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簡(jiǎn)介：學(xué)校代碼10200分類號(hào)魚(yú)塑研究生學(xué)號(hào)Q壘QQ至QQZ星曼旦密級(jí)玉東牡知≯葒大莩碩士學(xué)位論文0024602生命教育理念下初中物理學(xué)生主體參與型教學(xué)模式研究RESEARCHONSTUDENTS’SUBJECTIVEPARTICIPATIONTEACHINGPATTERNINJUNIORHIGHSCHOOLPHYSICSSUBJECTIVEUNDERTHELIFEEDUCATIONAL指導(dǎo)教師學(xué)科專業(yè)研究方向?qū)W位類型CONCEPT作者汪皓月侯恕副教授課程與教學(xué)論物理教學(xué)論學(xué)歷碩士東北師范大學(xué)學(xué)位評(píng)定委員會(huì)2010年5月一，●『|一F，，II■JI▲√”●口亨‘●?！?dú)創(chuàng)性聲明本人聲明所呈交的學(xué)位論文是本人在導(dǎo)師指導(dǎo)下進(jìn)行的研究工作及取得的研究成果。據(jù)我所知，除了文中特別加以標(biāo)注和致謝的地方外，論文中不包含其他人已經(jīng)發(fā)表或撰寫(xiě)過(guò)的研究成果，也不包含為獲得東北師范大學(xué)或其他教育機(jī)構(gòu)的學(xué)位或證書(shū)而使用過(guò)的材料。與我一同工作的同志對(duì)本研究所做的任何貢獻(xiàn)均已在論文中作了明確的說(shuō)明并表示謝意。學(xué)位論文作者簽名漫鯪鼠日期學(xué)位論文版權(quán)使用授權(quán)書(shū)本學(xué)位論文作者完全了解東北師范大學(xué)有關(guān)保留、使用學(xué)位論文的規(guī)定，即東北師范大學(xué)有權(quán)保留并向國(guó)家有關(guān)部門或機(jī)構(gòu)送交學(xué)位論文的復(fù)印件和磁盤，允許論文被查閱和借閱。本人授權(quán)東北師范大學(xué)可以將學(xué)位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫(kù)進(jìn)行檢索，可以采IJ影印、縮印或其它復(fù)制手段保存、匯編學(xué)位論文。保密的學(xué)位論文在解密后適用本授權(quán)書(shū)學(xué)位論文作者簽名趨絲旦ET期刎Q‘，≥學(xué)位論文作工作單位通訊地址指導(dǎo)教師簽名J至絲日期工L6蟛’HR，1L，厶L”U；翻厶聊天酣弋，’I電話郵編

簡(jiǎn)介：江西師范大學(xué)碩士學(xué)位論文中學(xué)物理學(xué)業(yè)不良學(xué)生的自尊與心理健康水平的發(fā)展研究姓名朱麗琴申請(qǐng)學(xué)位級(jí)別碩士專業(yè)發(fā)展與教育心理學(xué)指導(dǎo)教師唐日新20090501ABSTRACTAIMATFINDINGOUTOURMIDDLESCHOOLSTUDENTS’PSYCHOLOGICALCHARACTERISTICS、航TLLLOWACHIEVEMENTINPHYSICS，MAKINGTHEBADSTATUSOFMIDDLESCHOOLSTUDENTS’PHYSICSLEARNINGBETTERENRICHINGPHYSICSLEARNINGTHEORYANDPSYCHOLOGICALTHEORYONESTEPFURTHERPROMOTINGTHEENHANCEMENTOFPHRSICSTEACHINGQUALITYINMIDDLESCHOOLS，BASEDONTHEPREVIOUSSTUDIESBYOTHERS，THISSTUDYADOPTEDSTANDARDIZINGSCALES，SUCHASROSENBERGSELFESTEEMSCALE，THEQUESTIONNAIREOFACADEMICSELFEFFICIENCYMIDDLESCHOOLSTUDENTS’MENTALHEALTHSCALEANDADOLESCENTSUBJECTIVEWELLBEINGSCALEANDIMPLICITASSOCIATIONTEST，ANDUSED289MIDDLESCHOOLSTUDENTSFROM4GRADESASSUBJECTSTHESTUDYINVESTIGATEDTHEPERCENTAGEOFMIDDLESCHOOLSTUDENTSWITHLOWACHIEVEMENTINPHYSICSANDITSFORMINGREASONS，ALSOSTUDIEDTHEGRADEDIFFERENCESANDGENDERDIFFERENCESINTHELEVELOFGENERALSELFESTEEM，THELEVELOFSELFESTEEMINACADEMICDOMAINANDTHELEVELOFIMPLICITSELFESTEEMOFMIDDLESCHOOLSTUDENTS，INADDITIONTHISSTUDYEXPLOREDTHERELATIONSHIPSBETWEEMSELFESTEEMLEVELSOFMIDDLESCHOOLSTUDENTS、析THLOWACHIEVEMENTINPHYSICSANDTHEIRMENTALHEAL也THERESULTSSHOWED1THEPERCENTAGEOFMIDDLESCHOOLSTUDENTS、析TLLLOWACHIEVEMENTINPHYSICSIS1523AMONGALLSTUDENTSLOWACHIEVEMENTINPHYSICSWHICHSTUDENTSTHOUGHTABOUTARECAUSEDBYSEVERALREASONS，SUCHASCOGNITIONFACTORS4755％，INTERESTANDMOTIVATION1888％，EMOTIONANDATTITUDE1608％，WILLANDEFFORT1469％，ANDSCHOOLEDUCATION979％ASWELL2GENERALSELFESTEEMOFMIDDLESCHOOLSTUDENTS、析T11LOWACHIEVEMENTINPHY7SITSHASDIFFERENCEINGRADESINSIGNIFICANTLYBUTSTUDENTS’SELFESTEEMINACADEMICANDIMPLICITSELFESTEEMHAVESIGNIFICANTDIFFERENCEINGRADES，AND麗TLLTHEGRADESINCREASING，DEVELOPMENTTRENDSOFTHETWODESCENDSELFESTEEMOFMIDDLESCHOOLSTUDENTS、ⅣITLLLOWACHIEVEMENTINPHYSICSHASINSIGNIFICANTDIFFERENCEINGENDER3MIDDLESCHOOLSTUDENTS、析TLLLOWACHIEVEMENTINPHYSICSANDSTUDENTS、RITLLHIGLLACHIEVEMENTINPHYSICSHAVESIGNIFICANTDIFFERENCEINTHELEVELOFSELFESTEEMINACADEMICDOMAINANDTHECONSISTENCYBETWEENEXPLICITSELFESTEEMANDIMPLICITSELFESTEEM4DIFFERENCEINGRADESONTHEPOSITIVEEMOTIONOFMIDDLESCHOOLSTUDENTSWITHLOWACHIEVEMENTINPHY’SICSISSIGNIFICANT，WITHTHEGRADESINCREASING，THEPOSITIVEEMOTIONDESCENDSEXCEPTACADEMICSATISFACTIONTHEMENTALHEALTHOFMIDDLESCHOOLSTUDENTSWITLLLOWACHIEVEMENTINPHYSITSHASINSIGNIFICANTDIFFERENCEINGENDER1I

簡(jiǎn)介：天津師范大學(xué)碩士學(xué)位論文分層遞進(jìn)教學(xué)在物理學(xué)生實(shí)驗(yàn)教學(xué)中的應(yīng)用研究姓名李永惠申請(qǐng)學(xué)位級(jí)別碩士專業(yè)學(xué)科教學(xué)指導(dǎo)教師劉桂榮20030501ABSTRACTTHENEWGENERALTEACHINGOUTLINEPOINTSOUTTHATS仕ENGTHENINGTHEDEMONSTRATIONEXPERIMENTWILLCERTAINLYMAKETHESTUDENTGETTLLEIDIOGRAPHICANDCLEARERUNDERSTANDINGOFPHYSICSITISNECES8ARYFOUNDATIONONUNDERSTANDINGTHECONCEPTANDLAWOFPHYSICSFORTHESTUDENTOBSERVATIONANDEXPERIMENTCANNOTBEPLACEDBYOTHERMEANSTOCULTIVATETHESTUDENT’SABILITYANDSCIENTIFICATTITUDETOFACTS，ANDAROUSETHESTUDENT’SINTERESTSASWELLTHETEACHINGMETHODSSHOULDBECARDEDOUTBYMEANSOFTEACHINGSTUDENTSINACCORDANCEWITHTHEIRABIL托ESSOASTOBRINGINTOPLAYOFTHESTUDENT’SENTHUSIASMANDGOAHEADISMANDTOBRINGUPTHESTUDENT’SABILITYOFPRACTICEANDCREATIONTHECLASSROOMTEACHINGISTHEMAINPLACETOCARRYOUTTHEACCOMPLISHMENTEDUCATIONANDTHEQUESTIONLIESINHOWTOTEACHTHEWHOLECLASSINWHICHTHESTUDENTSHAVEQUITEDIFFERENTABILIRICSINTHETEACHING托FORMOFPHTYSIESIECTURESINHIGHSCHOOLS，THEMOSTOBVIOUSISSUEISTHATTHEEXPERIMENTALTEACHINGISWEAKERATTHEPRESENTTIMETHEPRESENTSITUATIONOFEXPERIMENTALTEACHINGASTHEIMPORTANTKEYOFTHEFUNDAMENTAIEDUCATIONDOESNOTASSORTWITHTHEPROPERCYOFPHYSICSTEACHING，ACCOMPLISHMENTEDUCATIONANDTHEREQUIREMENTSOFEDUCATIONREFORNLASTHETHISSITUATIONCONCERNED，ITISNECESSARYTOCONDUCTTHEREFORMONTHEEXPERIMENTTEACHINGONPHYSICSTOFINDOUTTHEWAYOFEXPERIMENTTEACHINGMETHODSTOSARISFYALLTHESTUDENTSONDIFFERENTLEVELSTAISETHESTUDENT’SEXPERIMENTALABILITIESTHESTUDYOFHIERARCHICALI‘ACREASCHASBEENCONDUCTEDINTHESECONDGRADEOFTHEHIGHSCH001INACCORDANCEWITHTHESTUDENT’SPOSSIBILITYANDOBJECTIVEDIFFERENCES，THETEACHINGOFHIERARCHICALINCREASEFOCUSONTHEHIERARCHYOFD旅FENCESOFTEACHINGOBJECTS，TEACHINGAIMSANDTEACHINGACTIVITIESTHETEACHINGOFHIERARCHICALINCREASEISFAVORABLETOACCOMPLISHTHEMOVEMENTFROMTAKINGTEACHERSASTHECENTERGIVINGPRIORITYTOTHESTUDENTSASTHEMAINBODYINCLASSESTHISPAPERTAKINGTHELEARNINGTHEORYANDEDUCATIONPHILOSOPHYASTHETHEORETICALPRINCIPLEANDDRAWINGTHERELATIVESTUDIESANDMETHODSATHEMEANDAHMADHASEXPATIATEDANDSTUDIEDTHECONNOTATIONANDGUIDINGPHILOSOPHYOFTHEHIERARCHICALINEREASETEACHINGANDITSPRACTICEINTHEEXPERIMENTALSTUDENTSTHISSTUDYHASADOPTED“N地EXPERIMENTALMODULOOFEQUALGROUPBEFOREANDAFTEREXAMINADON”INTHEEXPERIMENTALCLASSESINPHYSITSGROUPINGATTHESAMETIME，THEINVESTIGATIONANDSTATISTICSHASBEENCARRIEDOUTTOMAKETHISRESEARCHBEFEASIBLE。THISSTUDYHASTAKENRIGOROUSSELECTIONOFTHETEACHINGOBJECTS，MADEEXPERIMENTALPLANSANDCONDUCTEDITSACCUSATION，SETUPVARIABLEEXAMINATIONANDCONTROL，ANDCARRIEDOUTTHESTATISTICSANDANALYSESOF也EINVESTIGATIONFINDINGSTHISSTUDYHASSHOWNTHATTHEHIEMRCHICALINCREASCTEACHINGHASNOTONLY‘GIVENTHEADVANTAGETOINCREASINGTHESTUDENT’SABILITYINEXPERIMENTS，MAKINGALLTHESTUDENTSINDIFFERENT1EVELSACHIEVESOMETHINGANDSARISFYINGTHEIRDI腑RENTNEEDSBUTALSOIMPROVEDTHESLOWERSTUDENTSANDBROUGHTUPTHEBRIGHTERONESTHISNEWTEACHINGMETHODOLOGYHASFEASIBILITYANDSUBSTANTIALITYISTHESIGNIFICANTEXPLORATIONINTHEEXPERIMENTALTEACHINGANDPROVIDESTHEREWARDINGREFERENCEINTHETEACHINGREFORMOFPHYSICSCOURSEKEYWORDSHIERARCHICALINCREASETE。CHING，GROUPINGEXPERIMENTALTEACHING，TEACHSTUDENTSINACCORDANTEWITHTHEIRABILITIESJIMPROVEWHOLLYEXPERIMENTALABILITY

簡(jiǎn)介：遼寧師范大學(xué)碩士學(xué)位論文物理學(xué)習(xí)困難成因及對(duì)策探討姓名佟相玉申請(qǐng)學(xué)位級(jí)別碩士專業(yè)學(xué)科教學(xué)物理指導(dǎo)教師李鋼20070601物理學(xué)習(xí)困難成因襲對(duì)策探討中文摘要素質(zhì)教育要“面向全體學(xué)生，使學(xué)生都得到全面發(fā)展”，中學(xué)物理教育的培養(yǎng)目標(biāo)定位是提高全體學(xué)生的科學(xué)素養(yǎng)．在物理教學(xué)中，使每個(gè)學(xué)生都得到發(fā)展。在某種意義上說(shuō)，就是要關(guān)注物理學(xué)習(xí)困難學(xué)生的教育。如何實(shí)現(xiàn)物理學(xué)習(xí)困難學(xué)生的轉(zhuǎn)化，使他們同樣得到全面發(fā)展、全面提高，這是每位教師渴求解決的難題。物理學(xué)習(xí)困難研究，可以促進(jìn)物理學(xué)習(xí)困難的解決，全面提高物理教學(xué)質(zhì)量，推進(jìn)素質(zhì)教育的實(shí)施。本文運(yùn)用邏輯思維方法、文獻(xiàn)法等理論研究方法，圍繞物理學(xué)習(xí)困難這一問(wèn)題做了詳盡的理論探討。首先．在國(guó)內(nèi)外關(guān)于“學(xué)習(xí)困難”界定的基礎(chǔ)上。結(jié)合物理學(xué)習(xí)的特點(diǎn)對(duì)“物理學(xué)習(xí)困難”的含義進(jìn)行了闡述。其次，根據(jù)科學(xué)學(xué)、學(xué)習(xí)心理學(xué)、認(rèn)知心理學(xué)以及現(xiàn)代教學(xué)理論，從物理學(xué)科、學(xué)校教育環(huán)境、家庭環(huán)境、個(gè)體認(rèn)知和情感等因素，全面、系統(tǒng)地分析了物理學(xué)習(xí)困難的成因。第三，結(jié)合物理學(xué)習(xí)困難成因，主要從教師教學(xué)活動(dòng)方面，提出了解決物理學(xué)習(xí)困難的策略。關(guān)鍵詞，物理學(xué)習(xí)困難物理學(xué)習(xí)困難學(xué)生成因物理教學(xué)解決策略4

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簡(jiǎn)介：南京師范大學(xué)碩士學(xué)位論文物理學(xué)史與初中物理新課程相結(jié)合的研究姓名葛增照申請(qǐng)學(xué)位級(jí)別碩士專業(yè)學(xué)科教學(xué)（物理）指導(dǎo)教師周延懷20090920ABSTRACTTHEINTRODUCTIONOFPHYSICSHISTORYINTOPHYSICSTEACHINGFROMTHEEDUCATIONPERSPECTIVE，HASANIMPORTANTEDUCATIONALVALUEINHELPINGSTUDENTSUNDERSTANDTHENATUREOFSCIENCE，THELAWOFPHYSICSCONCEPTSANDFOSTERINGCREATIVETHINKINGABILITYOFSTUDENTS，RESEARCHINTERESTANDCONFIDENCEINLEARNINGPHYSICS，ANDTHESPIRITOFSCIENCEMOREOVERTHESURVEYSHOWSTHATTHEINTRODUCTIONOFPHYSICSHISTORYISINLINEWITHTHEASPIRATIONSOFSTUDENTSTHEREFORE，HOWTOUNEARTHTHERICHVALUABLECONTENTWHICHFULLYTHEPHYSICSHISTORYHASANDFORMTHEEDUCATIONALMODELOFTEACHERSTUDENTINTERACTIONTEACHERGUIDEANDSTUDENTSELFDEVELOPMENT，ISCURRENTLYBEFOREGENERALPHYSICSEDUCATORSTHISARTICLEHASCONSULTEDTHERELATEDLITERATUREABOUTAPPLYINGPHYSICSHISTORYTOTHEJUNIORPHYSICSTEACHINGATHOMEANDABROAD，ANDFOUNDTHATONTHEONEHAND，THEGENERALSTUDENTSHAVEASTRONGINTERESTINPHYSICSHISTORYONTHEOTHERHAND，THETEACHINGMATERIALHASTHEVERYBIGLIMITATIONINTHEARRANGEMENTASPECTTOTHEPHYSICSHISTORYANDTHENPROPOSEDAJUNIORHI曲SCHOOLPHYSICSNEWCOURSESANDTHEHISTORYOFPHYSICS，THEPRACTICEOFCOMBININGTHISARTICLEISBASEDONEDUCATIONANDTEACHINGTHEORYTHEPENETRATIONOFTHENEWTEXTBOOKSOFPHYSICSEDUCATIONINTHEHISTORYOFVALUES，PRINCIPLES，APPROACHESINPRACTICEAREAS，ITCARRIEDONTHEANALYSISOFJUNIORPHYSICSTEACHINGMATERIALWHICHINVOLVESINPHYSICSHISTORYANDINCLUDESTHEEDUCATIONTHOUGHT，ANDCARRIEDOUTTHEPRACTICERESEARCHINTHECLASSROOMINSTRUCTIONANDTHESTUDENTINVESTIGATIVELEAMINGACTIVITIES，WHICHHASMADETHEPOSITIVEPROGRESSANDPROVIDEDTHEACHIEVEMENTFORJUNIORPHYSICSTEACHINGREFORMKEYWORDSJUNIORPHYSICS，PHYSICSHISTORYSUBJECTCOMBINATIONⅡ

簡(jiǎn)介：西北師范大學(xué)碩士學(xué)位論文影響高中生物理學(xué)習(xí)主要因素的調(diào)查與分析姓名何謀仁申請(qǐng)學(xué)位級(jí)別碩士專業(yè)學(xué)科教學(xué)物理指導(dǎo)教師郎和20071101ABSTRACTTHISPAPER，WHICHPROCEEDSFROMTHEHIGHSCHOOLPHYSICALTEACHINGREALITYANDMAKESIISOOFEDUCATIONTEACHINGTHEORY，ATTEMPTSTOEXPLORETHEMAINFACTORSTHATINFLUENCETHEHIGHMIDDLESCHOOLSTUDENTSTOLEARNPHYSICSBYTHERESEARCHMEANSTHATCOMBINESTHEQUESTIONNAIREANDTHEINTERVIEWONTHEDETAILEDANALYSISOFPHYSICALPERFORMANCEBASISACCORDINGTOTHECONCLUSIONS，IPUTFORWARDSOMEUSEFULPROPOSALSABOUTHIGHSCHOOLPHYSICALTEACHINGTHEMJORFACTORSTHATINFLUENCETHEHIGHMIDDLESCHOOLSTUDENTSTOLEARNPHYSICSCANBESUMMARIZEDASTHEFOLLOWINGTHREEPOINTS1INTERNALFACTORSAREINTELLIGENTANDNONINTELLIGENTFACTORS，COGNITIVEABILITYANDPRINCIPALCOGNITIVEABILITYLEARNINGMETHODS，LEARNINGAIMSANDSDFCRITICISMEET2EXTERNALFACTORSARETEACHINGEXPERIENCE，TEACHERSTUDENTRELATIONS，THELEVELOFTEACHINGMATERIALS，ENVIRONMENTALFACTORSANDSOCIALPREJUDLCEETC3OTHERFACTORSARESEX，LOGICALTHINKINGOFMATHPHYSICSSCIENCETEACHINGRESOURCES，EREIPUTFORWARDSOMETEACHINGSUGGESTIONSACCORDINGTOTHEABOVEMENTIONEDCONCLUSIONS，ASFOLLOWS1LOWERTHETEACHINGDIFFICULTYMAKETHESTUDENTSMASTERTHEBASICKNOWLEDGEINPHYSICSCLASS，ANDGRADUALLYFORMSTUDENTS’PHYSICSLEARNINGTACTICSANDMETHODS2READJUSTTHESTRUCTUREANDTHECONTENTOFTHESUBJECTTODEVELOPSTUDENTS’INTELLIGENTANDNONINTELLIGENTFACTORS3STRENGTHENTHECOOPERATIONANDCONSULTATIONTOIMPROVETEACHINGLEVELANDLEARNINGEFFICIENCY4IMPROVELEARNINGENVIRONMENT，CLEARUPTHESOCIALBIAS，OPTIMIZETHETEACHINGRESOURCES，ANDIMPROVETHESTUDENTS’PERFORMANCEINPHYSICS5DEVELOPTHECOGNITIVEABILITYANDPRINCIPALCOGNITIVEABILITYOFTHESTUDENTSBYCOMBININGTHETEACHER’SCRITICISMWITHTHESTUDENTSENCRITICISMKEYWORDSTHEANALYSISOFACHIEVEMENT；QUESTIONNAIRE；TEACHINGSUGGESTION；THEORYANALYSIS；PRINCIPALCOGNITIVE111

簡(jiǎn)介：論文題目“積極學(xué)習(xí)”在高中物理學(xué)業(yè)水平等級(jí)考復(fù)習(xí)中的應(yīng)用研究學(xué)科專業(yè)學(xué)科教學(xué)物理學(xué)位申請(qǐng)人徐英姣指導(dǎo)老師倪敏中文摘要新一輪課程改革關(guān)注學(xué)生的發(fā)展，提出老師為主導(dǎo)學(xué)生為主體的重要教育理念，強(qiáng)調(diào)學(xué)生能力的培養(yǎng)，注重學(xué)生學(xué)習(xí)效率的提高。積極學(xué)習(xí)的教育理念吸收了教育學(xué)、心理學(xué)等各個(gè)領(lǐng)域的一些研究成果，從多角度調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性，提升學(xué)生學(xué)習(xí)的有效性，體現(xiàn)了新課改的真正意義。在高二學(xué)生的學(xué)業(yè)水平等級(jí)考試中使用積極學(xué)習(xí)的教學(xué)策略，通過(guò)小組合作與競(jìng)爭(zhēng)、師生互動(dòng)學(xué)案的編制等活動(dòng)的實(shí)施，改變了傳統(tǒng)的復(fù)習(xí)課課堂教學(xué)模式，可引導(dǎo)學(xué)生主動(dòng)學(xué)習(xí)、反思學(xué)習(xí)和合作學(xué)習(xí)，幫助學(xué)生學(xué)會(huì)學(xué)習(xí)，提高學(xué)生分析問(wèn)題、解決問(wèn)題的能力，使學(xué)生終生受益。本研究包括以下內(nèi)容第一部分通過(guò)文獻(xiàn)研究闡述物理學(xué)科新課程改革的內(nèi)容、現(xiàn)階段高中物理學(xué)業(yè)水平等級(jí)考試面L臨的困境、積極學(xué)習(xí)的基本理論、國(guó)內(nèi)外關(guān)于積極學(xué)習(xí)的研究成果。第二部分構(gòu)建積極學(xué)習(xí)在高二物理學(xué)業(yè)水平等級(jí)考復(fù)習(xí)課教學(xué)模式，主要論述了小組合作、師生互動(dòng)學(xué)案導(dǎo)學(xué)方法作為教學(xué)策略，構(gòu)建師生互動(dòng)、教學(xué)氛圍的民主活潑、教學(xué)手段的綜合使用作為基本教學(xué)模式。第三部分對(duì)比實(shí)驗(yàn)研究積極學(xué)習(xí)在高二物理學(xué)業(yè)水平等級(jí)考試復(fù)習(xí)中的應(yīng)用。開(kāi)展相關(guān)的問(wèn)卷調(diào)查和測(cè)試，檢驗(yàn)實(shí)驗(yàn)的得失。第四部分通過(guò)實(shí)踐證明，在高二物理學(xué)業(yè)水平等級(jí)考試中使用積極學(xué)習(xí)的教學(xué)策略，能夠有效調(diào)動(dòng)學(xué)生的積極性，增強(qiáng)學(xué)生的參與意識(shí)，提高學(xué)生分析物理問(wèn)題、解決物理問(wèn)題的能力，提高了學(xué)生的物理考試的成績(jī)。關(guān)鍵詞積極學(xué)習(xí)；高中物理；學(xué)業(yè)水平等級(jí)考試目錄第一章引言L11問(wèn)題提出的背景和意義1111物理課程改革的目標(biāo)1112目前高中物理學(xué)業(yè)水平等級(jí)考教學(xué)的現(xiàn)狀2113學(xué)校物理教學(xué)的實(shí)際情況2114學(xué)生物理學(xué)習(xí)狀況分析3115問(wèn)題研究的意義312問(wèn)題研究的現(xiàn)狀5121國(guó)外積極學(xué)習(xí)的研究概況和發(fā)展趨勢(shì)5122國(guó)內(nèi)積極學(xué)習(xí)的研究概況和發(fā)展趨勢(shì)513積極學(xué)習(xí)的內(nèi)容和界定7131積極心理學(xué)提出的背景7132積極學(xué)習(xí)的內(nèi)容7133積極學(xué)習(xí)的界定814本課題研究的主要內(nèi)容與方法8141研究?jī)?nèi)容8142研究方法9第二章高二學(xué)生物理學(xué)業(yè)水平等級(jí)考復(fù)習(xí)狀況及其分析1021高二學(xué)生物理學(xué)業(yè)水平等級(jí)考復(fù)習(xí)狀況調(diào)查及其分析10211高二學(xué)生物理學(xué)習(xí)現(xiàn)狀調(diào)查10212調(diào)查結(jié)果分析1022高二物理學(xué)業(yè)水平等級(jí)考復(fù)習(xí)課教學(xué)必須重視積極學(xué)習(xí)11221高二物理課教學(xué)的要求1L222目前高二物理水平等級(jí)考復(fù)習(xí)課教學(xué)存在的問(wèn)題12第三章“積極學(xué)習(xí)”在高中物理學(xué)業(yè)水平等級(jí)考復(fù)習(xí)課教學(xué)模式的構(gòu)建1531“積極學(xué)習(xí)“在高中物理學(xué)業(yè)水平等級(jí)考復(fù)習(xí)中的教學(xué)策略15311小組合作15312學(xué)案導(dǎo)學(xué)1732“積極學(xué)習(xí)“在物理學(xué)業(yè)水平等級(jí)考復(fù)習(xí)中的教學(xué)模式19321教學(xué)設(shè)計(jì)的師生互動(dòng)19

簡(jiǎn)介：華中師范大學(xué)碩士學(xué)位論文農(nóng)村高中物理學(xué)困生的成因分析及其轉(zhuǎn)化對(duì)策姓名呂榮華申請(qǐng)學(xué)位級(jí)別碩士專業(yè)學(xué)科教學(xué)物理指導(dǎo)教師王建中20071101⑨碩士學(xué)位論文MAFIFER’STHESISABSTRACTATPRESENT，THEMIDDLESCHOOLSTUDENTSFROMALLPARTSOFTHEWORLDHAVEDIFFICULTYINSTUDYINGPHYSICSTHEDIFFICULTIESINSTUDYINGPHYSICSHINDEREDTHEDEVELOPMENTINANALLROUNDWAYOFTHEMIDDLESCHOOLSTUDENTSANDPERPLEXEDTHEDEVELOPMENTOFALICOUNTRIESINPHYSICSEDUCATIONANDINFLUENCEDTHEQUALITYOFPHYSICSEDUCATIONDURINGTHEEARLYPERIODOFTHISFIELDRESEARCHERS們EDTODISCLOSETHEREASONTHATLEADTOLEARNINGDISABILITIESUSINGTEACHINGTHEORY、PHYSIOLOGY、PHYCHOLOGY、MEDICINEBUTOWINGTOTHEDIFFERENCESINTHEORETICALVIEWSRESEACHERSHELDMETHODSANDIMPORTANTPOINTSINRESEARCH，THEREISNOCLEAR，INTEGRATEDDEFINITIONABOUTTHEDIFFICULTIESINPHYSICSSTUDYBYNOWWITHTHEEDUCATIONREFORMDEEPENINGGRADUALLYINOURCOUNTRYTHERESEARCHOILTHELEARNINGDIFFICULTIESSUFFERSTHEEXTENSIVECONCERNINCREASINGLYTHERESEARCHONTHECAUSESANDSTRATEGIESOFTHESTUDENTSINLEARNINGDISABILITIESPHYSICSINSENIORHIGHSCHOOLBECOMESAUNIVERSALTOPICINPHYSICSEDUCATIONTEACHINGANDRESEARCHHOWEVERTHERESEARCHAIMEDATTHEDI幣CULTIESONSTUDYINGPHYSICSINSENIORHIGHSCHOOLINTHECOUNTRYSIDEISSILLRARLYDEVELOPEDBASEDONTHESITUATIONPRESENTINWHICHTHESENIORHIGHSCHOOLPHYSICSLEARNINGDIFFICULTYSTUDENTSINTHECOUNTRYSIDEAREFACEDWITHTHISTHESISISGOINGTODEALWHOLYWITHTHECAUSESANDSTRATEGIESINTHEWAYSTHATSTUDENTSFILLINTHEQUESTIONAIRE，HAVINGCONVERSATIONSWITHSTUDENTS，VISITS，OBSERVATIONETSTHROUGHTHESTUDYOFTHESTUDENTS，THETEACHINGOFTHETEACHERSANDTHECONTENTOFTHESTUDYONPHYSICSINTHEFIRSTPLACE，THISTHESISILLUSTRATESTHECONCEPTOF‘PHYSICSLEARNINGDIFFICULTIES’’COMBINEDWITHTHECHARACTERISTICSOFPHYSICSSTUDYOILTHEBASEOFDEFINING‘LEARNINGDIFFICULTY“INANDABROADSECONDLYJTANALYZESWHOLYANDSYSTEMATICALLYTHECAUSESOFPHYSICSLEARNINGDIFFICULTY，ACCORDINGTOTHEPHYSICSTEACHINGOFTEACHERS，THECONTENTOFPHYSICSSTUDYANDTHERESULTOFTHEQUESTIONAIREWHICHINCLUDESPOORSKILLSINBASICLEARNING，IMPROPERLEARNINGHABITSTHELACKOFBASICSTRATEGIESINPHYSICSLEARNINGANDTHATSTUDENTSCAN’TCONCEN仃ATEONTHEIRPHYSICSSTUDYBECAUSEOFTHEWEAKNESSINMOTIVATION，F(xiàn)EELINGSANDEMOTIONS，INTERESTSANDLEARNINGWILLINSTUDYETCTHIRDLYTHETHESISDEALSWITHTHESTRATEGIESTOSOLVETHEDIFFICUFIESINPHYSICSSTUDYTHROUGHTHEPRACTICETOIMPROVETHEARENFIONOFTHESTUDENTSBYDEVELOPINGNONINTELLEETIVEFACTORTOⅡ

簡(jiǎn)介：◆●LHUNANUNIVERSITYOFSCIENCEAND，11ECHNOLOGYMASTERDEGREEDISSEITATIONSUBJECTONTHERESEARCHOF1’RAININGTA唱ETANDTRAININGSTANDARDFORPHYSICSPOSTGRADUATEHUANGZHENGADVISORTANGLIQIANGSCHOOLSCHOOLOFEDUCATIONAPRIL25，2007F一論文原創(chuàng)性聲明本論文是我個(gè)人在導(dǎo)師指導(dǎo)下進(jìn)行的研究工作及取得的研究成果。論文中除了特別加以標(biāo)注和致謝的地方外，不包含其他人或機(jī)構(gòu)已經(jīng)發(fā)表或撰寫(xiě)過(guò)的研究成果。其他同志對(duì)本研究的啟發(fā)和所做的貢獻(xiàn)均已在論文中做了明確的聲明并表示了謝意。作者簽名覆業(yè)日期矽7J衫論文使用授權(quán)聲明本人完全了解湖南科技大學(xué)有關(guān)保留、使用學(xué)位論文的規(guī)定，即學(xué)校有權(quán)保留送交論文的復(fù)印件，允許論文被查閱和借閱；學(xué)?？梢怨颊撐牡娜炕虿糠謨?nèi)容，可以采用影印、縮印或其它手段保存論文。保密的論文在解密后遵守此規(guī)定。作者簽名質(zhì)立聊躲涉嚙期沏沖調(diào)哆叼

簡(jiǎn)介：四川師范大學(xué)學(xué)位論文獨(dú)創(chuàng)性及使用授權(quán)聲明本人聲明所呈交學(xué)位論文，是本人在導(dǎo)師至壟疊塾蕉指導(dǎo)下，獨(dú)立進(jìn)行研究工作所取得的成果。除文中已經(jīng)注明引用的內(nèi)容外，本論文不含任何其他個(gè)人或集體已經(jīng)發(fā)表或撰寫(xiě)過(guò)的作品或成果。對(duì)本文的研究做出重要貢獻(xiàn)的個(gè)人和集體，均已在文中以明確方式標(biāo)明。本聲明的法律結(jié)果由本人承擔(dān)。本人承諾已提交的學(xué)位論文電子版與論文紙本的內(nèi)容一致。如因不符而引起的學(xué)術(shù)聲譽(yù)上的損失由本人自負(fù)。，本人同意所撰寫(xiě)學(xué)位論文的使用授權(quán)遵照學(xué)校的管理規(guī)定學(xué)校作為申請(qǐng)學(xué)位的條件之一，學(xué)位論文著作權(quán)擁有者須授權(quán)所在大學(xué)擁有學(xué)位論文的部分使用權(quán)，即1已獲學(xué)位的研究生必須按學(xué)校規(guī)定提交印刷版和電子版學(xué)位論文，可以將學(xué)位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫(kù)供檢索；2為教學(xué)、科研和學(xué)術(shù)交流目的，學(xué)校可以將公開(kāi)的學(xué)位論文或解密后的學(xué)位論文作為資料在圖書(shū)館、資料室等場(chǎng)所或在有關(guān)網(wǎng)絡(luò)上供閱讀、瀏覽。本人授權(quán)中國(guó)科學(xué)技術(shù)信息研究所將本學(xué)位論文收錄到中國(guó)學(xué)位論文全文數(shù)據(jù)庫(kù)，并通過(guò)網(wǎng)絡(luò)向社會(huì)公眾提供信息服務(wù)。保密的學(xué)位論文在解密后適用本授權(quán)書(shū)學(xué)位論文作者簽名秦霞摹裂導(dǎo)師簽名簽字日期201●年羅月22日簽字日期IL％日LRL信息技術(shù)與初中物理學(xué)科教學(xué)整合教育碩士學(xué)科教育物理專業(yè)研究生秦霞指導(dǎo)教師王力邦摘要隨著素質(zhì)教育的發(fā)展和教育信息化的推進(jìn)，信息技術(shù)與課程整合作為一種新的教學(xué)模式正日益受到廣大教師的關(guān)注。雖然對(duì)整合問(wèn)題專家和學(xué)者有大量的研究理論，但是與具體學(xué)科的整合實(shí)踐理論和實(shí)施策略的研究還不夠深入和全面。本文將著力探討信息技術(shù)與初中物理學(xué)科教學(xué)整合的內(nèi)涵和基礎(chǔ)，結(jié)合初中學(xué)生的身心特點(diǎn)、初中物理學(xué)科的特點(diǎn)和自己長(zhǎng)期從事一線教學(xué)的實(shí)踐經(jīng)驗(yàn)，分析整合帶來(lái)的優(yōu)勢(shì)、出現(xiàn)的問(wèn)題，提出改進(jìn)的策略、原則和方法，提供一些教學(xué)實(shí)踐案例供大家參考。關(guān)鍵詞信息技術(shù)與課程整合初中物理物理教學(xué)

簡(jiǎn)介：曲阜師范大學(xué)碩士學(xué)位論文對(duì)高師物理學(xué)專業(yè)學(xué)生電磁學(xué)前概念的研究姓名申萬(wàn)兵申請(qǐng)學(xué)位級(jí)別碩士專業(yè)課程與教學(xué)論指導(dǎo)教師陳萬(wàn)平20060401公式定理解決實(shí)際問(wèn)題能力的低下。在上述研究基礎(chǔ)上結(jié)合當(dāng)前電磁學(xué)教學(xué)實(shí)際，對(duì)電磁學(xué)教學(xué)提出了幾點(diǎn)建議①加強(qiáng)對(duì)基本概念、基本規(guī)律的教學(xué)；②重視實(shí)驗(yàn)教學(xué)，增強(qiáng)學(xué)生的感性認(rèn)識(shí)；③利用多媒體技術(shù)把抽象的概念形象化④減少課堂教學(xué)中非專業(yè)術(shù)語(yǔ)的運(yùn)用。關(guān)鍵詞高師物理學(xué)專業(yè)學(xué)生；電磁學(xué)；前概念；錯(cuò)誤概念；概念理解IL

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簡(jiǎn)介：201O年度專業(yè)碩士學(xué)位論文L9L‘553學(xué)校代碼10269學(xué)號(hào)61071601016葶震印箢天擎有效分層作業(yè)管理的實(shí)踐研究以某實(shí)驗(yàn)性示范性高中物理學(xué)科為例院系專業(yè)研究方向指導(dǎo)教師申請(qǐng)人2010年9月完成THESISFORMASTERDEGREE2010UNIVERSI哆CODE10269STUDENTNUMBER61071601016EASTCHINANORMALUNIVERSI夠ANINVESTIGATIONANDSTUDYONTHEEFFECTIVEPRACTICEOFLAYERHOMEWORKMANAGEMENTTAKEAFOCUSONONEKEYSENIORHIGHSCHOOLPHYSICSASANEXAMPLEDEP釉ENTSPECIAL夠PUBLICADMINISTRATIONMASTEROFEDUCATIONRESE2URCHDIRECTION亙魚(yú)墜魚(yú)叢IQ壘叢坌塾壘G星堡星熊SUPERVISOR△墨墨Q堡I叢曼￡Q魚(yú)墨墨Q』I叢ING圣壘MASTERCANDIDATE旦Q墜至墊西I塑DONEINSEP，2010