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簡(jiǎn)介：大連理工大學(xué)博士學(xué)位論文科學(xué)學(xué)引文網(wǎng)絡(luò)的結(jié)構(gòu)研究姓名尹麗春申請(qǐng)學(xué)位級(jí)別博士專業(yè)科學(xué)學(xué)與科學(xué)技術(shù)管理指導(dǎo)教師劉則淵HKRETSCHMER20060815科學(xué)學(xué)引文網(wǎng)絡(luò)的結(jié)構(gòu)研究TOPOGICALSTUDYOFSCIENCESTUDIESCITATIONNETWORKABSTRACTCITATIONNETWORKISKNOWNASONEOFTHEMOSTIMPORTANTPATHOFKNOWLEDGEPRODUCTIONALLDDIFFUSIONWITHTHERAPIDINCREASEOFKNOWLEDGE，ALARGESCALECITATIONNETWORKISFORMEDINSCIENTOMETRICSFIELD，HOWEVER，THEREAREFEWSCHOLARSTUDIESABOUTIT，ESPECIALLYABOUTKNOWLEDGEPRODUCTIONANDDIFFUSIONINCITATIONNETWORKTHEPRESENTPAPERCOMBINESCOMPLEXNETWORKTHEORYANDSOCIALNETWORKANALYSISTOSTUDYSCIENCESTUDIESCITATIONNETWORKFROMMACRO，MECRO，ANDMICROLEVELANDDISCUSSESTHEINFLUENCEOFTHENETWORKSTRUCTURETOTHEKNOWLEDGEDIFLUSIONAUTHORITATIVECONTROLISUSEDTOCORRECTSOMEMISTAKESINTHEDATAWHICHWASDOWNLOADEDFRONLSCIINORDERTOMAKETHESTUDYEFFECTLYWEDISCOVERTHATTHESCIENCESTUDIESCITATIONNETWORKISASCALEFREE，SMALLWORLD，ANDHIGHCLUSTERINGNETWORKTHESTRUCTUREOFTHECITATIONISPROPERTOTHEKNOWLEDGEFASTDIFFUSION，BUTTHEPATHNEEDSTOBEOPTIMIZEDDEEPLYACCORDINGTOTHEDISTRIBUTIONOFTHECOMPONENTSWEDISCUSSTHEWHOLESTATUSOFKNOWLEDGEFLOWINGONTHEBASISOFTHEBIGGESTCOMPONENT，WEAPPLY“CENTRALITY”APPROACHINSOCIALNETWORKANALYSISTOEVALUATETHELITERATURETENTATIVELYTHATMEANSNOTONLYTHEFREQUENCYOFBEINGCITEDISIMPORTANT，WHOCITEANDWHETHEROCCUPYANIMPORTANTPOSITIONINTHEKNOWLEDGEFLOWINGNETWORKSHOULDALSOBECONSIDEREDKCOREMETHODINSOEIALNETWORKANALYSISISALSOBEINGEMPLOYEDBASEDONKCOREANALYSIS，WEDISCOVERTHECITATIONANALYSISISTHECOREINTHESCIENCESTUDIESCITATIONNETWORKANDISTHEMOSTIMPORTANTSUBSTUDYFIELDTHEFOLLOWINGISCOOPERATIONSTUDIESEVALUATIONINDICATORSANDCORRELATIONSTUDYCORRELATIONSTUDYISCLOSEDTOTHECITATIONANALYSISWHICHSHOWSCITATIONAPPROCHESAREVERYIMPORTANTINEVALUATIONTHEREARETHREECLUSTERSINHIGHINDEGREENETWORKCLEARLYTHEDIF俺FENCESOFSTUDYCONTENTSARETHEMAINREASONOFCLUSTERSTRUCTURE’SFORMATIONKEYWORDSSCIENCESTUDIES；CITATIONNETWORK；SOCIALNETWORK；COMPLEXNETWORK

簡(jiǎn)介：西安建筑科技大學(xué)碩士學(xué)位論文我國(guó)高等工科學(xué)校教育改革研究姓名張恩茹申請(qǐng)學(xué)位級(jí)別碩士專業(yè)科學(xué)技術(shù)哲學(xué)指導(dǎo)教師韓彥峰1999101瞳R研究我國(guó)高等工科教育的發(fā)展，作好專題，筆者搜集了我國(guó)169所高等工科學(xué)校本科教學(xué)狀況統(tǒng)計(jì)資料在對(duì)這些統(tǒng)計(jì)資料進(jìn)行理論分析研究的基礎(chǔ)七，得出了高等工抖學(xué)校辦學(xué)效益、教學(xué)水平均與高等工科學(xué)校規(guī)模成正比例的關(guān)系，并首次給出了1J個(gè)兩種形式的教學(xué)模型。這些結(jié)論的獲得，為我國(guó)高等工科學(xué)校走規(guī)模、結(jié)掏、質(zhì)量、效益協(xié)調(diào)發(fā)展的思路提供了理論敝據(jù)這粵是該研究確定課題名彌的直接原因。Q厶皂關(guān)鍵詞高等工科學(xué)拯／高等工科教穸高等教I眵革教學(xué)述爹論文類型應(yīng)用基礎(chǔ)2

簡(jiǎn)介：復(fù)旦大學(xué)博士學(xué)位論文科學(xué)實(shí)在論與社會(huì)建構(gòu)論比較研究兼議從表象科學(xué)觀到實(shí)踐科學(xué)觀姓名周麗昀申請(qǐng)學(xué)位級(jí)別博士專業(yè)科學(xué)技術(shù)哲學(xué)指導(dǎo)教師陳其榮20040428ABSTRACTEVERSINCE1960’STHEDOUBLEEFFECTOFSCIENCEMADEITSELFGETINTOADILEMMAWITHTHEINFLUENCEOFSUCHDISCOURSESASUNCERTAINTYFINALITYANDOTHERPOSTMODEMTHEORIESANDSOON，MODEMSCIENTIFICEPISTEMOLOGYENCOUNTEREDANUNPRECEDENTEDCRISISOFRATIONALITYASWELLASREPRESENTATIONTHEFOREMOSTQUESTIONWASWHETHERSCIENTIFICEPISTEMOLOGYHELDTHEEPISTEMOLOGICALPRIVILEGE，ADHOCTHETRADITIONALVIEWOFSCIENTIFICKNOWLEDGEWASFACINGWITHGREATCHALLENGETHERELATEDPROBLEMSARESOMETHINGLIKETHESEWHATISTHETHINGCALLEDSCIENCEHOWTOREPRESENTSCIENCEWHOHASRIGHTTOREPRESENTSCIENCEWHEREWILLSCIENCEGOFACINGWITHSUCHPROBLEMS，TOECHOWHATOTHERSAYS，ORGO0111OWNWAYALLTHESEPROBLEMSNEEDUNREMITTINGEXPLORATIONANDREASONABLERECONSTRUCTIONGROUNDINGONTHEPRINCIL；，LEOFTHECONSISTENCEOFLOGICWINLHISTORYFOLLOWINGTHEDEVELOPMENTALCONTEXTOFSCIENTIFICVIEWIFIRSTLYANALYZEDTWOTYPICALKINDSOFSCIENTIFICEXPLANATIONMODE，NAMELYSCIENTIFICREALISMANDSOCIALCONSTRUCTIVISM，WHICHAREBOTHREPRESENTATIVEANDCOMPETITIVEICHIEFLYDISCUSSEDTHEIRCOMMONMETAPHYSICALGROUNDWORK，THATIS，THEYALLSEEKFORTHEVALIDITYOFKNOWLEDGE，THEYALLHAVETHETENDENCYOFPRESUMPTIONANDFUNDAMENTALISM，ANDTLLEYALLGOALONGFROMREPRESENTATIONALISMTOPRACTICEANDTHEN，ICOMPARETHEDIFFERENCESBETWEENTHEMFROMASPECTSOFOBJECTIVITYTRUTHANDMETHODOLOGYWHICHCANBESEENASTHECOREOFSCIENTIFICVIEWFROMALLABOVEITRYTODRAWTHEOUTLINEOFATHEORETICALPICTUREOFSCIENTIFICDEVELOPMENTANDGRASPTHETHEORETICALFOUNDATIONOFSCIENTIFICVIEWTHENIGIVEATHEORETICALINVESTIGATIONANDPRACTICALSCANBYPUTTINGSCIENTIFICRESEARCHINTOALLOPENPERSPECTIVEAFTERTHEREVIEWANDREFLECTIONOFTHEHISTORYANDTHEORYOFSCIENCE，ANDTRACINGTHECURRENTDEVELOPMENTOFCONTEMPORARYSCIENTIFICSTUDYIARGUEDTHATTHEABSOLUTELYPERFECTANDUNSUBSTITUTABLESCIENTIFICVIEWNEVEREXIST，SINCETHECOGNITIVEABILITIESOFTHESUBJECTSARELIMITEDWHILETHEOBJECTSAREINFINITELYABUNDANTANDTHEREALITYHASALWAYSBEENCOVERED，ANDTHELOGICISIMPERFECTASWELLEACHSCIENTIFICSTUDYHASMADEINDIVIDUALCONTRIBUTIONTOTHEDEVELOPMENTOFSCIENCE，YETTHEYINEVITABLYHELDSOMELIMITATIONIPUTFORWARDINTHISARTICLETHATALLTHEPASTSCIENTIFICVIEWHADBEENBUILTONTHEREPRESENTIONALISM，WHICHHELDTHESUBJECT／OBJECTDICHOTOMYANDREGARDEDEVERYTHINGASOBJECT，SOTHEYEARL’TINTERPRETSCIENCEWELLANDTHEREFORECAN’TREALIZETHEEMANCIPATIONOFHUMANBEINGACCORDINGTOTHEMULTIPLEANALYSESOFTHEHISTORYOFSCIENCEANDTHEDEVELOPMENTALLOGICOFTHEPHILOSOPHYOFSCIENCE，APROMISINGCHOICE“

簡(jiǎn)介：西南大學(xué)碩士學(xué)位論文基于探究日志對(duì)物理師范生科學(xué)探究能力的研究姓名李雪梅申請(qǐng)學(xué)位級(jí)別碩士專業(yè)課程與教學(xué)論指導(dǎo)教師趙保鋼20070501西南大學(xué)碩士學(xué)位論文究的問題對(duì)數(shù)據(jù)進(jìn)行詳細(xì)的解釋和描述J探究結(jié)束之后，只是簡(jiǎn)單地談自己的感受，而沒有對(duì)自己經(jīng)歷的探究過程進(jìn)行評(píng)估5有部分物理師范生具有較強(qiáng)的科學(xué)探究能力他們積極地從生活中提出可探究的問題；積極思考，根據(jù)已有知識(shí)和經(jīng)驗(yàn)對(duì)探究的問題提出假設(shè)并設(shè)計(jì)相應(yīng)的實(shí)驗(yàn)方案，有些師范生還能根據(jù)現(xiàn)有的實(shí)驗(yàn)條件，改進(jìn)實(shí)驗(yàn)方案；在進(jìn)行實(shí)驗(yàn)的過程中，能認(rèn)真觀察實(shí)驗(yàn)現(xiàn)象，全面準(zhǔn)確地收集實(shí)驗(yàn)數(shù)據(jù)。有些師范生還能注意到實(shí)驗(yàn)中偶然發(fā)生的現(xiàn)象，并分析其原因；根據(jù)要探究的問題對(duì)實(shí)驗(yàn)結(jié)果進(jìn)行解釋和描述；認(rèn)真地思考探究過程，對(duì)探究過程和結(jié)果進(jìn)行評(píng)估，發(fā)現(xiàn)探究中未解決的問題并做進(jìn)一步的思考；積極和小組其它成員討論，發(fā)表自己的觀點(diǎn)，并傾聽、思考別人的意見6物理師范生試著對(duì)自己經(jīng)歷的探究過程進(jìn)行反思，反思結(jié)果表明1探究學(xué)習(xí)給了他們一次全新的體驗(yàn)，他們積極支持并認(rèn)可小組合作進(jìn)行探究的學(xué)習(xí)方式2對(duì)每個(gè)探究要素的意義或重要性有一定的認(rèn)識(shí)3部分師范生在探究過程中對(duì)探究教學(xué)進(jìn)行了思考，具有以下特點(diǎn)1對(duì)探究教學(xué)的思考不是憑空假想的，而是與自己經(jīng)歷的探究過程緊密聯(lián)系起來，他們以自己的探究體驗(yàn)和對(duì)探究教學(xué)的認(rèn)識(shí)來設(shè)想以后的探究教學(xué)行為；2對(duì)“提出問題”、“制定計(jì)劃與設(shè)計(jì)實(shí)驗(yàn)”，“進(jìn)行實(shí)驗(yàn)與收集證據(jù)”、“交流與合作”這幾個(gè)環(huán)節(jié)的教學(xué)有較多的思考3所設(shè)想的探究教學(xué)類型大多是開放型探究，即讓學(xué)生提出自己的問題并設(shè)計(jì)探究方案來解決；4認(rèn)為在探究教學(xué)中要讓學(xué)生動(dòng)手活動(dòng)，強(qiáng)調(diào)學(xué)生的主體地位，認(rèn)為自己在以后的探究教學(xué)中應(yīng)扮演激勵(lì)者、引導(dǎo)者、指導(dǎo)者、合作者的角色5將探究教學(xué)看作一種新的教學(xué)手段，但對(duì)探究教學(xué)的認(rèn)識(shí)較為膚淺，對(duì)于具體的教學(xué)行為，沒有做很深入的思考關(guān)鍵詞探究科學(xué)探究能力探究日志探究教學(xué)物理師范生N

簡(jiǎn)介：中南大學(xué)碩士學(xué)位論文科學(xué)學(xué)科課程教學(xué)語(yǔ)言語(yǔ)用原則研究姓名周國(guó)軍申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育學(xué)教育學(xué)原理指導(dǎo)教師張少雄20071130THESTUDYOFTEACHINGLANGUAGEPRAGMATICS’PRINCIPLESFORSCLENCEC0URSEABSTRACTLANGUAGEISTHEMEDIUMOFEDUCATION，THELANGUAGEAPPLICATIONABILITYISTHEIMPORTANTFACTOROFEDUCATIONTEACHINGABILITYSCIENTIFICCURRICULUMTEACHINGLANGUAGEISDIFFERENTWITHOTHERCURRICULUMTEACHINGLANGUAGES，ITTAKESVITALROLETOFORMSTUDENT’SSCIENTIFICACCOMPLISHMENTTHECURRENTSCIENTIFICCURRICULUMTEACHINGLANGUAGEUTILIZATIONWITHTHEEXISTENCEINSUFFICIENTLYSUCCINCT，THEIDEOLOGICALNATUREISNOTSTRONG，THECITYMIDDLESCHOOLANDTHECOUNTRYSIDEMIDDLESCHOOLHASTHEUTILIZATIONWITHQUESTIONANDSOONDIFFERENCE，ITISVARIOUSFORTHEFACTOROFTHESEPROBLEMS，SUCHASTEACHERQUALITYSTRUCTURALARENOTINTEGRITY，CAMPUSELEGANTCULTUREISNOTCONCENTRATED，GEOGRAPHICALIMPACTANDSOONTHESEPROBLEMSCANBESOLVEDFROMTHEMACRO，MESOANDMICROSTARTASPECT，THEMICROASPECTWHICHREFERSTOSCIENCECOURSESTEACHINGLANGUAGEUSEDSHOULDFOLLOWTHEPRINCIPLESSUCHASSCIENTIFICPRINCIPLES，ARTISTICPRINCIPLES，EFFECTIVENESSPRINCIPLESANDETHICALPRINCIPLESTHESCIENTIFICCURRICULUMTEACHINGLANGUAGEREFERSTOUSEOFLANGUAGESSHOULDBEOBJECTIVEANDACCURATE，RICHLOGICALANDSYSTEMATIC；ARTISTICREFERSTOTHEEXPRESSIONOFREFINEDCONCISEANDVIVID，LIVELYANDINTERESTING；USEFULNESSISBASEDONTHECHARACTERISTICSOFSTUDENTSSELECTINGTHEAPPROPRIATELANGUAGE，ACCURATETOIMPARTKNOWLEDGEANDTOINSPIRESTUDENTSTHINKING；ETHICSPRINCIPLEISTHESOURCEOFTRUTHSEEKINGLANGUAGETEACHING，LANGUAGEEXCHANGESEQUALITY，LANGUAGEEXPRESSIONSINCERETHESEPRINCIPLESSHOULDMUTUALUNITY，INTERACTION，F(xiàn)ORMINGALLORGANICWHOLE，ANDWORKTOGETHERFOREDUCATIONANDTEACHINGSERVICESKEYWORDSSCIENCECOURSE，TEACHINGLANGUAGE，PRAGMATICPRINCIPLESII

簡(jiǎn)介：華中師范大學(xué)碩士學(xué)位論文基于信息技術(shù)環(huán)境的初中科學(xué)課程教學(xué)模式研究姓名貴瑛申請(qǐng)學(xué)位級(jí)別碩士專業(yè)現(xiàn)代教育技術(shù)指導(dǎo)教師張屹20071201ABSTRACTATPRESENTINFORMATIONTECHHOLOGYHASBEENWSEDINVARIOUSFIELDSALLOVERTHEWOLDINORDERTOEXPLORETHEINTEGRATIVEMODEOFINFORMATIONTECHNOLOGYANDTEACHINGTECHNOLOGYBASEDONSTUDYTHEORYOFCONSTRUCTIVISMANDMODERNSPREADINGTHEORY，ASATEACHEROF“SCIENCE”INJUNIORHIGHSCHOOL，WEINVESTIGATEDANDPRIMARILYPRACTISEDTHENEWTEACHINGMODESINTHECOURSEOF‘SCIENCE”FORJUNIORHI曲SCHOOLSTUDENTSITISSHOWNTHATTHETHREENEWTEACHINGMODESINTEGRATEDWITHINFORMDTIONTECHNOLOGYMOCKINGINVESTIGATION，MUTIMEDIUMSHOWINGANDNETWORKCOULDBEUSEDASNEWWAYSINTEACHING‘‘SCIENCE’WHICHMAYIMPROVETHETEACHINGQUAUTYANDPROMOTETHESTUDYINGEFFICIENCYOFTHESTUDENTSMORETEACHINGCASESSHOULDBEFURTHERINVESTIGATEDANDTESTEDSOASTOEFFECTIVELYANDEXTENSIVELYUSETHEINGORMATIONTECHNDOGYINTEACHINGKEYWORDSINFORMATIONTECHNOLOGY，SCIENCECOURSEFORJUNIORHI曲SCHOOLSTUDENTS，TEACHINGMODE，

簡(jiǎn)介：天津師范大學(xué)碩士學(xué)位論文中國(guó)社會(huì)科學(xué)發(fā)展與作者分布實(shí)證研究姓名許蓮蓮申請(qǐng)學(xué)位級(jí)別碩士專業(yè)情報(bào)學(xué)指導(dǎo)教師徐久齡20040514某些問題，因此本文第三部分旨在處理和說明在理論與實(shí)證中的一些遺留問題，包括廣義洛特卡定律參數(shù)普適性問題和高產(chǎn)作者討論，并對(duì)洛特卡定律以及高產(chǎn)作者產(chǎn)生的機(jī)理進(jìn)行分析；最后闡述了核心期刊在科學(xué)研究中的學(xué)術(shù)意義和本文樣本處理的和理性。第四部分提出了進(jìn)行作者分布和合作模型研究對(duì)當(dāng)今中國(guó)社會(huì)科學(xué)發(fā)展所具有的實(shí)踐指導(dǎo)意義，并從該角度對(duì)社會(huì)科學(xué)未來的發(fā)展起到一定的指導(dǎo)作用。最后結(jié)論部分對(duì)本文作了簡(jiǎn)要的總結(jié)。關(guān)鍵詞中國(guó)社會(huì)科學(xué)洛特卡定律作者分布合作研究II

簡(jiǎn)介：上海師范大學(xué)碩士學(xué)位論文上海市二期課改八年級(jí)生命科學(xué)新教材的研究與探索姓名范麗君申請(qǐng)學(xué)位級(jí)別碩士專業(yè)課程與教學(xué)論指導(dǎo)教師沈光華20040401上海市二期課改八年級(jí)生命科學(xué)新教材的研究與探索2004屆上海師范大學(xué)碩士學(xué)位論文4摘要本文對(duì)上海市二期課改八年級(jí)生命科學(xué)新教材的編寫理念進(jìn)行了理論分析和實(shí)踐研究旨在為新教材的全面推廣提供可借鑒的參考依據(jù)在論述教材基本理念的基礎(chǔ)上本文首先根據(jù)教材編寫的評(píng)價(jià)理論分析了新教材的編寫原則編寫指導(dǎo)思想接著對(duì)新教材的文本從框架結(jié)構(gòu)內(nèi)容編排形式編排編寫特色四個(gè)方面進(jìn)行了靜態(tài)分析表明新教材具有時(shí)代性探究性趣味性人文化本土化信息化等特色然后根據(jù)對(duì)學(xué)生和教師調(diào)查反饋資料的統(tǒng)計(jì)對(duì)新教材的實(shí)際使用情況進(jìn)行了動(dòng)態(tài)分析其中學(xué)生調(diào)查側(cè)重于學(xué)生對(duì)教材的興趣內(nèi)容和板塊設(shè)計(jì)使用情況學(xué)習(xí)方式等幾個(gè)方面教師調(diào)查則從教師對(duì)新教材的總體評(píng)價(jià)新教材對(duì)課程理念的體現(xiàn)教學(xué)方式新教材促進(jìn)學(xué)生生命科學(xué)素養(yǎng)的程度等幾方面展開論述根據(jù)初步的理論論證和實(shí)踐驗(yàn)證作者認(rèn)為新教材在對(duì)學(xué)生進(jìn)行科學(xué)精神科學(xué)態(tài)度和價(jià)值觀的教育使學(xué)生獲得生命科學(xué)的基本知識(shí)基本技能以及科學(xué)方法提高科學(xué)的思維能力發(fā)展學(xué)生的個(gè)性和特長(zhǎng)等方面都作出了積極有效的探索和嘗試表明該新教材在上海二期課程教材改革中起到了積極的作用關(guān)鍵詞生命科學(xué)教材靜態(tài)分析動(dòng)態(tài)分析

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