簡介：中國科學技術大學碩士學位論文英美科學中心研究特色、模式及效果姓名朱輝申請學位級別碩士專業(yè)傳播學指導教師吳琦來20090501ABSTRACTABSTRACTASTHEDEVELOPMENTOFCOMMUNICATIONTECHNOLOGY，PEOPLEARELIVINGINTHESITUATIONOFMASSMEDIAANDNEWMEDIA’SAMALGAMATIONPERIODTHEWAYTHATPEOPLEGETTOKNOWTHEINFORMATIONVARIESDIFFERENTLYSODIFFERENTCOUNTRIESNOTONLYCOMETOPAYATTENTIONTOTHESCIENCERESEARCHANDDEVELOPMENT，BUTALSOFOCUSONTHEIMPORTANCEOFMEDIACHOOSINGINTHEPROCESSOFSCIENCECOMMUNICATIONESPECIALLYTHEINTERACTIVEMEANSOFCOMMUNICATION，THEPOSITIVEIMPACTTHESCIENCECENTERWHICHHASTHEINTERACTIVEANDEXPERIENCINGCHARACTERISTICDEVELOPSINUKANDUSINRECENTYEARS。SCIENCECENTERPLAYSALLIMPORTANTROLEINTHEMOVEMENTOFPUBLICUNDERSTANDINGOFSCIENCEPUSTHEEMERGENCEANDGROWTHOFSCIENCECENTERTOSOMEEXTENT，MEETSTHENEEDSOFPEOPLE’SDESIRETOKNOWSCIENCEKNOWLEDGE，PARTICIPATINGINTHESCIENCERESEARCHANDPOLICIESDISCUSSIONBUTTHEIMPORTANCEISTHATSCIENCECENTERBUILDSTHERELATIONSHIPSBETWEENSCIENCEANDSOCIETYINCHAPTERONEANDTWO，THETHESISDISCUSSEDTHESCIENCECENTERSBOTHINCHINAANDTHEOTHERFOREIGNCOUNTRIESONTHEAREASOFHISTORY，FEATURES，DEVELOPMENTGOALSETCONTHEBASEOFSDENCECENTERS’ANDSCIENCEMUSEUMS’DIFFERENCEANDLINKS，CHAPTERTWODISCUSSEDTHEDEFINITIONSAMONGTHESESCIENCEMUSEUMS，SCIENCECENTERSINCHAPTERTHREE，UNDERTHECONDITIONSOFPAPERRESEARCHANDWEBSEARCHANALYZEDANDTHEAUTHORSUMMARIZEDFOURKINDSOFSCIENCECENTER’SOPERATINGMODELSUCHASSCHOOL，COMMUNITY，ENTERPRISEANDINSTITUTIONSBETWEENSCIENCECEIITERSINUKTHESCIENCECENMR’SSCHOOLPROGRAMANDPARTNERSHIPSONENTERPRISESRESPONDEDTOTHEGOVERNMENT’S‘‘SCIENCEANDSOCIETY’’PLANEFFECTIVELYSCIENCECENTERALSODEEPENEDTHEUNDERSTANDINGANDTRUSTBETWEENTHEPUBLICANDSCIENCECOMMUNITYMEANWHILETHEUS’SSCIENCECENTERHASALREADYPLAYEDANIMPORTANTROLEINTHEINFORMALSCIENCEEDUCATIONOUTSIDECLASSROOMSCIENCEEDUC撕ONINTHECOMMUNITYTHEUSSCIENCECENMR’SCOMMUNICATIONTHEMESMEETTHEPUBLIC’SINTERESTSANDCREATION011SCIENCECOMMUNICATIONINCHAPTERFOURTHETHESISDISCUSSEDTHECONTENTONSOCIAL，PERSONAL，POLITICALANDECONOMICIMPACTRESEARCHONSCIENCECENTER，ESPECIALLYANALYZEDTHEPROCESSOFSCIENCECENTER’SECONOMICIMPACTSTUDYINCONCLUSION，THETHESISSUMMARIZEDTHEINSPIRATIONTHATWECOULDLEARNFROMTHEPRACTICEANDRESEARCHONUKANDUS’SSCIENCECENTERSTUDYTHENSUGGESTEDTHATDEVELOPOUROWNWAYOFRESEARCHONSCIENCECENTERKEYWORDSSCIENCECENTEROPERATINGMODEL；IMPACT；SCIENCECOMMUNICATION；MEDIA；SCIENTIFICLITERACYV

簡介：獨創(chuàng)性聲明學位論文題目一紐魚塑蛭扭主趙盂盤邊邋逝區(qū)鮭窒二二叢些L酗臺絲壺L上團盤魚型本人提交的學位論文是在導師指導下進行的研究工作及取得的研究成果。論文中引用他人已經發(fā)表或出版過的研究成果，文中已加了特別標注。對本研究及學位論文撰寫曾做出貢獻的老師、朋友、同仁在文中作了明確說明并表示衷心感謝。學位論文作者I氯慈塤簽字日期2。／／年多月7擴日學位論文版權使用授權書本學位論文作者完全了解西南大學有關保留、使用學位論文的規(guī)定，有權保留并向國家有關部門或機構送交論文的復印件和磁盤，允許論文被查閱和借閱。本人授權西南大學研究生院籌可以將學位論文的全部或部分內容編入有關數據庫進行檢索，可以采用影印、縮印或掃描等復制手段保存、匯編學位論文。保密的學位論文在解密后適用本授權書，本論文口不保密，口保密期限至年月止。學位論文作者簽名目翅疆導師簽名≮A以礪簽字日期。／年弓月7擴日簽字日期Z／O『F年弓月彳日／，L■■IR胡10目錄摘要IABSTRACTJIII引言J。1一問題的提出及研究意義1研究綜述4三概念界定13四研究思路與研究方法16一、幼兒園科學教育活動設計的理論基礎19一哲學基礎19二心理學基礎20三教育學理論21二、A幼兒園教師科學教育活動設計的調查結果與分析23一幼兒教師科學教育活動目標設計23二幼兒教師科學教育活動內容設計’28三幼兒教師科學教育活動策略設計33四幼兒教師科學教育活動評價方案設計38三、影響幼兒教師科學教育活動設計因素分析41一科學教育活動自身的因素41二幼兒園內部的因素。43三幼兒園外部的因素47四、改進幼兒教師科學教育活動設計的建議51一教師要切實提高科學教育活動設計能力51二園長要加強對教師的支持和培訓54三尋求家長和教育部門的支持55五、結語57參考文獻59附錄65后記69在校期間發(fā)表論文71

簡介：獨創(chuàng)性聲明本人聲明所呈交的論文是我個人在導師指導下進行的研究工作及取得的研究成果。盡我所知，除了文中特別1DIL以標注和致謝的地方外，論文中不包含其他人已經發(fā)表或撰寫過的研究成果，也不包含為獲得寧夏大學或其它教育機構的學位或證書而使用過的材料。與我一同工作的同志對本研究所做的任何貢獻均己在論文中作了明確的說明并表示了謝意。研究生簽名時間艮牡年、鄉(xiāng)月砷日關于論文使用授權的說明本人完全了解寧夏大學有關保留、使用學位論文的規(guī)定，即學校有權保留送交論文的復印件和磁盤，允許論文被查閱和借閱，可以采用影印、縮印或掃描等復制手段保存、匯編學位論文。同意寧夏大學可以用不同方式在不同媒體上發(fā)表、傳播學位論文的全部或部分內容。保密的學位論文在解密后應遵守此協(xié)議研究生簽名糯愛時間力貍年廠月躥日導師簽名痧給彥心時間汐膨年，月幻髟日ABSTLACTINTWENTIETHCENTURY，THEREISOUTSTANDINGCHARACTERISTICFORDOMESTICANDINTEMATIONALSCIENTIFICEDUCATIONCURRICULUMREFORM，THATISSCIENTIFICRESEARCHASTHEBASIS，RECONSTRUCTTHEBASICEDUCATION，FROMKNOWLEDGEIMPARTEDTURNTOEMPHASIZETHESCICNTIFICINQUIRYACTIVITYTHEDESIGNANDPRACTICEOFPRIMARYSCHOOLSCIENCEEXPERIMENTINQUIRYACTIVITY，ITISIMPORTANTGUARANTEEANDRESERVEFORCESFORTHEPRIMARYSCHOOLSCIENCECLASSINSCIENTIFICEXPERIMENTSANDRESEARCHACTIVITIESDEVELOPMENTSUCCESSFULLYCHILDRENWILLBEINTERESTEDINSCIENCE，SOASTOACTIWLYENGAGEINSCIENTIFICINQUIRYACTIVITIESTHEREFORE，FACETOTHENEWCURRICULUMSTANDARDIMPLEMENTATION；HOWTOCARRYOUTSCIENCEINQUIRYACTIVITYASBASEDONEXPERIMENT，ITISTHEPROBLEMTHATWEMUSTTOSOHETHISPAPERBASEDONTHEPRIMARYSCHOOLEXISTINGINTHETEACHINGPROCESSOFTHESCIENCEEXPERIMENTSANDRESEARCHACTIVITIESFIRSTOFALL，THROUGHTHELITERATURERESEARCHMETHOD，THEPRIMARYSCHOOLSCIENCEEXPERIMENTSANDRESEARCHACTIVITIESOFRELATEDTHEOR。IESTHEPAPERSUMMARIZESTHEDOMESTICCURRENTSITUATIONOFTEACHING，SCIENCERESEARCH；SECONDLY，INORDERTOUNDERSTANDTHEPRIMARYSCHOOLSCIENCEEXPERIMENTSANDRESEARCHACTIVITIESINTHEACTUALTEACHINGSITUATIONSELECTEDTHETENTHGRADEFOURORFIVESTUDENTSANDTEACHERSASTHERESEARCHOBJECTOFYINCHUANCITYXIXIADISTRICTPRIMARYSCHOOL，USINGTHECASEANALYSISMETHODTORESEARCH，INTHECASEOFOUECTINGANDUSINGTHEMETHODSOFINTERVIEWANDCLASSROOMOBSERVATION，UNDERSTANDINGTHEELEMENTARYSCHOOLSCIENCEEXPERIMENTACTIVITIESPROBLEMSANDDIFFICULTIES；FINALLY，FORPRIMARYSCHOOLSCIENCEEXPERIMENTSANDRESEARCHACTIVITIESINTHETEACHINGDESIGNANDTHEIMPLEMENTATIONOFTEACHING，SUMMARIZESTHEDESIGNSCIENCEINQUIRYACTIVITYPRINCIPLETHISSTUDYREACHEDTHEFOLLOWINGCONCLUSIONSFIRSTLYTHESCIENCEEXPERIMENTINQUIRYACTIVITYDESIGNANDPRACTICEINPRIMARYSCHOOL，BASEDONTHERELEVANTTHEORYANDSPECIFICTEACHINGMODE；SECONDLYTEACHERSSHOULDFOCUSONTHEDIFFERENCESBETWEENTHESTUDENTS，THENMAKETHESCIENTIFICEXPERIMENTALINQUIRYACTIVITYDESIGN，ITMUSTGETRIDOFRANDOMNESS，THEDESIGNMUSTHIGHLIGHTTHEINQUIRY；THIRDLYTHEPRACTICEHASPROVED，THEDESIGNOFSCIENCEEXPERIMENTSANDRESEARCHACTIVITIESFORPRIMARYSCHOOLLEADTOENHANCETHEENTHUSIASMOFSTUDENTSTOLEARNTOSCIENCE，ITNOTONLYENHANCESTUDENTS’LEARNINGMOTIVATIONANDLEARNINGINTEREST，BUTALSOENRICHSTUDENTS’WAYOFLEARNING，THESTUDENTSHAVEACERTAINROLETOLEARNINOTHERAREASKEYWORDSPRIMARYSCHOOLSCIENCE，SCIENTIFICINQUIRY，EXPERIMENT，TEACHINGDESIGN11

簡介：編號、797950泌鉑坤范太爹碩士學位論文題目在高中化學教學中培養(yǎng)學生科學素養(yǎng)的研究所。在院專業(yè)名指導教研究完成時系化學與生命科學學院稱學科教學化學師劉繼和生王春霞間2005年9月沈陽師范大學研究生處制THERESEARCHOFDEVELOPINGTHESCIENTIFICLITERACYOFSTUDENTSINTHECHEMISTRYTEACHINGPROCESSOFSENIORMIDDLESCHOOLCHEMISTRYISONEOFTHEFUNDAMENTALNATURESCIENCEITISALSOAFORWARDPOSITIONEDSUBJECTINMODERNSCIENTIFICANDTECHNOLOGICALCIRCLESTHESTANDARDSOFTHECHEMISTRYCOURSESESTABLISHESTHEFOCALPOINTOFTHEREFORMOFTHESENIORMIDDLESCHOOLCHEMISTRYCOURSESINTHESTAGEOFTHECOMPULSORYEDUCATIONTHENEWCOURSETHEORY‘‘DEVELOPINGTHEINTERESTOFSTUDENTSTOSTUDYCHEMISTRYTHEPURPORTOFIMPROVINGTHESCIENTIFICLITERACYOFSTUDENTS’FORMIDDLESCHOOLSTUDENTS，THESCIENTIFICLITERACYISTHEFUNDAMENTALCHARACTERANDABILITYOFFITTINGTHESOCIETYDEVELOPMENTANDFULFILLINGONESELFWHICHISFORMED，WHENTHESTUDENTSHAVEBEENRECEIVINGSOMESCIENTIFICKNOWLEDGETHESCIENTIFICLITERACYINCLUDINGTHEPARTSSUCHASKNOWLEDGEANDTECHNICALABILITYPROCESSANDMETHODS，EMOTIONALATTITUDEANDVALUEVIEWSTHETEACHINGCONTENTOFCHEMISTRYHASALARGECOVERAGESOTHATITISBENEFICIALFORCARRYINGOUTTHE“STS”SCIENCE，TECHNOLOGYSOCIETYEDUCATIONINMANYWAYS，DEVELOPINGTHESTUDENTS’SCIENTIFICLITERACYBUTTHESTUDENTS’SCIENTIFICLITERACYCANNOTBELIKEKNOWLEDGEWHICHCANBETAUGHTTOSTUDENTSDIRECTLYITMUSTOFTHESTUDENTSJOINANDWORKTOGETHERINORDERTEACHTHEPURPOSEHOWTOTRAINTHESCIENTIFICQUALITYOFSTUDENTSINTHEPROCESSOFCHEMISTRYTEACHINGTHISARTICLEEXPOUNDSTHEBASICCONCEPTOFSCIENTIFICLITERACYSTATUSANDTHEPARTICALSIGNIFICANCEOFCARRYINGOUTTHEEDUCATIONOFCHEMICALSCIENTIFICLITERACYITALSOARRANGESTHEBASICCONDITIONSOFCITIZENS’SCIENTIFICLITERACYINRECENTPERIODSANDMAKESASIMPLEANALYSIS，PUTTINGFORWARDSOMEBASICSCIENTIFICQUALITYNEEDSOFTHESENIORSCHOOLSTUDENTS，ALSOTHELITERACYOFTEACHERSWHODEVELOPTHESTUDENTS’SCIENTIFICLITERACYINTHEPROCESSOFCHEMISTRYTEACHINGTHESCIENTIFICLITERACYOFSTUDENTSNEEDSTEACHERS’GUIDINGANDDEVELOPINGTEACHERSPLAYAIMPORTANTPARTINTHISPROCESS，SUCHAS，PERMEATINGTHECHEMICALKNOWLEDGE，TRAININGTHESTUDENTS’EMOTIONALATTITUDEANDVALUEVIEWS，TRAINNINGANDTEACHINGSTUDENTSINTHEASPECTSOFDAILYCHEMISTRYTHEHISTORYOFCHEMISTRYTHECHEMISTRYEXPERIMENTANDTHESECONDCOURSETEACHINGWESHOULDTEACHONTHEBASICOFTHECHARACTERSOFCHEMISTRYCOURSESUSEMANY

簡介：上海師范大學碩士學位論文312年級學生“物質”和“平衡”科學概念的認知發(fā)展研究姓名薛俊梅申請學位級別碩士專業(yè)課程與教學論化學指導教師吳俊明20080401年級間存在顯著性差異，且隨年級的增長大致呈現不斷增長趨勢，概念發(fā)展大致遵循“從靜到動、從宏觀到微觀“的順序。其中，靜止平衡、杠桿平衡、勻速直線運動平衡基本在一個層次上，認知發(fā)展在9年級左右有明顯上升；生態(tài)平衡的認知10年級約為轉折點，而生態(tài)平衡的微觀方面的認知發(fā)展較晚、水平較低溶解平衡認知發(fā)展大約在11年級有明顯上升，整體水平不高。3性別間差異均不顯著。4較多的出現了“量等“、“不動“、“對稱“、“勻速“、“水平“等一些替代概念，其中“量等”、“對稱“、“運動“或“勻速’’等替代概念，隨年級的升高而沒有明顯變化。5受教育和被試思維發(fā)展水平的影響和制約。關鍵字31211年級學生，物質，平衡，科學概念，認知發(fā)展論文類型H調研報告

簡介：F14∞092委糾犬子碩士專業(yè)學位論文2008屆初中化學中科學方法教學的研究RESEARCHOHSCIENTIFICMETHODTEACHINGOFJUNIORCHEMISTRY研究生姓名墮盟指導教師姓名塑E墨專業(yè)學位名稱I豎墨塾生煎些芏2研究方向坐塋塾堂論文提交日期螋旦RESEARCHONSCIENTIFICMETHODTEACHINGOFJUNIORCHEIILISTRYABSTRACTRESEARCHONSCIENTIFICMETHODTEACHINGOFJUNIORCHEMISTRYABSTRACTSCIENTIFICMETHODISTHEEFFECTIVERULESANDWAYSFORMEDBYPEOPLEINTHEPRACTICALACTIVITIESOFDISCOVERINGANDTRANSFORMINGTHEOBJECTIVEWORLDCHEMISTRYTEACHINGABOUTTHESCIENTIFICMETHODSFORJUNIORMIDDLESCHOOLSTUDENTSREQUIRESEDUCATORSTOGUIDETHELEARNERSTOEXPERIENCETHEFUNCTIONOFTHESCIENTIFICMETHODSINSTUDYANDLEARNHOWTOUSESCIENTIFICWAYSTOSOLVEPROBLEMSINAPROPERWAY，THUS，HELPTHELEARNERSTOGAINMOREKNOWLEDGE，IMPROVETHE打LEARNINGABILITYANDACHIEVETHEOVERALLSCIENTIFICACCOMPLISHMENTONTHEBASISOFLITERATURERESEARCH，THISPASSAGETELLSUSTHEHISTORYBACKGROUNDANDDEVELOPMENTSOFTHETEACHINGABOUTSCIENTIFICMETHODS，GIVESUSITSTHEORETICALANDPRACTICALMEANINGS，BRINGSFORWARDTHECONTENTSANDFEATURESOFCHEMICALTEACHINGABOUTSCIENTIFICMETHODSINJUNIORMIDDLESCHOOLS，PUTSFORWARDTHEBASICWAYSOFTHETEACHINGMETHODSINSCIENCERESEARCH，TELLSUSHOWTOIMPLEMENTSCIENTIFICTEACHINGACCORDINGTOTHEANALYSISANDRESEARCHOFTHENEWCURRICULUMANDPROPOSESTHEAPPROPRIATEANDEFFECTIVEWAYSINDOINGTHATBASICTYPESOFTEACHINGABOUTSCIENTIFICMETHODINJUNIORMIDDLESCHOOLSSUCHASOBSERVATIONMETHOD，EXPERIMENTALMETHOD，DATESANDFACTSCOLLECTIONMETHOD，MODELMETHOD，SCIENTIFICABSTRACTIONMETHOD，COMPARISONANDCLASSIFICATIONMETHOD，INFERENTIALMETHODANDHYPOTHETICMETHODAREFULLYEXPOUNDEDINTHISPASSAGEINORDERTOCARRYOUTTHISRESEARCH，TWODIFFERENTCLASSESOF9MGRADERSARECHOSENASTHETESTCLASSANDTHECOMPARISONCLASSTHERESEARCHHASBEENONFORONESCHOOLYEARTHERESULTINDICATESTHATITISHELPFULTOIMPLEMENTTHETHREEDIMENSIONALGOALSUNDERTHENEWCURRICULUMIDEAUSINGTHEWAYOFTEACHINGABOUTSCIENTIFICMETHODSINCLASSASALLIMPORTANTPARTOFSCIENTIFICACCOMPLISHMENTTEACHINGABOUTSCIENTIFICMETHODSISTHEIMPORTANTWAYTOWAINTHESTUDENTS’LEARNINGABILITYINALLTHEIRLIVESANDHELPTHEMTOADAPTTOTHEFUTURELIFEKEYWORDSCHEMISTRYTEACHINGINJUNIORMIDDLESCHOOLSSCIENTIFICMETHODTEACHINGPRACTICEⅡWRITTENBYRUANMINGSUPERVISEDBYZHANGYAWEN

簡介：廣西師范大學碩士學位論文系統(tǒng)科學視角下的思想政治教育方法創(chuàng)新研究姓名姚麗華申請學位級別碩士專業(yè)馬克思主義理論與思想政治教育指導教師黃瑞雄20080401IIASTUDYONTHEIDEOLOGICALPOLITICALEDUCATIONMETHODINNOVATIONINTHEVIEWOFSYSTEMSCIENCEABSTRACTIDEOLOGICALPOLITICALEDUCATIONISABEHAVITOCREATEPEOPLE’SIDEOLOGYSENSEOFPOLITICSINSOCIETYHAVINGIMPTANTVALUETOSTUDYTHEMETHODISVERYHELPFULFACCOMPLISHINGTHEEDUCATIONTASKSCIENTIFICEDUCATIONAPPROACHISTHENECESSARYCONDITIONTOACHIEVETHEGOALFALONGTIMETHEIDEOLOGICALPOLITICALEDUCATIONMETHODISSCIENTIFIC，PRACTICALEFFECTIVETOACERTAINEXTENT，HOWEVERTHEREISALSOIMPERFECTIONINUSETHEMETHODNEEDS“NEWBLOOD”SYSTEMSCIENCEISASCIENCETAKINGSYSTEMASTHETARGETWHICHPUTSTHEOBJECTINSYSTEMFMASPERITSSYSTEMATICATTRIBUTETOINVESTIGATEFROMINTERRELATIONOFWHOLEPARTELEMENTWHOLEOUTERCONDITIONTOACCURATELYINVESTIGATETHINGSREVEALINGSYSTEMNATUREMOTIONLAWINDERTOOPTIMIZETHEPROBLEMINMODERNSOCIETYASTHEFASTDEVELOPMENTOFTHESCIENCETECHNOLOGYASWELLASPEOPLE’SSOCIALIZATIONNATURALSCIENCESOCIALSCIENCECOGNITIVESCIENCECOMBINETOGETHERMECLOSELYSYSTEMSCIENCEHASINFILTRATEDGRADUALLYTHEIDEOLOGICALPOLITICALEDUCATIONFIELDITHASBEENUSEDSUCCESSFULLYINOTHERFIELDSWILLHAVEAVERYIMPTANTPLAYTOGUIDETHEEDUCATIONATPRESENTINTHEPROCESSOFUSINGMETHODTHEREAREMANYIMPERFECTIONINCLUDINGSHTOFMETHODFMSVIG，NOTHAVEENOUGHDEMOCRACYLESSOFEFFICIENCYETCINDERTOFITINWITHTHENEEDSOFTHESOCIETYTHEDEVELOPMENTOFIDEOLOGICALPOLITICALEDUCATIONWEMUSTCREATENEWMETHODSTHISARTICLEDISCUSSESTHETHEYOFTHESYSTEMSCIENCEASWELLASITSPRINCIPLESOFWHOLECRELATIONTELEOLOGYGRADATIONDIACHRONICWHICHARESUITFALLOFTHESYSTEMINCLUDINGTHEIDEOLOGICALPOLITICALEDUCATIONTHESEBASICPRINCIPLESSETSOMEDEMSFCREATINGIDEOLOGICALPOLITICALEDUCATIONMETHODSASWELLASTHEEDUCATINCLUDINGTHEEDUCATSHOULDLEARNFIRSTCHANGETHINKINGMODELDEVELOPSYSTEMSENSEBEAWAREOFTEACHINGOTHERSBYONESOWNEXAMPLESOONTHEWRITERSUMSUPTHENEWPRINCIPLEMETHODINTHESCOPEOFTHESYSTEMSCIENCEASPERTHESEDEMSINCLUDINGPRINCIPLESOFWHOLE，DEVELOPMENTRETROACTIONACTUALEFFECTTHEFTHPARTDISCUSSESSOMECREATIVENEWMETHODSCOMINGUPTHEFEEDFWARDCONTROLMETHODINFMATIONPERSUASIONMETHODBLACKBOXSYSTEMMETHODFEEDBACKREGULATINGCONTROLLINGMETHODDISCUSSESHOWTOUSETHEMINTHEEDUCATIONSYSTEMSCIENCEISONEOFTHENATURALSCIENCE，THEREISSOMEIMPERFECTIONTOBEUSEDTOGUIDETHEIDEOLOGICALPOLITICALEDUCATIONFEXAMPLEITMAYBEIGNEDPERCEPTUALFACT，SOON，WHICHALLNEEDAPPROACHEDFURTHERINDERTODEVELOPPERFECTTHEIDEOLOGICALPOLITICALEDUCATIONMETHODKEYWDSSYSTEMSCIENCEIDEOLOGICALPOLITICALEDUCATIONMETHODEDUCATINNOVATION

簡介：浙江師范大學2005級教育碩士論文科學本質滲透于高中物理教學的研究STUDYFORPENETRATIONOFNATUREOFSCIENCEINTOHIGHSCHOOLPHYSICSTEACHING許炎橋導師姜水根教授浙江師范大學數理與信息工程學院2010年5月／／LL／L／LIIIJ／／LL／LL／／LUJ／／IJLLIIIH／III／／／I／刪Y180ILLL4LIIIL’17LULL11IIJ14ILLLLL科學本質滲透于高中物理教學的研究摘要新一輪高中物理課程改革提出高中物理教學的總目標是提高全體學生的科學素養(yǎng)，而科學本質是科學素養(yǎng)的核心內容，科學本質教學是國際上研究的熱點。文章闡述了科學本質的內涵、科學本質和科學素養(yǎng)的關系、科學本質觀的演變、科學本質教學的現狀，認為我國目前的物理教學與社會、歷史、文化、哲學等人文因素割裂，學生不能完整理解科學本質，致使物理教學難以擔當起提高全體學生的科學素養(yǎng)的重任。促進學生對科學本質的理解，形成正確的科學本質觀，基礎教育是關鍵時期，這種培養(yǎng)，必須落實在具體的教學過程之中。從科學本質的三個層面科學世界觀、科學探索和科學事業(yè)重新審視高中物理教學，給出高中物理教學的新視角，即在物理教學中滲透科學本質。其理論基礎是建構主義學習觀和教學觀、高中生的心理學以及教育重演論。隨后對科學本質的內涵進行本土化詮釋，認為科學方法、科學精神蘊含在科學本質中，并從科學本質的角度解讀三維教學目標，提出了它們之間的相通性，因而可以在現有的三維教學目標的框架下滲透科學本質的教學，強調在教學目標的表述中要凸現科學本質。進而提出了科學本質教學滲透于物理教學的幾個途徑及其意義，重點介紹了科學探究、HPS教育、STS教育、SSI教學、物理學的現代進展在高中物理中的滲透。最后根據這些途徑分別給出科學本質滲透于物理教學的策略。具體為對于科學探究，抓住探究重點的轉變、認識師生互動的重要性、創(chuàng)建學生科學院、構建科學共同體，并提供教學案例自由落體運動；對于HPS教育，提出重演歷史、角色扮演、反思科學家的失誤，并提供教學案例伽利略對自由落體運動的研究；對于STS教育和SSI教學，提出要注重時效性、社會性和學科綜合、重視技術素養(yǎng)、把活動擴展到校外，給出了眾多STS教育和SSI教學的活動及其細

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簡介：COLLEGESTUDENTS’HARMONIOUSMORALECIUCATIONBASED0NSCIENTILIC0UTL00R0N■O■1‘㈣_’DEVELOPMENTRESEARCHADISSERTATIONSUBMITTEDTONANJINGUNIVERSITYOFFINANCEANDECONOMICSFORTHEACADEMICDEGREEOFMASTEROFLAWBYYUMEISUPERVISEDBYSUPERVISEDBYPROFESSORWANGXIAJIANSCHOOLOFMARXISMNANJINGUNIVERSITYOFFINANCEANDECONOMICSMARCH2012MLULLLIIILIILLLKTLLILIIILIIIY2129070學位論文獨創(chuàng)性聲明本論文是我個人在導師指導下進行的研究工作及取得的研究成果論文中除了特別加以標注和致謝的地方外，不包含其他人或其它機構已經發(fā)表或撰寫過的研究成果其他同志對本研究的啟發(fā)和所做的貢獻均已在論文中作了明確的聲明并表示了謝意作者簽名J扯、，學位論文使用授權聲明嗍立叫本人完全了解南京財經大學有關保留、使用學位論文的規(guī)定，即學校有權保留送交論文的復印件，允許論文被查閱和借閱；學校可以公布論文的全部或部分內容，可以采用影印、縮印或其它復制手段保存論文保密的論文在解密后遵守此規(guī)定名靼聊鼢型吼

簡介：學位論文獨創(chuàng)性聲明本人鄭重聲明1、堅持以“求實、創(chuàng)新“的科學精神從事研究工作2、本論文是我個人在導師指導下進行的研究工作和取得的研究成果3、本論文中除引文璣，所有實驗、數據和有關材料均是真實的4、本論文中除引文和致謝的內容外，不包含其他人或其它機構已經發(fā)表或撰寫過的研究成果5、其他同志對本研究所做的貢獻均已在論文中作了聲明并表示了謝意研究生簽名日期學位論文使用授權聲明本人完全了解南京師范大學有關保留、使用學位論文的規(guī)定，學校有權保留學位論文并向國家主管部門或其指定機構送交論文的電子版和紙質版；有權將學位論文用于非贏利目的的少量復制并允許論文進入學校圖書館被查閱；有權將學位論文的內容編入有關數據庫進行檢索；有權將學位論文的標題和摘要匯編出版保密的學位論文在解密后適用本規(guī)定研究生簽名日期摘要㈣|LLIILLILIⅧII|I|ⅢⅢ|I|IIIJ|I|舢Y1922243摘要自主學習是人本主義理念之下提出的，是新課程倡導的一種重要的學習方式，自主學習是學生在教師指導下，通過能動性、創(chuàng)造性的學習活動，實現自主性發(fā)展的教育活動在班級授課制的方式下，自主課堂成為在教師指導下的自主學習的重要陣地文科學生對于數學的學習存在著比較大的困難，在課外的投入更加有限，如何能夠讓這些學生在課堂上感受到學習數學的樂趣，從而提高數學學習的興趣，同時達到提高學習成績的目的，成為教學中關注的重要問題本文抽取本市某四星級商中兩個文科班級的學生進行比較分析其中對實驗班級開展基于自主課堂的教學活動，經過一段時間的實踐，再對兩個班級學生數學學習發(fā)展進行比較研究在實踐過程中，提出了實現自主課堂的三種策略，即激發(fā)學生動機的策略，滲透學法指導的策略，積極評價的策略，并將這些策略應用于課堂教學各個環(huán)節(jié)引入、新課、例題講解等本文研究的主要方面包括數學學科成績在教學實踐前后的變化分析；采用問卷調查的方式獲取數據，對兩個班級學生的數學學習狀態(tài)，學習興趣，投入時間，效負比例，自我評價等方面進行調查分析同時在教學過程中，對部分特殊情況的學生進行訪談研究，了解學生在課堂學習過程中的感受、動機、意志等方面的變化，以及對課堂教學的要求通過三個學期的實踐，對兩個班級學生進行數學測試，測試卷采用由學校、教研室和省考試院統(tǒng)一命制的試卷，對學牛的數學成績進行統(tǒng)計比較，發(fā)現成績變化差異并不明顯，這與測試卷的針對性、難度等方面有一定的關系，但主要問題在于自主課堂中應同時關注對學生應試能力的培養(yǎng)同時調查問卷上顯示學生在數學上的投入時間明顯增加，同時學習活動的效負比變化顯著，對數學學科的興趣有很大程度的提高，因此自主課堂的教學對學生在課堂上的感受、動機、意志等方面是有積極作用的，由此可見，自主課堂的教學實踐是有價值的，但是對于出現的不足情況，仍需進一步調整關鍵詞文科學生，人本主義I自主課堂，教學策略

簡介：北京交通大學碩士學位論文人的全面發(fā)展視閾下的科學精神與人文精神的關系研究姓名孟李辛申請學位級別碩士專業(yè)馬克思主義哲學指導教師翟媛麗20080601I匕塞鑾通厶堂亟堂僮詮塞△墾曼壁△垡ABSTRACTABSTRACTTHEMODERNIZEDPROCESSISTHECOURSEOFSOCIETYINTRANSITIONFROMSOCIALDEVELOPMENTANGELSSINCETHEMODEMTIMES，THEREARECOLLISIONANDCONFLICTOFSCIENTIFICSPIRITANDHUMANISTICSPIRITINMANYCOUNTRIESANDAREASTHATINTHECOURSEOFSOCIETYINTRANSITIONWHILEDEALINGWITHBOTHRELATIONSINTWOSIDES，WHETHERORNOTITAFFECTSTHEFULFILLMENTOFSOCIETYINTRANSITIONANDITSREALIZINGPRICEUNDERTHISBACKGROUND，17THNATIONALCONGRESSOFTHECOMMUNISTPARTYOFCHINAEMPHASIZESTHEIMPORTANCEOF‘‘PROMOTETHESCIENTIFICSPIRITANDSPREADSCIENTIFICKNOWLEDGE”，REQUIRESTHATPROMOTEINGCHINESECULTUREANDBUILDTHECOMMONSPIRITUALHOMEFORTHECHINESENATIONNOWTHEPOSINGOFCONCEPTABOUT‘‘PEOPLEFIRST’’、‘‘HARMONIOUSSOCIETY’ANDSOON，WHICHRESPONDINGSUCHKINDSOFQUESTIONSININFROSPECTIONTHERELATIONSHIPBERWEENSCIENTIFICSPIRITANDHUMANISTICSPIRITISALLIMPORTANTPROBLEMINTHEPROCESSOFSOCIALMODEMIZATIONTHISPAPERDEFINEDONTHEBASISOFSCIENTIFICSPIRITANDHUMANISTICSPIRITANDTHOUGHTTHATTHEREARESOMEERRORSINUNDERSTANDINGRELATIONSHIPBETWEENTWOSIDES，DUETOLACKINGOFDEPTHOFPHILOSOPHYINHUMANITYTHINKINGBYCARDINGTHEHISTORICALEVOLUTIONOFTHESCIENTIFICSPIRITANDHUMANISTICSPIRITINTHEWESTANDINCHINATHATIS，INTHEORYANDREALITYCANNOTGRASPTHECOREOFSCIENTIFICSPIRITANDHUMANISTICSPIRIT__TBEENDTOTHEMAN’SALLROUNDDEVELOPMENTSECONDLY，THOUGHTTHATMARX’STHEORIESOFMAN’SALLROUNDDEVELOPMENTEMBODIEDREUNIFICATIONOFTWODIMENSIONSINSCIENTIFICSPIRITANDHUMANISTICSPIRIT，THROUGHCONSIDERINGINTHEORYTHEINTEGRATIONOFSCIENTIFICSPIRITANDHUMANISTICSPIRITUNDERTHETHRESHOLDOFMAN’SALLROUNDDEVELOPMENTFINALLY，THISPAPERTRYINGTOMAKESOMEEFFECTIVEWAYSOFCONSTRUCTINGTHEHUMANISTICSPIRITINVIEWOFCHINA’SHUMANISTICSPIRITMISSING，TOFURTHERCONCERNABOUTTHEBASISFORTHEINTEGRATIONOFCHINA’SCONTEMPORARYSCIENTIFICSPIRITANDHUMANISTICSPIRITANDMEANSTOPROMOTETHECOMPREHENSIVEDEVELOPMENTOFPEOPLETHEINNOVATIONINTHISPAPERISTHAT，BASEDONMARX’STHEORIESOFMAN’SALLROUNDDEVELOPMENT，NEWREINTERPRETATIONOFTHERELATIONSBETWEENSCIENTIFICSPIRITANDHUMANISTICSPIRITFROMTHEPERSPECTIVEOFCOMPREHENSIVEDEVELOPMENTANDPROMOTINGTHATBASICSTANDARDSANDPRINCIPLESOFCOORDINAINGTWOSPIRITSSHOULDBECONDUCIVETOTHEMAN’8ALLROUNDDEVELOPMENTCONSTRUCTIONOFTHEHUMANISTICSPIRITINCONTEMPORARY

簡介：究成果。論文中引用他人已經發(fā)表或出版過的研究成果，文中已加了特別標注。對本研究及學位論文撰寫曾做出貢獻的老師、朋友、同仁在文中作了明確說明并表示衷心感謝。學位論文作者半寸秀簽字日期汐’F，年華月8日學位論文版權使用授權書本學位論文作者完全了解西南大學有關保留、使用學位論文的規(guī)定，有權保留并向國家有關部門或機構送交論文的復印件和磁盤，允許論文被查閱和借閱。本人授權西南大學研究生院籌可以將學位論文的全部或部分內容編入有關數據庫進行檢索，可以采用影印、縮印或掃描等復制手段保存、匯編學位論文。保密的學位論文在解密后適用本授權書，本論文拆保密，口保密期限至年月止學位論文作者簽名朱J一真導師簽名多鴦侈格簽字日期加F，年月羅日簽字目期≯，1年鏟月紗日■●E目錄摘要IABSTRACTIII導論一L一一問題的提出一11理論層面一L一2現實層面一1一相關研究現狀。一21教學研究中關于科學的內涵一22教學科學與藝術的爭論一33教學科學性的形成性論證一54教學科學性懸而未決的爭論一6一研究思路和方法一7一1研究思路一72研究方法一8一一、教學的科學基礎一9一一教學心理學化的歷史一9一1系統(tǒng)化教學的形成和教學經驗主導一92教學的科學化發(fā)展道路和心理學基礎的奠定一103教育心理學的成熟和教學的廣泛心理學研究一12一二教學以心理學為基礎的表現一161教學的基本概念與范疇一162教學論體系與框架一183教學理論的科學化一19一三教學心理學基礎的發(fā)展一20一二、教學的科學研究一23一一教學研究的歷史一23一1經驗性總結和思辨的研究方式一232心理學的發(fā)展與教學科學化研究的開始一253教學研究的豐富與科學性研究的失落一29一二現代教學研究的基本范式一3L一1哲學主導的教學研究一312科學主導的教學研究一323后現代主義的教學研究一33一三教學研究的科學特征一34