎo)教師戴強(qiáng)驗(yàn)答辯日期2Q】Z堡目ABSTRACTSHANGHAINORMALUNIVERSITYMASTEROFPHILOSOPHYABSTRACTATTHEENDOFTHE20THCENTURY，GUIDELINESFO廣BASICEDUCATIONCURRICULUMREFO，，竹PROVIDESFORTHEIMPLEMENTATIONOFTHREELEVELCURRICULUMMANAGEMENTSYSTEM，IEATTHENATIONAL，LOCALANDSCHOOLLEVELTHEEMPOWERMENTOFCURRICULUMRIGHTTOSCHOOLSPROVIDESSCHOOLSWITHANEWOPPORTUNITYFORTHEIRDEVELOPMENT，ANDALSOPROVIDESAGOODWAYFORTHEIMPLEMENTATIONOF‘‘IMPROVINGSTUDENTS’BIOLOGICALLITERACY”MENTIONEDINTHEBIOLOGICALSCIENCECURRICULUMSTANDARDWHILEENRICHINGSTUDENTS’SCIENTIFICKNOWLEDGE，SCHOOLBASEDCURRICULUMCANALSOHELPSTUDENTSREALIZETHATSCIENCEISAROUNDUS，ANDHELPTHEMFEELTHEINTERESTANDVALUEOFSCIENCEITISGOODFORSTUDENTSTOUNDERSTAND，F(xiàn)IND，EXPLOREANDAPPLYSCIENCEATTHEBEGINNINGOFTHESTUDY，IREVIEWEDRELEVANTLITERATURESCONDUCTEDDEEPINVESTIGATIONONACTUALSITUATIONOFTHESCHOOLBYQUESTIONNAIRES，ANDWORKEDOUTIMPLEMENTATIONPLANANDEVALUATIONMETHODSFORSCH001BASEDCURRICULUM“CHINESEMATERIAMEDICA”DURINGTHECOURSEOFTHESTUDY，ITESTEDTHEBIOLOGICALLITERACYOFEXPERIMENTALGROUPSTUDENTSANDCONTROLGROUPSTUDENTSFROMFOURDIMENSIONS，IEKNOWLEDGESKILLS，INQUIRYLEARNINGABILITY，PRACTICALABILITYANDSTSSCIENCE，TECHNOLOGYANDSOCIETY，IN11ASPECTSINADDITION，SOMETYPICALCASESONIMPROVINGSTUDENTS’INQUIRYLEARNINGABILITYTHINKINGABILITYANDINNOVATIONABILITYAREGIVENHEREINTHROUGHTHESTUDYIMTRYINGTOFINDABALANCEBETWEENNATIONALCURRICULUMANDSCHOOLBASEDCURRICULUM，ANDTOBUILDAPLATFORMFORSTUDENTSTOSTUDYBIOLOGICALSCIENCEUNDERCURRENTSCHOOLCONDITIONS，F(xiàn)ACULTYANDLIMITEDTIME，TOGUIDESTUDENTSTOMASTERSCIENTIFICMETHODSANDCULTIVATESCIENCESPIRIT，ANDGUIDESTUDENTSTOACCUMULATEEXPERIENCE，ANDDEVELOPTHEABILITYOFAPPLYINGEXPERIENCETOSOLVEPROBLEMSTHROUGHTHEIMPLEMENTATIONOFTHESCH001BASEDCURRICULUM“CHINESEMATERIAMEDICA”ANDTHEANALYSISOFTYPICALCASES，ITISCONCLUDEDTHATTHESTUDVOFSCHOOLBASEDCURRICULUM“CHINESEMATERIAMEDICA”INVOLVESALARGENUMBEROFEXPERIMENTALANDRESEARCHBASEDLEARNINGTHECHANGEOFLEARNINGMETHODSISGOODFORSTUDENTSTOIMPROVETHEIRCONCEPTSOFEXPLORATIONSTUDENTSAREWILLINGTOSTUDYUNKNOWNPROBLEMSTHROUGHMETHODSOFEXPLORATIONANDAPPLYTHEEXPLORATORYTHINKINGSUCHAS“EVIDENCESUPPORTHYPOTHESIS”TOANALYZEPROBLEMSHOTISSUESAROUNDAREDESIGNEDINTOTHE‘‘CHINESEMATERIAMEDICA”SCH001BASEDCURRICULUMANDSTUDENTSAREGUIDEDTOANALYZETHESEISSUESFROMTHEPERSPECTIVEOFDIALECTICALII

簡(jiǎn)介：IIIIILLLLLLLLLLLJILLLLLLLLLLLLLLLLLLLLLLLIILLLLY3259545學(xué)輇F℃曲II盎號(hào)II、11N7號(hào)I一_1。JMH上夠腳范大誓碩士專業(yè)學(xué)位論文基于思維導(dǎo)圖的小學(xué)自然生命科學(xué)教學(xué)內(nèi)容活動(dòng)設(shè)計(jì)的實(shí)踐研究學(xué)院生僉芻巫境抖堂堂院專業(yè)學(xué)位類別教宣盈士專業(yè)領(lǐng)域堂科教堂F生物2研究生姓名；王佳塞指導(dǎo)教師是是完成日期至QZ上海師范大學(xué)碩士學(xué)位論文目錄摘要思維導(dǎo)圖是一種革命性的思維工具，它綜合的運(yùn)用圖形、文字、色彩等，將思維過(guò)程直觀表達(dá)出來(lái)。思維導(dǎo)圖還能把各級(jí)主題的關(guān)系用相互隸屬與相關(guān)的圖形表現(xiàn)出來(lái)，把主題詞關(guān)鍵詞與圖像、顏色等建立記憶框架?；谶@些特點(diǎn)，在小學(xué)自然學(xué)科中，生命科學(xué)主題的教學(xué)內(nèi)容豐富多變，運(yùn)用思維導(dǎo)圖工具，進(jìn)行教學(xué)活動(dòng)設(shè)計(jì)，解決學(xué)生構(gòu)建知識(shí)框架過(guò)程中知識(shí)概念相互割裂不連續(xù)的問(wèn)題；以大概念理念進(jìn)行科學(xué)教育，引導(dǎo)學(xué)生進(jìn)行邏輯思考，知識(shí)框架趨近于大概念的發(fā)展過(guò)程顯得尤為重要。本文主要采用理論研究和實(shí)證研究的方法，對(duì)基于思維導(dǎo)圖的活動(dòng)設(shè)計(jì)能夠提高學(xué)生學(xué)習(xí)興趣、大概念發(fā)展程度做了量化研究。理論研究部分探討了關(guān)于思維導(dǎo)圖應(yīng)用于科學(xué)教育的理論基礎(chǔ)和國(guó)內(nèi)外研究現(xiàn)狀。實(shí)證研究部分進(jìn)行了小學(xué)自然課堂中基于思維導(dǎo)圖的活動(dòng)設(shè)計(jì)的應(yīng)用研究，并采集實(shí)驗(yàn)班和對(duì)照班的相關(guān)數(shù)據(jù)，分析學(xué)生學(xué)習(xí)興趣、科學(xué)大概念的發(fā)展程度和知識(shí)框架構(gòu)建程度等方面的改變情況。研究結(jié)果表明1、基于思維導(dǎo)圖的活動(dòng)設(shè)計(jì)符合小學(xué)生的認(rèn)知規(guī)律，其豐富多彩的表現(xiàn)形式能夠促進(jìn)學(xué)生對(duì)自然學(xué)科的興趣。2、思維導(dǎo)圖工具可以促進(jìn)學(xué)生邏輯思維的發(fā)展，有利于學(xué)生科學(xué)大概念的發(fā)展，提高課堂學(xué)習(xí)效率。3、基于思維導(dǎo)圖的教學(xué)促進(jìn)學(xué)生完成舊知識(shí)的遷移和新知識(shí)的構(gòu)建，促進(jìn)學(xué)生將知識(shí)概念構(gòu)成連續(xù)的、相互關(guān)聯(lián)的知識(shí)體系。4、思維導(dǎo)圖對(duì)不同學(xué)力學(xué)生的促進(jìn)效果有差異。通過(guò)行動(dòng)研究，思維導(dǎo)圖的繪制對(duì)學(xué)生來(lái)說(shuō)要求偏高，純手繪的思維導(dǎo)圖在課堂中難以開(kāi)展，利用數(shù)字設(shè)備，在課堂中完成教師預(yù)先設(shè)計(jì)好的導(dǎo)圖是個(gè)有效的途徑。同時(shí)，筆者對(duì)小學(xué)自然階段適用的思維導(dǎo)圖做了歸類，總結(jié)了7個(gè)類型的導(dǎo)圖，在教學(xué)實(shí)踐中均對(duì)課堂教學(xué)起到了促進(jìn)效果，還可以對(duì)思維導(dǎo)圖在教學(xué)領(lǐng)域的應(yīng)用積累基礎(chǔ)素材和初步的探索性工作。關(guān)鍵詞思維導(dǎo)圖小學(xué)自然活動(dòng)設(shè)計(jì)學(xué)習(xí)興趣

簡(jiǎn)介：ILYLLLLLL13LLLLLL2LLLU5LLLLLL9LLL16TLLL513LLLL10’陵1L_14LFTN上夠腳范大誓碩士專業(yè)學(xué)位論文優(yōu)化設(shè)計(jì)初中科學(xué)教材“體驗(yàn)與活動(dòng)”欄目的實(shí)踐研究專業(yè)學(xué)位類別熬童亟專業(yè)領(lǐng)域至銎塑堂L生物2作者姓名塞面垡指導(dǎo)教師昱墨完成日期2QZ生2旦ABSTRACTSHANGHAINORMALUNIVERSITYMASTEROFPHILOSOPHYABSTRACTVARIOUSKINDSOFLEARNINGACTIVITIESMENTIONEDINSHANGHAIJUNIORMIDDLESCHOOLSCIENCETEACHINGMATERIALSTRIALEDITION，PUBLISHEDBYSHANGHAIEDUCATIONALPUBLISHINGHOUSE，WHICHWASEDITEDBYZHUANGQILIANDSHENRONGXIANG，AREMAINLYPRESENTEDINTHEFORMOF‘‘EXPERIENCEANDACTIVITIES”COLUMNHOWEVERTHECOMPILATIONOFTHE“EXPERIENCEANDACTIVITIES’’COLUMINTHETEACHINGMATERIALISVERYCONCISEANDGENERALIZED，ANDBESIDES，THEACTIVITYOPERATIONALORIENTATIONISNOTSOCLEARMOREOVERTHEDESIGNSTEPSOFTHEACTIVITIESARENOTSCIENTIFICENOUGHASARESULT，ABOVEDEFICIENCIESLEADTOGREATDIFFICULTIESINTHEACTUALIMPLEMENTATIONOFTHEACTIVITIESINTHISCASE，THISSUBJECTTRIEDTOCALTYOUTSAMPLESURVEYSONTHEIMPLEMENTATIONSITUATIONSOF“EXPERIENCEANDACTIVITIES”COLUMINJUNIORMIDDLESCIENCESHANGHAIEDUCATIONALEDITIONTEACHINGMATERIALINSCIENCECLASSESOFEACHSCHOOLINHUANGPUDISTRICT諏也AVIEWTOLEARNABOUTPROBLEMSEXISTINGINSCIENCETEACHINGANDSPECIFICREASONSLEADINGTOTHEPROBLEMSTHENTHEIMPLEMENTATIONSITUATIONSOF361“EXPERIENCEANDACTIVITIES’’COLUMNSINFOURVOLUMESOFSCIENCETEACHINGMATERIALWEREORGANIZED，BASEDONWHICH，36OFTHE“EXPERIENCEANDACTIVITIES”COLUMNSWEREOPTIMIZEDFOLLOWINGTHEPRINCIPLESTHATTHEPRESENTATIONFORMOFSTUDENTACTIVITIESSHOULDCONFORMTOSTUDENTS’AGECHARACTERISTICSANDCOGNITIVERULES，THATEXPERIMENTCONTENTSSHOULDBECOMPILEDACCORDINGTOTHEPRINCIPLESOFGOINGFROMTHESHALLOWERTOTHEDEEPERFROMEASYTODIFFICULTANDFROMSIMPLETOCOMPLICATEDTHATTHEDESIGNOFEXPERIMENTSTEPSSHOULDEMBODYTHESCIENTIFICIDEAOF“GREENANDENVIRONMENTAL”，ANDTHATSTUDENTACTIVITIESINNATURALSCIENCETEACHINGMATERIALSSHOULDHELPSTUDENTSESTABLISHTHEAWARENESSOFPROTECTINGENVIRONMENT，THISRESEARCHAIMEDTOIMPROVETHECOLUMN’STARGETEDPROPERTYSCIENTIFICNATURE，RATIONALITYANDEFFECTIVENESS，SOTHATTHEPRESENTATIONMODEOFITSCONTENTSWILLBEMORERATIONALBESIDES，GUIDANCEOFOPERABILITYOFTHEACTIVITIESSHOULDBEENHANCED，F(xiàn)ORTHESAKEOFTEACHERS’TEACHINGPRACTICE，THUSPROVIDINGMOREEFFECTIVETEACHINGREFERENCETOCLASSROOMTEACHINGANDMOREREASONABLELEARNINGMATERIALTOSTUDENTSAFTERTWOUNDSOFTEACHINGPRACTICES，ITISPROVEDTHATTHE36OPTIMIZED‘‘EXPERIENCEANDACTIVITIES’’COLUMNSAEHIEVEDFAVORABLEEFFECTSINTEACHERS’TEACHINGPROCESSANDSTUDENTS’LEARNINGPROCESS，WHICHWASWIDELYRECOGNIZEDⅡ

簡(jiǎn)介：LYLILLL3LLLIL2ILLL115LLL119LTLLL8LLILT2ILILL攀LLL學(xué)授℃碼10270圩類QTG6339L學(xué)號(hào)142300134上驂腳范大誓碩士專業(yè)學(xué)位論文高中生生命科學(xué)前概念的調(diào)查研究學(xué)院皇僉生玨墟抖堂堂陵專業(yè)學(xué)位類別麴直亟專業(yè)領(lǐng)域雯抖麴莖壘物2研究生姓名到褒指導(dǎo)教師載堡鹼完成日期2盟生2目ABSTRACTSENIORHIGHSCHOOLSTUDENTSHAVEALREADYBUILTUPAMPLEPRECONCEPTIONSOFLIFESCIENCEBEFORETHEYENTERLIFESCIENCECLASSTHESEPRECONCEPTIONSAREPARTLYFROMFORMERSTUDY’WHILSTOTHERSAREFROMLIFEPRACTICINGACCUMULATIONINTHISCASE，AHIGHSCHOOLLIFESCIENCETEACHERSHOULDBEEAGERTOKNOWWHATPRECONCEPTIONSDOSTUDENTSBRINGINTOCLASS，SINCETHISCOULDMEANSIGNIFICANTLYFORCHOICEOFTEACHINGMETHODSANDSTRATEGIESINTHEPROCESSOFLIFESCIENCETEACHING，STUDENTS’PRECONCEPTIONSWOULDTRANSFORMINTOSCIENTIFICCONCEPTIONS，ALSOWOULDTHEYFORMNEWPRECONCEPTIONS，INFLUENCINGSUBSEQUENTSTUDIESAFTERWARDSTHEREFORE，RECOGNIZINGANDSTUDYINGPRECONCEPTIONSOFLIFESCIENCEPOSSESSINGBYSENIORHIGHSCHOOLSTUDENTSISANIMPORTANTSUBJECTWITHINTHERESEARCHFIELDOFTEACHINGSENIORHIGHSCHOOLLIFESCIENCEONTHEBASISOFDOCUMENTRESEARCHING，UTILIZINGCONTENTANALYSISANDSURVEYRESEARCH，THISPAPERINVESTIGATESANDANALYZESPRIMARYSOURCESOFPRECONCEPTIONSPOSSESSINGBYSENIORHIGHSCHOOLSTUDENTS；MEANWHILE；THISPAPERPRACTICESANDCOMPARESTHEDIAGNOSTICAPPROACHESFORPRECONCEPTIONS，NAMELYCERTAINTYOFRESPONSEINDEXCRI，TWOTIERDIAGNOSTICTESTANDMETHODOFSYNTHETICALDIAGNOSISFURTHERBYREVIEWINGCURRICULUMSTANDARDSANDTEXTBOOKSOFLIFESCIENCEFORSHANGHAI，APPLYINGCONSTRUCTIVELEARNINGTHEORY，THISPAPERSUMMARIZESCONTENTSANDTIMESFORDIAGNOSINGPRECONCEPTIONSOFLIFESCIENCEPOSSESSINGBYSENIORHIGHSCH001STUDENTSACCORDINGTORESEARCHRESULT、CONCLUSIONSCANBEDRAWNASFOLLOWS④PRECONCEPTIONSMAINLYCOMEFROMTHREESOURCES，NAMELYSELFJUDGEMENTANDREASONING，ACCOUNTING3952％，SENIORHIGHSCHOOLLIFESCIENCETEXTBOOKS，ACCOUNTING2699％，ANDSENIORHIGHSCHOOLLIFESCIENCETEACHERACCOUNTING1788％THESETHREESOURCESMAKEUPFOR8438％OFTHETOTALITY②HOLISTICALLYTHEREARENOSALIENTDIFFERENCEAMONGSTTHREEGRADES，APARTFROMINDIVIDUALEXCEPTIONTHEREISNODIFFERENCEBETWEENMALESTUDENTSANDFEMALESTUDENTS，WHILSTSALIENTDIFFERENCEEXISTSBETWEENTHOSESTUDENTSWHOCHOOSELIFESCIENCEASTHEIRHIGHEREDUCATIONENTRANCEEXAMINATIONSUBJECTANDTHOSEWHODONOTCHOOSE③CRIADAPTSTORAPIDPRECLASSDETECTION，WHILSTTWOTIERDIAGNOSTICTESTADAPTSTOKNOWINGTHEDEGREEOFHOWMUCHDOSTUDENTSUNDERSTANDCONCEPTSAFTERCLASS④DIAGNOSINGPRECONCEPTIONSSHOULDBETT

簡(jiǎn)介：LLLLRLLLLLLLLLLLLLLLLLLL／IRLLLLLLLLLLLLLLY3259716。。段代F‘5；JIJ_’TRL上夠師范大學(xué)碩士專業(yè)學(xué)位論文嵌入中班科學(xué)領(lǐng)域課程的幼兒探究與認(rèn)知發(fā)展評(píng)價(jià)的實(shí)踐研究學(xué)院麴直堂隨專業(yè)學(xué)位類別麴直亟專業(yè)領(lǐng)域堂煎熬直研究生姓名江因指導(dǎo)教師童塹答辯EL期2Q12壘旦ABSTRACTBYCOMBINGTHEDOMESTICANDFOREIGNRELATEDLITERATURESONASSESSMENTOFCHILDREN’SDEVELOPMENT，ITISFOUNDTHATRESEARCHSONHOWTOPERMEATECHILDREN’SDEVELOPMENTASSESSMENTINSITUATIONOFKINDERGARTENEDUCTIONACTIVITYISRARE，ANDPRACTICALRESEARCHONSCIENCECURRICULUMEMBEDDEDASSESSMENTOFYOUNGCHILDREN’SEXPLORATIVEANDCOGNITIVEDEVELOPMENTISEVENRARETHEREFORE，THISSTUDYISBASEDONTHEEXISTINGKINDERGARTENSCIENCECURRUCULUMEMBEDDEDASSESSMENTOFCHILDREN’SDEVELOPMENTINTOKINDERGARTENTEACHINGACTIVITIESANDINDIVIDUALIZEDLEARNINGACTIVITIESOFSCIENCETHISSTUDYSUMMARIZESTHEPRACTICEOFASSESSMENTOFCHILDREN’SEXPLORATIVEANDCOGNITIVEDEVELOPMENTDURINGTHEIMPLEMENTATIONOFSCIENCECURRICULUM，INCLUDING1TODETERMINETHEEMBEDDEDSCIENCECURRICULUM’SCONTENTANDSTANDARDOFASSESSMENTANDCOGNITIVEDEVELOPMENT；2TODEVELOPTHEEMBEDDEDSCIENCECURRICULUM’SMETHODSOFASSESSMENTANDCOGNITIVEDEVELOPMENT；3TOCOLLECT，RECORDANDANALYSISTHEASSESSMENTINFORMATION；4TOCOLLECTANDRECORDFORMSOFTHEASSESSMENTINFORMATION；5TOSUMMARIZEANDJUDGETHEASSESSMENTINFORMATION；6TOFEEDBACKANDUTILIZATETHEASSESSMENTRESULTS；7TODEVELOPEMBEDDEDSCIENCECURRICULUM’SIMPLEMENTATIONSTEPSANDKEYPOINTSOFASSESSMENTANDCOGNITIVEDEVELOPMENT；8TOCARRYOUTTHEMATTERSNEEDINGATTENTIONKEYWORDSASSESSMENTOFCHILDREN’SEXPLORATIVEANDCOGNITIVEDEVELOPMENT；EMBED；EMBEDDINGSCIENCECURRICULUM