簡介：華東師范大學(xué)碩士學(xué)位論文在高中生命科學(xué)教學(xué)中開展生命教育的理論和實(shí)踐研究姓名郝秀堯申請學(xué)位級別碩士專業(yè)課程與教學(xué)論（生物教育學(xué)）指導(dǎo)教師俞佩芳20070501ABSTRACTNOWADAYS，WITHTHERISINGOFTHEAMOUNTOFADOLESCENTCRIMEANDCASESOFKILLINGOTHERS’LIFEORTHEMSELVES，MOREANDMOREPEOPLETENDTONOTICETHEPROBLEMOFTREATINGLIFEWITHLOVE。ITHASBEENALONGTIMEFOREDUCATIONTOFOCUSONLIFE，ASEDUCATIONISNOTONLYPARTOFLIFE，BUTALSOGOINGTHROUGHTHEWHOLECOURSEOFLIFEWHILELIFEEDUCATIONHASBEENATTRACTINGTHECOMMONATTENTION，ITSUPPLIESAPLATFORMFOREDUCATIONTODISCUSSANDCOMPREHENSIVECONCERNINGONLIFE，ANDITISTHECOMPLETELYCARINGFORLIFELIFEEDUCATION，WITHALLKINDSOFEDUCATIONALWAYS，ISMEANTOHELPSTUDENTSTAKECORRECTKNOWLEDGEOFLIFE，APPRECIATELIFE，TAKECAREOFLIFEANDIMPROVELIFBTOHELPTHEMPLAYTHEINFINITEPOTENTIALOFLIFE，F(xiàn)INDENTERTAINMENTANDVALUEOFLIFE，INLIMITEDTIMEWITHLIFEIDEASPENETRATINGDURINGTHESTAGEOFSCHOOLEDUCATIONTIMETHEGOALOFLIFEEDUCATIONINALLISLEADINGAKINDOFSPIRITTHATLOVINGLIFEANDAKINDOFATTITUDETHATBEACTIVEINLIVINGTHISPAPERCANBEDIVIDEDINTOTWOPARTS，THEORYRESEARCHANDPRACTICERESEARCHTHEPARTOFTHEORYDISCUSSESTHEORIGIN，MEANINGS，BACKGROUND，PROGRESSINGSITUATIONOFBOTHINSIDEANDOUTSIDE，ANDEDUCATIONBASISANDPSYCHOLOGYBASISOFLIFEEDUCATIONTHEPARTOFPRACTICEISDIVIDEDINTOTEXTPAPERINVESTIGATIONANDHAVINGLIFESCIENCECLASSESFORTARGETSTUDENTS，WHICHIS，INOTHERWORD，LAUNCHINGLIFEEDUCATIONINLIFESCIENCECLASSESINSENIORMIDDLESCH001THEPURPOSEOFTHISRESEARCHISTOPROVEITTOBEEFFECTIVETOPENETRATELIFEEDUCATIONINLIFESCIENCECLASSES，ALSOSTIMULATETHEUNITEOFLIFEEDUCATIONTHEORYANDLIFEEDUCATIONPRACTICETHISRESEARCHTAKESNORTHCITYMIDDLESCHOOLASTHEEXPERIMENTBASETEXTPAPEROF“INVESTIGATIONOFMIDDLESCHOOLSTUDENTS’REALIZATIONFORLIFE”FIEATTACHMENTONEISDISTRIBUTEDTOTENCLASSESOFGRADEONE，TOGETSOMEREFERENCEFORPRACTICELATERWHENTHESESTUDENTSGOUPIILGRADETWO，THEAUTHORCHOOSESFOURCLASSESOFTHESAMELEVELTOBETHETARGETOFEXPERIMENT，ANDDIVIDETHECLASSESINTOTWOGROUPSWHICHONEISNAMEDEXPERIMENTGROUPANDTHEOTHERISNAMEDCONTROLLEDGROUPFORTHECONTROLLEDGROUPHAVECLASSESASUSUAL；FOREXPERIMENTGROUP，PENETRATELIFEEDUCATIONINLIFESCIENCECLASSESANDDEVELOPACTIVITIESAIMEDATLIFEEDUCATIONⅡ

簡介：南京師范大學(xué)碩士學(xué)位論文美國初中科學(xué)教材PROPERTIESOFMATTER中化學(xué)部分的研究姓名陶亞奇申請學(xué)位級別碩士專業(yè)課程與教學(xué)論化學(xué)指導(dǎo)教師馬宏佳200351課程與教學(xué)論化學(xué)碩士學(xué)位論文美國初中科學(xué)教材PROPERTIESOFHATTER中化學(xué)部分的研究美國初中科學(xué)熬材中化學(xué)部分的研究_一、～，’、＼摘要、心美國初中科學(xué)教材PROPERTIESOFMATTER是配合美國國家科學(xué)教育標(biāo)準(zhǔn)具體實(shí)施的、由美國國家科學(xué)資源中心NSRC組織編寫的STC／MS計(jì)劃中四套初中科學(xué)教材中的一套。該教材將探究放在學(xué)習(xí)過程的中心，鼓勵學(xué)生的好奇心，貼近學(xué)生的實(shí)際生活，強(qiáng)調(diào)科學(xué)技術(shù)社會STS之間的聯(lián)系，本研究的研究對象是美國初中科學(xué)教材PROPERTIESOFMATTER}中的化學(xué)部分。為了建立本研究的理論基礎(chǔ)，研究者首先對國內(nèi)外科學(xué)教育的歷史和現(xiàn)狀進(jìn)行了分析和梳理，對比較有代表性的課程理論進(jìn)行了學(xué)習(xí)和歸納，并將建構(gòu)主義課程理論的觀點(diǎn)和后現(xiàn)代主義課程理論的部分思想、科學(xué)探究理論以及泰勒的目標(biāo)達(dá)成模式及CIPP評價(jià)理論作為本研究的基本理論依據(jù)。為了能全面、系統(tǒng)的研究教材，在研究教材之前，研究者首先提出了一個研究教材的模型，模型從目標(biāo)、內(nèi)容、策略、教師以及學(xué)生等五個方面描述和分析教材，該模型的特點(diǎn)是不僅研究教材本身，而且還研究教師對教材的評價(jià)和學(xué)生對教材的反饋，通過問卷調(diào)查、教學(xué)實(shí)驗(yàn)等實(shí)證方法研究教材。之后研究者將此模型具體化為一個實(shí)施研究的流程圖，并根據(jù)這個研究的流程來具體描述和分析教材中的化學(xué)部分，得到以下結(jié)論1教材的培養(yǎng)目標(biāo)是為了提高全體學(xué)生的科學(xué)素養(yǎng)2教材的內(nèi)容符合學(xué)生心理、有利于學(xué)生的發(fā)展；3教材體現(xiàn)了科學(xué)探究的教學(xué)策略4教材注意到科學(xué)性與可接受性的統(tǒng)一；5教材有利于教師開展教學(xué)。、＼通過對美國初中科學(xué)教材{PROPERTIESOFMATTER中化學(xué)部分的研究，研究者發(fā)現(xiàn)了一些能為當(dāng)前的新一輪課程改革提供借鑒的美國科學(xué)教材編寫的成功經(jīng)驗(yàn)。在研究教材的過程中提出的模型和流程是研究者的嘗試，也許能給教材研究者們提供一些幫助和借鑒朱、，關(guān)鍵詞科學(xué)教育PROPERTIESOFMATTERIC教材化學(xué)音眵爭F、＼、

簡介：分類號’●■■■■■■■■■■■■■■■■■■■■■●■一UDC密級劣多凄理歹大學(xué)位論題目世晝登堂主堂接整量塞塞生國疊堂發(fā)展契扭查狃窒英文HERESEARCHONTHESHIFTOFTHEWORLDSCIENCECENTERSANDTHEMOMENTFORTHEFUTURESCIENTIFIC題目旦盟皇QP坐曼壘主I塾堡壘I壘壘研究生姓名盜邊指導(dǎo)教師姓名J趁盟這一職稱』韭篷L學(xué)位亟一430063申請學(xué)位級別亟學(xué)科專業(yè)名稱登堂技盔塹堂論文提交日期2QQ生LQ月論文答辯日期2QQ生月學(xué)位授予單位武這理王太堂學(xué)位授予日期答辯委員會主席2010年11月穿文武漢理工大學(xué)碩士學(xué)位論文摘要和平與發(fā)展被定義為世界的主題已經(jīng)有相當(dāng)長一段時間了，科學(xué)技術(shù)被定義為第一生產(chǎn)力也已有很長的一段時間了。當(dāng)人類進(jìn)入21世紀(jì)，這兩個定義更是被詮釋和追加得更為明顯與緊要，淋淋盡職。世界要發(fā)展，科學(xué)就要發(fā)展；中國要發(fā)展，科學(xué)就要發(fā)展。這便是我們這個時代及未來最大的主題。本文的研究內(nèi)容便是和科學(xué)發(fā)展息息相關(guān)的近現(xiàn)代世界科學(xué)中心轉(zhuǎn)移及中國科學(xué)發(fā)展所擁有的契機(jī)。首先從世界科學(xué)中心和世界科學(xué)中心轉(zhuǎn)移的概念出發(fā)，詳細(xì)地論述了自十六世紀(jì)的意大利開始的近五個世紀(jì)中五個國家是如何先后發(fā)展成為世界科學(xué)中心和失去世界科學(xué)中心地位的。隨之從科學(xué)自身與科學(xué)家隊(duì)伍素質(zhì)、思想文化、政治、經(jīng)濟(jì)、教育、國家政策與科技體制、信仰、價(jià)值觀與創(chuàng)造精神等方面展開了對成為世界科學(xué)中心因素與一般規(guī)律的探求。以期發(fā)現(xiàn)和找尋中國成為下一個世界科學(xué)中心的契機(jī)點(diǎn)和可能性。在得出肯定結(jié)論的同時，也尋找出一些中國科學(xué)技術(shù)發(fā)展所面臨的問題。最后從中華文明之所以延續(xù)至今的原因和現(xiàn)實(shí)社會、經(jīng)濟(jì)、文化、教育以及具體的科技政策等不同角度尋找解決我國科學(xué)發(fā)展面臨的問題的或具體或概念性的方法與措施。探究歷史終究不只是為了探究歷史，它是一種前瞻性的行為。研究過去的和現(xiàn)在的世界科學(xué)中心及其轉(zhuǎn)移，研究其究竟，并不只為知曉那段輝煌的歷史。正如科學(xué)中心不可能永遠(yuǎn)停留在某一個國家永遠(yuǎn)不變，歷史從不塵封。我們探究世界科學(xué)中心的話題，為了是在歷經(jīng)這四次轉(zhuǎn)移后，了解、抓住世界科技中心轉(zhuǎn)移的脈搏。雖然成為世界科學(xué)中心也必然會包含許多不可預(yù)計(jì)會產(chǎn)生良好效果也不可復(fù)制的關(guān)鍵因素在其中，但是，人為可控制和掌握的因素和規(guī)律是我們必須窮盡和抓重的。正因?yàn)榇?，本文的宗旨一是，從世界科學(xué)中心轉(zhuǎn)移的因素和規(guī)律總結(jié)中發(fā)掘、證明中國成為下一個世界科學(xué)中心是存在契機(jī)和可能的；二是，發(fā)現(xiàn)對中國科學(xué)發(fā)展產(chǎn)生負(fù)面作用和需要更加完善的問題，以期尋找出良策解決并加以完善，使得為未來的中國發(fā)展成為世界科學(xué)中心增加更多更重的砝碼。所謂創(chuàng)造機(jī)遇、抓住機(jī)遇，不再錯過時代所賦予的機(jī)會。在瞬息萬變的世界環(huán)境中，努力讓自己的國家在新的機(jī)遇和競爭中脫穎而出，站得更高。關(guān)鍵詞世界科學(xué)中心科學(xué)中心轉(zhuǎn)移中國契機(jī)

簡介：浙江師范大學(xué)碩士學(xué)位論文初中科學(xué)教學(xué)中引入科學(xué)史的作用研究姓名施群芬申請學(xué)位級別碩士專業(yè)學(xué)科教學(xué)（生物）指導(dǎo)教師方紅峰陳秉初20040501THERESEARCHOFTHEROLESOFSCIENCEHISTORYINTRODUCEDINTOSCLENCETEACHINGINTHEJUNIORMIDDLESCHOOLSABSTRACTSCICNCEMSTORYISAKINDOFPRECIOUSEDUCATIONALRESOURCE，謝MITSSPECIALRESEARCHMA群LITUDEANDPLENDFHLCONTENTS如LLOFNMCHEDUCA矗ONALVALUEASAKINDOFMEANSREFO倆NGSCIENCETEACMNG，SCIENCE11ISTORYIN訂ODUCEDINTOSCIENCETEACMNGISMORE鋤DINOREDRAWINGINTOUNIVERSALATTEN矗ONINTHEINTEMATIONALSCIENCEEDUCATIONEXTENSIVELYBUTSOMECHINESESCHOLARSA11DTEACHERSHAVE1ACKEDSYSTEM弧ICANDDEEPSTILMESONIT，ESPECIALLY1ACKOFRESEARCHCSONMER01ESOFSCIENCE11ISTO叮IN仃ODUCEDINTOSCIENCETEACHJILGI11協(xié)EJUILIORTNIDMESCH001SIN姐【YRESEARCH，WIMACO塒【BINATIONⅡLEORYWIMPRACTICE，IHAVEASYSTEMATICRESEARCHOFTHER01ESOFSCIENCEHISTO巧INNODUCEDINTOSCIENCETEACHINGINMEJU血ORLILIDMESCH001STHEKCYRESE砌LINETHODSI11CLUDEAMETHODOFHISTORICALDOC吼瑚TS，OFC唧ARADVERESEARCH，0FQUESTIONINVESTIGATION，OFEXP面NEMALRESEARCHANDOFEXPEFIERKESU如MARY，ETCIHA、EDONE戧LEFONOWINGRESEARCHWORKS。FIRSTLY，IMADEANAN“YSISOF仕圮ORETICALBASI8ONSCIENCEHISTOUIN仃ODUCEDINTOSCIENCETEACLLJ】唱INMEJUNIORMDDLESCH001S；SECONDLY，IMADEA11A11ALYSISOFTHECU玳MTC∞MTIONSOFSCIENCEHJSTORYIN仃ODUCED證TOSCI印CETEACHINGI11MEJUJLIOR瓶DDLESCH001SANDMETEACHEFS’UNDERSTALLDINGABOLLTIT；T11JRDLY，IMADEASYSTEIRLATICEXPOUNDINGOFIT8R01ESONTHEMLLYDEVELOPINGSTLLDENTS’SCI％DFIC雙心W曬ONFROMMEIIULERVALUEINSCIELLCE11ISTO呵；F刪Y，IMDEASUILLD1A盯OFMEMODSOFSCIENCEHISTORYINTRODUCEDIMOSCIENCETEACHINGINMEJ吼IORIMDDLESCH001STHROUGHTEACKNGPRACTICE；FINALLY，IMADEANEXP嘶MENTALSTUDY0NSCIENCEMSTORRIN扛ODUCEDINTOSCIENCETEACKNGINTHEJUNIORMIDDLESCHOOLSWJTHTHISRESEARCKIMAKE廿1ECONCLUSIONSASF01LOWS1THEIILVESTIGATIONDEMONS廿ATESMAT瑚OSTTEACHERSA毋EETOI11TRODUCESCIENCEHISTORYINT0SCIENCETCACHII塢IILMEJUNIORNLIDDLESCH001S，BUTMEY11AVEIN

簡介：東北師范大學(xué)碩士學(xué)位論文新課程下初中歷史學(xué)科學(xué)生評價(jià)情況研究姓名孫麗紅申請學(xué)位級別碩士專業(yè)教育指導(dǎo)教師董小川20050501ABSTRACTSINCETHEMIDDIEOF80’SIN20CENTURIES．OURCOUNTRYFOUNDATIONEDUCATIONCARRIEDONTHEREFORMANDTHETRIALOFASERIESINTHEASPECTSOFEDUCATINGTOEVALUATE，EVALUATETHEREFORMIS”BOTTLENECK”THATTHEOURCOUNTRYFOUNDATIONEDUCATIONREFORMMUSTBREAK，STUDENTSEVALUATIONISEDUCATIONALCOREINSCH001．DECIDINGTHEEVALUATIONOFTHETEACHERANDTHERESTILTOFTHESCHOOLEVALUATIONSTOALARGEEXTENT．FACETHENEWREQUESTOFNEWCOURSESTANDARDTOTHEHISTORYLESSON，WEHAVETOCHANGETHEPASTHISTORYCOURSETHATKINDOFTAKEIDENTIFYINGMESELECTIONAST贍MAINPURPOSETOEVALUATETHEFORM，INITIATEWITHTHESTUDENT’SDEVELOPMENTISINTOTHECORE，PAYATTENTIONTOTHESTUDENTOFTHEEVALUATIONVIEWOFTHECHARACTERDIFFERENCE，SOINVESTIGATEANDSTUDYTHENEWEVALUATIONSYSTEMTHATTHEHISTORYCOURSEPROMOTESSTUDENTDEVELOPCOMPLETELYISPUTINTHELARGEHISTORYEDUCATORINFRONTOFONEOFTHEIMPORTANTTOPICS．SAYUPFROMTHEREALISTICMEANING，THEFOUND撕ONEDUCATIONREFORMOFTHEOURCOUNTRYTHEABILITYOBTAINSTHESUCCESSINHAVINGANOTHERTHEB培DEGREE；THEKEYSTILLISDECIDEDBYUSABILITYATMANYTHEBIGDEGREEFULL．GENERALEVALUATIONLEADTOREASONABLEOFORBIT，LEADTOPROMOTETHEAREATHATOUREDUCATIONAIMCANCARRYOUT．MYREGIONUNDERTAKESTHENATIONALCLASSTOPICOF‘PEOPLEEDUCATIONISUBLISHER“NEWCOURSENEXTTHEJUNIORHIGHSCHOOLHISTORYCOURSESTUDENTEVALUATIONOFTHEORIESANDINVESTIGATEOFSUBTOPICNEWCOURSENEXTTHEJUNIOR確咖SCHOOLHISTORYCOURSETHEINQUISITIONANDRESEARCHESTHATSTUDENTEVALUARESTHEPRESENTCONDITIONOFAPART,THERESEARCHMISSIONOFTHISSTAGEISCOLLECTTHEJUNIORHIGHSCHEELHISTORYSTAGESTUDENTTHEEVALUATIONEXPERIENCEANDWAYOFDOING．STUDYTHEDYNAMICSTATEOFTHEDOMESTICANDINTEMATIONALEVALUATIONTHEORIESANDTHECOURSEREFORMCURRENTLY,FORMYPROVINCEJULYOF2006一DRAWUPSEPTEMBEROFTHEWHOLEPROVINCEJUNIORHIGHSCHOOLHISTORYCOURSESTUDENTTHEEDUCATIONEVALUATIONSTANDARD，ANDTHEJUNIORHIGHSCHOOLHISTORYCOURSESTUDENTEVALUATIONDETAILEDREGULATIONS，PROVIDEANDALLALONEDATA．WEEVALUATETHEEXPERIENCE，WAYOFDOINGTOGIVETHECOLLECTIONSORTINGTOWARDSEVALUATINGTHETHEORIESANDCOURSESTOREFORMTHEDYNAMICSTATETODOTHEINTRODUCTION砒HOMEANDABROAD，ONTHISFOUNDATIONTOTHEHISTORYCOURSESTUDENT,INDUCINGCONCERNINGTHEHISTORYCOURSETHESTUDENTEVALUATESSONICVIEWPOINTS．KEYWORDSHISTORYCOURSEREFORM；THEORIESOFEVALUATION；EDUCATIONALEVALUATION；STUDENTS。EVALUATION

簡介：上海師范大學(xué)碩士學(xué)位論文中學(xué)生科學(xué)素養(yǎng)現(xiàn)狀與培養(yǎng)對策研究姓名黃東有申請學(xué)位級別碩士專業(yè)課程與教學(xué)論指導(dǎo)教師卜宅成吳祥興20040401IIABSTRACTITISAHISTICALPROBLEMTHATWEROUNDLYIMPROVETHECIVICSCIENTIFICLITERACYWHICHTHENATIONALINTERNATIONALGOVERNMENTSAREENDLESSLYQUESTINGFINTHENEWCENTURYTHISTHESISTHINKSDEEPLYHOWTOCULTIVATETHESENIHIGHSCHOOLSTUDENTS’SCIENTIFICLITERACYACCDINGTOTHETHEMEOFSCIENTIFICLITERACYFROMTHEPOINTSOFVIEWOFITSTHEETICALANALYSISITSSURVEYTHEINTEGRATIONOFTWOFMERANALYSISESTHISPAPERHASTHREEPARTSINTHEFIRSTPARTITDISCUSSESTHEQUALITYOFTHESENIHIGHSCHOOLSTUDENTS’SCIENTIFICLITERACYITSSTRUCTUREITLENGTHWAYSHACKLESTHENOTIONOFSCIENTIFICLITERACYBREADTHWISEANATOMIESTHESENIHIGHSCHOOLSTUDENTS’SCIENTIFICLITERACYFROMTHEANGLEOFTHEETICALANALYSISONTHISBASISITFIRSTLYGIVESAARGUMENTATIONABOUTAQUALITATIVEDEFINITIONAOPERATIONALDEFINITIONOFTHESCIENTIFICLITERACYTOANALYZETHESTRUCTURALSYSTEMTHENITCONFIRMSTHEDIMENSIONALITYOFSCIENTIFICLITERACYANALYZESTHEACTERISTICSOFSCIENTIFICLITERACYINTERMSOFTHESENIHIGHSCHOOLSTUDENTS’DEVELOPMENTSUCHASITSBASICACTERISTICITSTIMEACTERISTICITSCONTINUABLEDEVELOPMENTALACTERISTICINTHESECONDPARTTHEPAPERANALYZESTHEACTUALITYOFSENIHIGHSCHOOLSTUDENTS’BASICSCIENTIFICLITERACYRELATIVELYITMOSTLYDISCUSSESTHEPROBLEMFROMTHEPRACTICEANGLEOFSURVEYFIRSTLYITANALYZESTHESURVEYOFSENIHIGHSCHOOLSTUDENTS’SCIENTIFICLITERACYFROMSOMEPHYSICS’TESTQUESTIONSWHICHWEREIMPLEMENTEDBYTHECHINESETEACHINGCOMMITTEEOFPHYSICALSOCIETIESSECONDLYITDETAILEDLYANALYZESTHESURVEYOFSHANGHAISENIHIGHSCHOOLSTUDENTS’SCIENTIFICLITERACYFROMTHEALLAROUNDSCIENTIFICCONTENTLASTLYITPUTSQUESTIONSTOCURRENTSTATUSOFSENIHIGHSCHOOLSTUDENTS’SCIENTIFICLITERACYINTHELASTPARTTHETHESISMAKESADEEPLYTHINKINGABOUTHOWTOIMPROVETHESENIHIGHSCHOOLSTUDENTS’SCIENTIFICLITERACYONTHEBASISOFTHETWOFENAMEDPARTSITESTABLISHESTHETRIDIMENSIONALFRAMEFROMTHEMULTIDIMENSIONALSTRUCTURESOFSCIENTIFICEDUCATIONTORAISEASYSTEMOFSTRATEGYWHICHCANHELPSENIHIGHSCHOOLSTUDENTSTOIMPROVETHEIRSCIENTIFICLITERACYKEYWDSSENIHIGHSCHOOLSTUDENTSSCIENTIFICLITERACYCULTURECOUNTERMEASURE

簡介：學(xué)校代號10532學(xué)密號S09261105級湖南大學(xué)碩士學(xué)位論文科學(xué)時報(bào)與科技日報(bào)國家自然科學(xué)基金報(bào)道比較研究堂僮蟲請厶姓名；墾LJ邈昱』巫娃名壁驅(qū)整；囪賢都副數(shù)援一一埴羞望僮；麴聞筐搔墨顯塑羔翻蘭刳筮一童些名趁；塹聞佳搔堂詮窒提童旦期；2Q生』業(yè)且』韭且一迨窒筌進(jìn)旦期；2Q生衛(wèi)』L絲』L一筌進(jìn)委員會主虛；簽建潿二教塑二一THERESEARCHOFCOMPARINGTHEREPORTSOFTHENATIONALNATURALSCIENCEFUNDSFROMTHE＆ZP所CE竹，卯PSANDTHESCZG刀CP以刀D死C辦以D，DG，D嘶LVBVQIURUIBAHUNANUNIVERSITY2009ATHESISSUBMITTEDINPANIALSATISFACTIONOFTHEREQUIREMENTSFORTHEDE鏟EEOFMASTEROFLITERATURE1NJOUMALISMCONLNLUNICATIONGRADUATESCH001OFHUNANUNIVERSITYSUPERVLSORASSOCIATEPROFESSORTAOXIANDUNOVEMBER‘2011帥4㈣9眥7㈣2Ⅲ7●I2㈣Y

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簡介：東北師范大學(xué)碩士學(xué)位論文中學(xué)生物教科書中科學(xué)探究能力訓(xùn)練的比較研究姓名劉楠申請學(xué)位級別碩士專業(yè)課程與教學(xué)論指導(dǎo)教師王永勝20050501ABSTRACTTHECURRICULUMREFORMISALWAYSGREATRESEARCHTASKOFTHEEDUCATIONREFORM，THENEWCURRICULUMSYSTEMOFELEMENTARYEDUCATIONINOURCOUNTRYINITIATEDINQUIRY’LEARNINGSTYLE．THECURRICULUMCRITERIONDEFINITELYPOINTEDOUTTHATSCIENCEINQUIRYWASNOTONLYAKINDOFIMPORTANTLEARNINGSTYLE，BUTALSOIMPORTANTSUBSTANCESOFBIOLOGYINCOMPULSORYEDUCATION．ASSIGNIFICANTMEANSOFTHESCIENCESTUDY，ATTHESAMETIME，INQUIRYISALSOSIGNIFICANTCULTIVATIONTARGETINTHECURRICUHUNSTIPULATION．ANDALLOFTHESECALLBEACHIEVEDTHROUGHINQUIRY．NOINQUIRYACTIVITY,THEABILITYOFSCIENCEINQUIRYLOOKSLIKETHETREEWITHOUTROOTSANDWATERWITHETITSOI．IICES．11LETEXTBOOKSWERETHEMAINORIGINTHATSTUDENTSOBTAINEDINFORMATION，ANDMAINCURRICULUMRESOURCESTOIMPLEMENTINQUIRYACTIVITY．ASTOINQUIRYLEARNING，WESTUDIEDALOT，BATRELATIVELYLITTLETOINQUIRYACTIVITYOFTHETEXTBOOKS．THEREFORE，ILAIDASTRONGEMPHASISONTHESTUDYOFINQUIRYACTIVITYOFTEXTBOOKS．THEARTICLEMADEACOMPARATIVERESEARCHINTHEINQUIRYACTIVITYANDCULTIVATESTUDENTS’INQUIRYABILITYOFSEVERALBIOLOGYTEXTBOOKSINCOMPULSORYEDUCATIONOFOURCOUNTRY,ANDCLARIFIEDTHESCIENCEINQUIRY’IMPLICATION、FEATUREANDFUNDAMENTALSEGMENT，DISCUSSEDSOMEPROBLEMSINTHENEWTEXTBOOKS’IMPLEMENTATIONANDSOMEFACTORSWHICHINFLUENCEDTHESCIENCEINQUIRY’IMPLEMENTATION，ANDEVALMTEDTHEACTIVITYSETUPOFTHREEVERSIONTEXTBOOKS，PUTFORWARDSOMEVIEWPOINTSINLAYINGEMPHASISONVALIDITYOFINQUIRYACTIVITY“DESIGNANDFORMINGCONSTRUCTSTHEPROBLEMSITUATIONANDEXPLORINGINIDEOLOGY．THECONCLUSIONSCALLGIVETEACHERSAREFERENCEINTEACHINGWITHTHETEXTBOOKS，ANDIALSOHOPETHATTHECONCLUSIONSCAN0疏RAASSISTTOTEXTBOOKS，EDITORSWHOREVISETHEMINTHEFUTURE．KEYWORDSSCIENCEINQUIRYBIOLOGYTEXTBOOKSBIOLOGYCURRICULUMCURRICULUMREFORMMIDDIESCHOOLII

簡介：西南師范大學(xué)碩士學(xué)位論文中學(xué)歷史學(xué)科學(xué)生探究能力的培養(yǎng)研究姓名謝章芳申請學(xué)位級別碩士專業(yè)學(xué)科教學(xué)歷史指導(dǎo)教師潘洵20040501具有創(chuàng)新開放的意識和能力。中學(xué)歷史學(xué)科探究能力培養(yǎng)過程中應(yīng)堅(jiān)持系統(tǒng)性原則、過程性原則、實(shí)踐性原則、開放性原則和適宜性原則；它主要包括對歷史探究意識、探究技能和探究品質(zhì)的培養(yǎng)。三、中學(xué)歷史學(xué)科探究能力的培養(yǎng)途徑和方法。強(qiáng)調(diào)要培養(yǎng)學(xué)生的主體意識；培養(yǎng)學(xué)生的歷史思維能力加強(qiáng)課堂教學(xué)的互動啟發(fā)；開展專題性探究活動建立有效的運(yùn)行機(jī)制創(chuàng)設(shè)良好的探究環(huán)境。四、中學(xué)歷史學(xué)科探究能力培養(yǎng)應(yīng)注意處理好幾個關(guān)系。包括學(xué)生豐體與教師主導(dǎo)的關(guān)系；探究能力培養(yǎng)與夯實(shí)基礎(chǔ)知識的關(guān)系；課堂探究教學(xué)與課外專題性探究活動的關(guān)系；歷史學(xué)科探究能力培養(yǎng)與其他學(xué)科探究能力培養(yǎng)的關(guān)系。關(guān)鍵詞中學(xué)歷史學(xué)科探究能力培養(yǎng)

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簡介：東北師范大學(xué)碩士學(xué)位論文中學(xué)生命科學(xué)“綜合實(shí)踐活動課程”的研究初探姓名李賀功申請學(xué)位級別碩士專業(yè)教育指導(dǎo)教師段曉剛20050501ABSTRACTCOMPLETELYPUSHAHEADWITHQUALITYEDUEATIONISTHEBASICTASKOFREFORMANDDEVELOPINGINFUNDAMENTALEDUCATIONINORDERTOBRINGUPMOREANDMORETALENTEDPERSON，ANEWREFORMINCURNITULUMSHASALREADYBEENCAMIEDOUTALLOVERTHECOUNTRY，AMONGTHEMSYTHESIZETHEFULFILLMENTTHEMOVABLECOURSEISONEOFTHEIMPORTANTCOMENTSBEINFLUENCEDBYTHETRADITIONALKNOWLEDGEIDEAS，PEOPLETHINKTHEMOSTVALUABLEKNOWLEDGEISJUSTGOTFROMTEXTBOOK，ANDMAKEITABSOLUTELYWHILESCHOOLEDUCATIONPAYATTENTIONTOSINGLEABSTRACTCOURSEANDNEGLECTEVENREJECTTHEOTHERCOURSESSOINSCHOOLEDUCATIONITCAUSEDTHEPHENOMENONWITHOUTHUMANISM，INTHISCASE，TECOVERTHESCHOOLEDUCATION’SHUMANISMANDPROMOTETHESTUDENTS’HEALTHYDEVELOPMENTISANIMPORTANTMISSIONOFSYTHESIZETHEFULFILLMENTTHEMOVABLECOURSETODEVELOP“MOVABLEREALM”ISKEYTOFULFILSYTHESIZETHEFULFILLMENTTHEMOVABLECOURSE’SPRINCIPLESANDTARGETSSYTHESIZETHEFULFILLMENTTHEMOVABLECOURSESHOULDPIERCETHROUGHINEACHCOURSE，ESPECIALLYINLIFESCIENCEWHICHHASCOLSERELATIONWITHHUMANBINGINTHISARTICLE，THEWRITERINQUIREINTHECONCEPT，F(xiàn)UNCTION，THEORY，AIM，CHARACTEROPERATIONANDSOON，ALSPMAKESYTHESIZETHEFULFILLMENTTHEMOVABLECOURSEANDLIFESCIENCECONNECTTOGETHERACCORDINGTOTHESCHOOL’SRESOURSANDSTUDENTS’ABLITIESJUSTFORONEPURPOSETOENLIVENTHESTUDENTS’EXTRACURRICULARLIFE，LIVENTEACHINGMATERIALUP，IMPROVESTUDENTS’ACHIEVEMENTSANDALLROUNDDEVELOPMENTSKEYWORDSINTEGRATEDCURRICULUMSYTHESIZETHEFULFILLMENTTHEMOVABLECOURSEII

簡介：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)表或撰寫過的研究成果。其他同志對本研究所做的貢獻(xiàn)均已在論文中作了聲明并表示了謝意。學(xué)位論文作者簽名狳彬版曰期勱7R≥弓學(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內(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)校可以向國家有關(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，保密期限為年。學(xué)位論文作者簽名給啦段指導(dǎo)教師簽名Q象豺2，日期WJ“弓日期參M籮砂夕摘要摘要現(xiàn)代學(xué)習(xí)觀認(rèn)為，人們建構(gòu)新知識和深入理解新知識是基于已有知識的。學(xué)習(xí)不是簡單的信息積累，而是將已有知識經(jīng)驗(yàn)與從學(xué)習(xí)環(huán)境中吸收的知識重組的過程。學(xué)生在正式學(xué)習(xí)生物知識之前頭腦并不是一片空白，這要求教師不能無視學(xué)生的已有知識經(jīng)驗(yàn)，即“前科學(xué)概念”。為降低教學(xué)的盲目性和低效性，促進(jìn)中學(xué)生物真實(shí)課堂的教學(xué)，教師需要用多種探查方法更準(zhǔn)確更及時地獲取學(xué)生的前科學(xué)概念，并對其進(jìn)行轉(zhuǎn)變。本研究結(jié)合國內(nèi)外已有的相關(guān)研究，致力開展對蘇教版八年級上冊第十五章生物的遺傳和變異中的前科學(xué)概念的探查及其轉(zhuǎn)變的實(shí)踐研究。首先，搜集和整理前科學(xué)概念及概念轉(zhuǎn)變的相關(guān)文獻(xiàn)，提出自己對前科學(xué)概念的理解。其次，利用訪談法探查一線生物教師對生物前科學(xué)概念的看法及其獲取生物前科學(xué)概念的方法，并用問卷調(diào)查法二段式測驗(yàn)法和確定性系數(shù)法相結(jié)合對生物的遺傳和變異中的前科學(xué)概念做探查，統(tǒng)計(jì)學(xué)生在這一章中的前科學(xué)概念，區(qū)分學(xué)生到底是“知識的缺乏”還是擁有“錯誤概念”，揭示不同層次的學(xué)校在生物前科學(xué)概念上的差異性。再次，針對生物的遺傳和變異的前科學(xué)概念，參照NN三步概念轉(zhuǎn)變模式提出一個三個步驟的以學(xué)生為主體的前科學(xué)概念轉(zhuǎn)變策略揭示前科學(xué)概念；引進(jìn)新概念，產(chǎn)生認(rèn)知沖突評論新概念，形成新概念圖式。對生物的變異～節(jié)內(nèi)容進(jìn)行概念轉(zhuǎn)交，并檢驗(yàn)和評價(jià)镢念轉(zhuǎn)變的效果。最后建議廣大一線生物教師更新教育觀念，充分認(rèn)識前科學(xué)概念存在的客觀性，關(guān)注學(xué)生的主體性，充分利用前科學(xué)概念進(jìn)行概念轉(zhuǎn)變。關(guān)鍵詞前科學(xué)概念，概念轉(zhuǎn)變，生物教學(xué)實(shí)踐，生物的遺傳和變異

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