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簡介：分類號學號614090200674178學校代碼10487密級碩士學位論文宋代蒙學理論及其實踐研究學位申請人周倩雯學科專業(yè)專門史指導教師羅家祥教授答辯日期2008年6月3日獨創(chuàng)性聲明獨創(chuàng)性聲明本人聲明所呈交的學位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，除文中已經(jīng)標明引用的內(nèi)容外，本論文不包含任何其他個人或集體已經(jīng)發(fā)表或撰寫過的研究成果。對本文的研究做出貢獻的個人和集體，均已在文中以明確方式標明。本人完全意識到，本聲明的法律結(jié)果由本人承擔。學位論文作者簽名日期年月日學位論文版權(quán)使用授權(quán)書學位論文版權(quán)使用授權(quán)書本學位論文作者完全了解學校有關(guān)保留、使用學位論文的規(guī)定，即學校有權(quán)保留并向國家有關(guān)部門或機構(gòu)送交論文的復印件和電子版，允許論文被查閱和借閱。本人授權(quán)華中科技大學可以將本學位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫進行檢索，可以采用影印、縮印或掃描等復制手段保存和匯編本學位論文。保密□，在_____年解密后適用本授權(quán)書。不保密□。（請在以上方框內(nèi)打“√”）學位論文作者簽名指導教師簽名日期年月日日期年月日本論文屬于

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簡介：學校代碼10357學號Q200502018碩士學位論文碩士學位論文科學知識增長與社會建構(gòu)后現(xiàn)代社會學理論“在場”GROWTHOFSCIENTIFICKNOWLEDGESOCIALCONSTRUCTIONTHE“PRESENCE”O(jiān)FPOSTMODERNSOCIOLOGICALTHEY姓名胡寶榮學科專業(yè)社會學研究方向社會學理論指導教師鐘金洪副教授完成時間2008年4月I摘要科學知識社會學作為后現(xiàn)代主義思潮的伴生物，它是知識社會學的當代形態(tài)，主要對科學知識內(nèi)容的社會成因展開社會學分析?？梢姡茖W知識社會學動了古典知識社會學和科學社會學一直未敢動的這塊“奶酪”科學知識，力圖達到包括科學知識在內(nèi)的所有知識的進行社會學分析，所以它是一種全面的、徹底的知識社會學。一直以來，科學知識被視為“理所應當”的，是具有經(jīng)驗的實證性和邏輯的完整性的“絕對真知”。事實上，科學知識只是科學家展開于特定的社會情境或文化語境的科學實踐的“產(chǎn)品”。實踐具有如下特征首先，實踐是整體的，既是主體意志的表達，又是社會規(guī)范的展開，它是主體意志與社會規(guī)范互構(gòu)的結(jié)果，是主體意志和社會規(guī)范結(jié)合體；其次，實踐是動態(tài)的，不僅主體意志和社會規(guī)范持續(xù)地建構(gòu)和形塑著實踐，而且實踐也持續(xù)地形塑和建構(gòu)著主體意志和社會規(guī)范，所以實踐也是不斷變動的；再次，實踐也是現(xiàn)實的，所有實踐都是“現(xiàn)實的人”的實踐，所謂的“現(xiàn)實的人”就是指生活于特定的社會情境或文化語境的活生生的人，他（或她）既有感性意識，又有理性思維，是感性意識和理性思維的統(tǒng)一體，所以實踐是感性與理性共同表達，是現(xiàn)實的實踐?？茖W實踐作為社會實踐的一種類型，必然也是整體的、動態(tài)的和現(xiàn)實的，所以作為科學實踐“產(chǎn)品”的科學知識不可能是“絕對真知”，它實質(zhì)上是一種社會建構(gòu)，即特定社會情境或文化語境下的人為建構(gòu)，表現(xiàn)為一種文化?？茖W知識只能是一種相對真知，即對有限現(xiàn)實世界的有限解釋，它需要在持續(xù)地“增長”中提高自身解釋力?？茖W知識增長不僅是量的增長，而且是質(zhì)的增長。量的增長主要表現(xiàn)為科學知識“范式的復制”，即某一范式被更多的人接受或反復生產(chǎn)；質(zhì)的增長主要表現(xiàn)為科學知識“范式的革命”，即某一范式被另一新的范式所取代。可見，只有科學知識質(zhì)的增長才是實質(zhì)性的科學知識增長，才能真正地提高科學知識的解釋力?？墒?，現(xiàn)代社會卻“誤解”了科學知識，認為它是純理性思維的產(chǎn)品，所以是“理所應當”的。這一“誤解”，導致現(xiàn)代科學知識的“異變”，即所有感

簡介：2010年度在職人員申請碩士專業(yè)學位論文I91748學校代碼10269學號61070205043葶震印為天擎優(yōu)化閱讀教學理論與實踐院系厶塞社會型堂堂院蟲國蚤言塞堂丕類別數(shù)直亟領(lǐng)域堂型熬堂語塞2指導教師陵虹掛級數(shù)垣申請人割建垡2010年8月完成F㈣㈣㈣㈣Y184D歲JFLI芝ATHESISABOUTTHEDEGREEOFMASTERAPPLIEDBYTHE2010WORKINGSTAFFSCHOOLCODE10269STUDENTNUMBER61070205043EASTCHINANORMALUNIVERSITYOPTIMIZATIONTHEORYANDPRACTICEOFTEACHINGREADINGDEPARTMENTCHINESELANGUAGEANDLITERATURECATEGORYMASTERDEGREECANDIDATEOFEDUCATIONSUPERVISORAPPLICANTLIUJIANHUACOMPLETEDINAUGUST，2010

簡介：華中師范大學碩士學位論文地理生成性教學理論研究與實踐姓名孔丹丹申請學位級別碩士專業(yè)課程與教學論地理指導教師李家清20080401⑧、‘二／碩士學位淹置MSJLLRSJ11LSISABSTRACTG跖釘ATIVETEACHINGIS蠢“NDOFNEWCON呷T鋤E咯EDINTLIECOURSEOF叫幣CUL啪REF0姍叫RREILTLY．HLTLLE“EWOFGENCRATIVETEACHIN呂GEO鯽HICALTEACHINGPAYSMORE蜘TIONTOTLLEINDIVIDUALIZCDDEVELOPRNENTOFTLLESTILD印TS．THERCFORE，THEPRACTICEOF窘∞ERATIVETEACHINGPR0VIDES0PERATABILI哆F．0RACME“NGTLLEMAXIMALPURPOSETHATTHENEWCOU巧EREFOMLS，WHICHJSFORTLLEDCVELOPM鋤TOFWERYONESTUD∞T，F(xiàn)ORSTUDENT’SALLR0啪DDEVELOPM鋤TA11DAL∞ISFORTLLETEACHERS’PROGRESS．ATHOMEAILD曲ROAD，MESCHOLARH∞BE饑ONMEMARCHTOT11CORYANDMCTICEOFGCILERADVETEACHING．做ING“S髂B破S鋤DWIM也ETE8I幽NGPFACTICCOFEXCDL％TTEACHERS，THE邪￡HORHASDISCUSSEDMEVALUEORI吼TATIONOF呂。OGRAPHICALG衄ERATIVET∞CHIN呂INORD盱TOCARRYINGOUTMEAIMMATTEACHINGBEN娟TSTEACHERS鼬WEN嬲蚰M曲TS．THISPAPERM劃YIⅡCLUD％FOURP赳TS，WBICHA∞THERESEAFCH如LCONTEXTANDASPCCT，MEG印MLSITILATIONOFG印蒯VET髓咖N島血C劃UE甜∞TATIONOF鯽卿HICALGEILERATIVETEAC蚰唱鋤DMER髂EARCHTOIMPL鋤∞叫0NS廿AT99YOFGCOGRAPHJCALGEILEMDVETEACHIFLGIPARTLC0NCLLLDING也EFEQUI凇N鈺TTONLE印G阮PHYCOURSEBYTLLECONT鋤PORARYEFA，卿鯽HY’卸DTHE蚰JD∞TS’DCVELOPM∞T，也∞船CERTAI地TLLER∞髓RCHSI嘶FIC跚CEOFRE∞AFCHTOGGEO聊HICAL磬N咖IVETE袖ING．SU哪INGUPTHER岱EARCHSTATILSABOUTG吼盯ATIVETEADHII培ANDGE0聊HJCALG∞E蜥VET齟CHIILGATHOME姐DABROAD，AND1EARNJNG斯THEE】【ISTINGFE∞ARCHPRODU曲0N，WECOULDLILLDOUTNEWPROBL鋤S柚D船CCNAIN髑EARCHAREAOFTLLIS豳DE一一TLLEM∞RETICFESEARDH弛D切弛TICEOFG∞掣即L城CALGEN盯ATIVETCACLLIN昏PARTLLANALYZE也E涮MO州ONOFG鉍EFATIVETE酗LIFIGONMEB懿ISOFSUMM證GUPTHEM啪INGOFG∞盯緬昏SU姍撕擾NIETLLCOFYB嬲ISOF啪ERATIVET∞CHING，_【LL肌姐ALYZE柚DS啪UP也E船SEMIAL顫咖∞STLLET船CHINGPROCESS船F(xiàn)EANLRCSNON．1INE甄TLLET衄CMNGSUBJECTFEATM．ESINVOLV鋤EF嗚MET黯CHIILGOBJ∞TFEAT叫囂DIVERSITY’TLLETEACHIFIGS”T鋤F毫ANⅡ岱OPCILIN呂粕DLLLET∞CLLINGFE軸1TFEATUR髂CFC撕VITY．PALTIIIG朗ERATIVETEACHJNGACCORDS塒TLLTLLEREQUIRE徹TBYTLLED鉀ELOPM鋤TOF駟GRAPLLICAICOU培E．THROU曲她ALYZIILGTEACHINGMCCH缸I湖OFG鋤鋤TIVET齠CHIILG，WECANSUMUP也E渤CH囂S’ANDSTUDENTS’ROLEINGEO腳HICALGEB芒FATIVETEACHING柚DLI

簡介：山東師范大學碩士學位論文語文全納課堂教學理論和實踐研究姓名張玲申請學位級別碩士專業(yè)課程與教學論（語文）指導教師曹明海20080408山東師范大學碩士學位論文則、合作性原則、差異性原則、創(chuàng)新性原則等。第四部分開展多樣性語文全納課堂教學。一語文選擇性課堂教學。選擇理論的一個主要觀點就是一切行為都是有目的的。WILLIAMGLASSER認為，驅(qū)動我們所有行為的需要共有五種一種生理需要以及四種心理需要，它們包括生存的需要、愛與歸屬的需要、獲得權(quán)利的需要、自由的需要以及樂趣的需要。教師在語文課堂上可以有效激發(fā)學生的這些需要。二語文發(fā)展性課堂教學。全納教育主張教育應關(guān)注每一個學生的發(fā)展。語文發(fā)展性課堂的運作前提是學生必須在他們各自獨特的時期發(fā)展技能。我們認識到并不是所有的學生都以同樣的速度發(fā)展。在語文發(fā)展性課堂中，教師要想迎接這種挑戰(zhàn)，必須提供給學生各種各樣基于他們知識和經(jīng)驗之上的學習技巧和策略，根據(jù)每個人的學習特點給他們提供不同的學習機會。三語文多元智能課堂教學。在語文多元智能課堂中可以讓每個學生充分利用自己的優(yōu)勢智能，既達到了基本的學習目標，又實現(xiàn)了學生富有個性的、全面的、主動的學習。這正是因材施教和多元智能所追求的目標。第五部分語文全納課堂教學評價。一語文全納課堂教學評價的原則。1全面性原則。首先應當注意評價內(nèi)容的全面性；其次應當注重評價對象的全面性。2多元化原則。多元化評價是為了實現(xiàn)對學生的全面評價而提出的評價原則。多元化評價主要包括以下幾個方面1評價標準多元化；2評價內(nèi)容多元化；3評價主體多元化；4評價方式多元化；5評價結(jié)果呈現(xiàn)方式多元化。3情境性原則。語文教學的情境性評價是指在語文課堂教學的真實情境中，對學生的學習進行質(zhì)性評價。具有情境性、即時性、針對性、多元性、發(fā)展性、開放性等特點。二語文全納課堂教學評價應注意的問題。主要有三點1評價本身應更注重學生的個性特點；2在對學生進行評價的問題上應更加注重其系統(tǒng)性；3教師在評價中的作用同益突出，質(zhì)性評價方法更多地被采用。綜觀全文，本論文在前人研究的基礎上，主要從兩個方面探討了語文全納課堂教學的若干理論和實踐問題一、運用全納教育理念，分析語文全納課堂教學的內(nèi)涵和實施原則。二、立足語文全納課堂教學的實踐，探討如何開展多樣性教學，以滿足不同學生的不同學習需求。關(guān)鍵詞全納教育；語文全納課堂教學；學習需求分類號G6333II

簡介：隨著計算機網(wǎng)絡技術(shù)和多媒體技術(shù)的發(fā)展，網(wǎng)絡教學越來越被人們所接受，在線測試是網(wǎng)絡教學的一個重要組成部分，它不僅節(jié)約了資源，實現(xiàn)了傳統(tǒng)考試的無紙化，而且高效地測試出了學習者目前的學習水平。本文以文學理論導引課程為依托，對自適應學習與測評系統(tǒng)的設計進行了研究，并實地開發(fā)了此系統(tǒng)，詣在通過結(jié)合實際對網(wǎng)絡教學進行有益的探索。本文首先介紹了系統(tǒng)設計的理論基礎，包括學習理論和經(jīng)典測量理論；其次，筆者針對自適應學習與測評系統(tǒng)設計了一份調(diào)查問卷，以華中師范大學文學專業(yè)的本科生和研究生為調(diào)查對象，就平臺在學習、測試、評價等方面的需求進行了問卷調(diào)查和統(tǒng)計分析?；谝陨辖Y(jié)果，筆者設計了自適應學習與測評系統(tǒng)平臺，其中，學習與測試是一個整體性的概念，測試能夠檢測學習者的學習狀態(tài)，但其學習功能不強，筆者在測試的基礎上加入了必備的學習功能，方便學習者學習與測試，故稱為學習與測試；自適應主要體現(xiàn)在組卷和閱卷兩個方面，在組卷方面，筆者設計了三種模式的組卷策略，這三種模式分別為自助式學習與測試模式、課程學習與測試模式和選拔式學習與測試模式，在自助式學習與測試模式中學習者可以根據(jù)自身地需要，獨立地在系統(tǒng)中選擇試題進行學習與測試；課程學習與測試模式是一種固定套題的學習與測試模式，學習者可以選擇相應的套題進行學習測試；而選拔性學習與測試模式是一種綜合的學習與測試模式，其目的是為學習者在選拔性的競爭中占有優(yōu)勢；在閱卷方面，仍然使用了人機結(jié)合的閱卷方式，對于客觀題或接近于客觀題的試題采用機器閱卷，而主觀題則需要教師進行批閱；此外，在評價方面，采用了定性、定量的方式對學習者進行全面的評價，并初步設計了學生評價表。在設計的基礎上，筆者利用ASPSQL編程技術(shù)，結(jié)合VISUALSTUDIO2005、MICROSOFTSQLSERVER2005、DREAMWEAVERMX等開發(fā)軟件，開發(fā)了用戶模塊、自助式學習模塊、自助式測試模塊、數(shù)據(jù)統(tǒng)計分析及圖表化模塊、試題管理模塊等主要模塊；最后，筆者還對該系統(tǒng)平臺進行了測試，并對系統(tǒng)存在的一些問題和未來需要改進的方面進行了一些說明。