簡介：首都師范大學(xué)碩士學(xué)位論文中學(xué)生物理學(xué)習(xí)成就動機(jī)強度的研究姓名聶長和申請學(xué)位級別碩士專業(yè)課程與教學(xué)論指導(dǎo)教師續(xù)佩君20070519ABSTRACTTHEPROBL鋤OFSL11D伽臨’LAIRILINGMODVA石ONISCONCALLODBYCDUCATORAUME石METHEMAINLYOFL訓(xùn)NGMOTIVATI∞ALWAYSBEHAVESACHJEV鋤肌TMOTIVATIONWLLICHISINP刪FSILIT0FTHE取IH001WOD【SⅢ嬲SIILI伐IFIIINGFIELDWH黝SACTLICL，黜ALTMOTIVA虹ON’SIMPORT孤TS咖SINL伐IRLLINGACTIVITI船。ALLDTLLATTHED蛆MCTCROFSTLLDERLTSCONDUC鶴TOTHEDI任B胤TMOTIVATI∞LEVDSACCORDINGLYWEBA∞UPONPHYSI∞EDUCA虹ONTRYTOFINDO啦TTHEDIFFB姍C(jī)EOFⅡLEACHICV鋤ENTMOTIVAD∞LEVELSWLLICHBE晰蹦ITLLE∞D(zhuǎn)鶴，THEGMSANDBOYSELSEACCORDIILGT0THED唧側(cè)E瑙OF髓CHMOTIV圳I0咀LEVELS，WE跚HEKTO曲呤REIA虹刪塔TLIPSBE咐EENTHE砌UENCIILGFHCTOFS棚DTHEACHIEVEMENTMO石VATI∞LE’，ELSTHERESIXPARTSINTHISPAPELTHE缸TPAFTIN吐。小L嘲T11EB卸CK毋O岫D’T11ENCCESSARYOFTLLISSTLLDY，MOSNYCOMALT，RESAIRCHME咖躚DTHESIGNIFIC孤CCOFMISSTILDMTHESECONDPARTISATHEORIESFOMLIKNIONOFMISRE戳A地MAILLLYINCLUDINGN啪RYOFACHIEV鋤曲T加ODVANONBYATL【INSO血M∞RYOFACBI∞，啪％TMODVATIONBYA啵UBEL，T11EORYOFSEIFE伍CACYBYB鋤DU璃廿LEORYOFPHYSI∞L∞MILLGS眥E百銘，TLLEORYOFA出EVEM脅TGOAL孤DTLLCORYOFACBIEVEM鋤TA地RIBI撕∞Ⅳ【OR∞VER，WEAL∞颯舶瑚ARIZET11EDLA瑚瞄EROFSTILDENTS’PSYCHOLO目ⅣD酬OPM∞TTHEⅡLILDPARTIN鏟姻矗球N船吐地銣抽蹴ITYOFTHESMDENTS’A6HIEV鋤ALT蜘翩ALIONINPHYSICSLAⅡ11J【N再BASEUPONTLLEII】【VESTIG緬G托飄DTWEP科NLE刪協(xié)OFACHIEV鋤ALTMO吐VATIONINDIFFE嗍TLEVELSF毗HEFMOREWEAILALYZETLLEDI任婦CEOFTHE刪昏啪ENTMO石VATIONLEVELSWHICHBETW∞NTHEP，IID銘，TLLEBOYSANDTHEL區(qū)DSDSEWBCON廿ASTTLLEDI任BRENCE州CHM既TIONEDDBOVEWITLLTLLETOTALS’缸DⅥ僦TOFINDOUTⅡLESIILLIL撕D鶴鋤DDIFF柏1C鶴BE咐咖TLLEMB∞IDES，WE筘TTHECOMPON即臨AND蜘TSOFPHYSICSLE鋤NIILGIN06刪ONWBICHIILDI矗白韌吡SCH∞1WOD【，SLEVCL8BASCDONTL】峙向珊ERTLLR∞PANS，T11E鼬PARTMAILLLYAILAL犯囂THERELA石O∞撾PSB‘卿嘲LA出EV鋤∞TMOTIVAIIONL剛S觚D蚰R自C啪THE五硒PAR￡INCLUDESTLLEIM，髓TIGATIONOFEXPCC伽ONWONLLINE站ILLPHYSI∞L∞MING’THETABLEOF髓痂MTINGACTLIEVCLILENTMOTIVATI∞LEVDS，柚DINDIVI捌’SACHIEV咖ENTMO吐VALION刪N霉IUTTLL鋁EWORI【SC孤’TCARRYONTLLEFLLRDLER∞SEARCHOWILLGTOO砒LIIILITED缸ETHESI】【THPART飄LNLMARIZESTHECONCLUSIO璐趾DTLLES11礎(chǔ)AGESOFTLLISPAP既TBIS麟EARCHIIL‰器R囂曲RCHMETLLODOFFACTOR卸MYSISF吣MPSYCHOLO斟STATISTI鼴FOFVALIDITYTESTTHEMAINRESE疵HMEMODINDUDCSLITANATTL∞懈∞RCH，QU髑啦。艙AI∞SURVEYMLDII埔EⅣIEWM亂HOD1EYWORDSACHIEVEMEMMO廿VATI∞I鉀CBPHYSI鏘L翱MINGDIFFBR∞∞2

簡介：中國科學(xué)技術(shù)大學(xué)碩士學(xué)位論又基于微灌流腔的細(xì)胞膜生物物理學(xué)參數(shù)的高精度測定作者姓名學(xué)科專業(yè)導(dǎo)師姓名完成時間劉威生物醫(yī)學(xué)工程趙剛教授二。一五年五月四日中國科學(xué)技術(shù)大學(xué)學(xué)位論文原創(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)行研究工作所取得的成果。除已特別加以標(biāo)注和致謝的地方外，論文中不包含任何他人已經(jīng)發(fā)表或撰寫過的研究成果。與我一同工作的同志對本研究所做的貢獻(xiàn)均己在論文巾作了明確的說明。作者簽名簽字日期叢墮‘；中國科學(xué)技術(shù)大學(xué)學(xué)位論文授權(quán)使用聲明作為申請學(xué)位的條件之一，學(xué)位論文著作權(quán)擁有者授權(quán)中國科學(xué)技術(shù)大學(xué)擁有學(xué)位論文的部分使用權(quán)，即學(xué)校有權(quán)按有關(guān)規(guī)定向國家有關(guān)部門或機(jī)構(gòu)送交論文的復(fù)印件和電子版，允許論文被查閱和借閱，可以將學(xué)位論文編入中國學(xué)位論文全文數(shù)據(jù)庫等有關(guān)數(shù)據(jù)庫進(jìn)行檢索，可以采用影印、縮印或掃描等復(fù)制手段保存、匯編學(xué)位論文。本人提交的電子文檔的內(nèi)容和紙質(zhì)論文的內(nèi)容相一致。保密的學(xué)位論文在解密后也遵守此規(guī)定。嘗蓁名|三I芒導(dǎo)師簽名_翅作者簽名』牝?qū)熀灻鸰二莖嬰簽字日期旌璉‘至簽字日期盈L堇墨3

簡介：浙江師范大學(xué)2007級教育碩士論文高中物理學(xué)習(xí)情境創(chuàng)設(shè)研究THEI迮SEARCHONTHELEARNINGSITRATIONINPHYSICSOFSEM0RMDDLESCHOOL徐麗若導(dǎo)師蔡鐵權(quán)教授浙江師范大學(xué)數(shù)理與信息工程學(xué)院2012年L2月THERESEARCHONTHELEARNINGSITRATIONINPHYSICSOFSEMORⅣⅡDDLESCHOOLABSTRACTWHAT’STHEROLEOFTEACHERIFITISMORETHANANINFORMATIONTRANSFERRING‘‘PIPELINE’’INTHELEARNINGPROCESSASAPOTENTIALDESIGNEROFCURRICULUMANDINSTRUCTION，THEROLEOFTEACHERINSITUATEDLEARNINGENVIRONMENTISCOMPLETELYDIFFERENT、析TLLTHEROLEDESCRIBEDINTHEPASTINTHELEARNINGENVIRONMENT，THETEACHERSUPPORTINGSITUATIONALTEACHINGPLAYSVERYIMPORTANTROLEDURINGDESIGNINGCURRICULUMANDINSTRUCTIONBECAUSEIFPEOPLEWANTTOVALUABLEANDMEANINGFULLEARNINGCANTAKEPLACE，EVENTUALLYEVENTHEPREPRESCRIPTIVE，STANDARDIZED，ASSIGNEDANDEXTERNALDECISIVECONTENTALSOMUSTBEPLACEDINTHECONTEXTOFSPECIFIEDLEARNINGENVIRONMENTLETTHESTUDENTSMASTERINORDERTOIMPROVEEFFICIENCYCREATIONOFLEARNINGENVIRONMENTWILLCOMBINESUCHASPROBLEMSOLVING，SELFDIRECTEDLEARNING，PEERLEARNING，THELEARNINGINREALSITUATIONSANDREALEVALUATIONOFLEARNINGETCSTRATEGIESTHECREATIONOFLEARNINGENVIRONMENTANDTEACHINGDOESNOTMEANITISABRANDNEWTEACHINGMETHOD，BUTAMETHODINTEGRATEDANUMBEROFDIFFERENT，RELATEDMETHODSTHETHEORYOFSITUATIONALTEACHINGATTACHESGREATIMPORTANCETOTHEREFORMSCHOOLINTHECONTEXTOFLEARNING，PARTICULARLYFOCUSONSPECIFICLEARNINGGOALSANDTOMASTERINGSPECIFICCONTENTINTHISPAPERWEANALYZEDCHARACTERISTICSOFPHYSICSTEXTBOOKS知OMPEOPLESEDUCATIONPRESSPEPFORSENIORGRADEONEANDSENIORGRADETWOTHEFIRSOSEMESTERWECLASSIFIEDTHECHARACTERISTICSOFKNOWLEDGEBASEDONTHECLASSIFICATION，WECREATEDDIFFERENTLEARNINGSITUATIONSCARRIEDOUTINTWOCLASSESWITLLTHETRADITIONALTEACHINGANDEXPERIMENTALPRACTICERESPECTIVELYWEANALYZEDTHEOUTCOMEBYTHEORETICALANALYSISANDCOMPARISONWITHEXPERIMENTALRESULTSONTHEFINALLEARNINGACHIEVEMENTANDLEARNINGMOTIVATIONFIRSTLYTHISPAPERREVEALEDTHEBACKGROUNDOFCREATIONSCIENTIFICANDRATIONALLEARNINGENVIRONMENTANDCLARIFYTHEORETICALANDPRACTICALMEANINGSOFSTUDYINGTHE

簡介：江西師范大學(xué)碩士學(xué)位論文科學(xué)玩具的物理學(xué)習(xí)情感教育功能研究姓名吳瑕申請學(xué)位級別碩士專業(yè)課程與教學(xué)論物理指導(dǎo)教師胡銀泉20090501ABSTRACTTHEPHYSICSNEWCURRICULUMSTANDARDPROMOTESAPPLYINGTHEOBJECTSINLIFE，MATERIALS，INSTRUMENTS，ANDTOYSINPHYSICSEXPERIMENTTEACHING，WHICHCALLSTIMULATESTUDENTS’INTERESTSINEXPLORATION，BRINGSTUDENTSAFFINITYMAKETHEDISTANCEBETWEENLIFEANDPHYSICSCLOSERBUTTHINKINGABOUTTHESTATUSOFPHYSICSEDUCATION，THEREAREMANYSTUDENTSLACKINGTHEINTERESTINLEARNINGPHYSICS，ANDTHETEACHERSOFTENFEELLACKINGCURRICULUMRESOURCEAFTERANALYZINGTHEDIFFERENCESOF‘TEACHINGPHYSICSWITHTOYS”INCHINAANDAMERICATHEAUTHORBROUGHTTHECONCEPTOF“SCIENCETOY“’，ANDSUMMEDUPITSDEFINITION，CHARACTERISTICANDCLASSIFICATIONTHETHESISHELDTHATTEACHINGPHYSICSWITHSCIENCETOYSCALLPROMOTESTUDENTS’PHYSICSLEARNINGCOGNITION，TECHNICALABILITYANDTHELEVELOFPHYSICSLEARNINGEMOTIONTHEREAREMANYEXAMPLESONSCIENCETOYSFROMBUSINESSMARKETINTHISTHESIS，ANDTHEC刮SESABOUTHOWTEALIZETHESCIENCETOYS’PHYSICSEDUCATIONFUNCTIONINTHISTHESIS，THEAUTHORCONDUCTEDTHEEXPERIMENTALRESEARCHTOVERIFYTHATTHEREISPOSITIVEEFFECTTOTHESTUDENTS’PHYSICSLEARNINGEMOTIONAFTERTEACHINGPHYSICSWITHSCIENCETOYSKEYWORDSSCIENCETOYS；PHYSICSEDUCATIONFUNCTION；PHYSICSLEARNINGEMOTIONLL

簡介：河南師范大學(xué)碩士學(xué)位論文中學(xué)生物理學(xué)習(xí)中自我評價的研究姓名李瑩申請學(xué)位級別碩士專業(yè)課程與教學(xué)論指導(dǎo)教師葉海智20060501ABSTRACTWITHTHECONTINUOUSDEEPENINGOFLHEREFO皿OF也EB聒ICEDUCATIONINC‰A，THEEVALUATIOⅡSTO也ESTUDENTSSHOW也ETREⅡD0FBEINGPANICIPATEDBYMORE“ES，IK∞ⅡEVALUATION0FTHESTUDEII乜DRAWSTHEATTEⅡTIDNOFTHEEDUCATO巧ESPIEDAUYNISSTUDYC缸TIES嘰TTHEPRELIMINARYEXPLO枷0Ⅱ劬MB0山THEPERSPE咖EOFTHETHEORY蛆DMEPEISPECLIVEOFTHEPTACT衄IILA岫THROUGH齜MEMODOFLITERATUREANALYSIS，INVE鰣GATION，IN‘“I?！?缸DSTATISTICAL柚ALYSIS111EAUTHORHOLDSTLLEVIAW山ATMESE妊CVALUAIJON0FNLCMIDDLESCH00LSTUDENTSI11THEIRSTUDYIS也ERENECTI。Ⅱ缸DADJUS恤ENTTOMCLE啪IⅡGWARCNESS姐D也ELC啪崦ACLSIⅡVMEITISNOTOLLLYAKINDOFLEAMIⅡGCAPAC時BUTALS0A“NDOFIE帥INGSTRATEGYFIRST，TBEPAPETDE鈾ESTHCSELKVALUATIONOF也EMIDMESCHOOLSTUDENTSINTBEIIS恤DY，她DEXPOUNDS也ECONTEⅡTS，F(xiàn)ILNCTIONS，CHA衄ELS，PSRCBOLOGICALPROCESSES，也EDEVELOPMENTFEATURESANDTHEIMPACTINGNCTORSOF也ESEⅡEV山ATIONTHEAUTHOR出OC8RFIESO仳也EINVESTIGATIONABOUT也ESE趴VALU蛐Ⅱ0FTHETNIDME。SCHOOLSTUDENTSINTHEIFPHYSICSK姍ING，ANDGETSTOLⅢ0WTHCPROBLEIILSTHATCXISLSECONDLY，THIS蛐也OR訊ESCFEATING恤IMPLEMENTATIONST豫TEGYTO弘IDETHE咖DENTSTOCARRYOUTSELKVALU8TINGIⅡTHEJRPHYSICSLE姍啦1ⅡIHISP吼THC蛐MORDESI胂THEPM伊砌T0GIIIDETHESTUDE曲幻CARRY0UTSELKVALUATIILG，ES詛BLISHESTLLE皿NDPLEST0GIIIDE岫SMDENLST0CARRYOUTSEMEVMA血G，越DMAKESACOMPREHENSIVE卸ALYSISABOUTHOWTOCREATETHEBENE石CIALENV昀ⅡMENTFORTLLESTUD蚰TST0CARRYO“TSELFEVALUA顫GAⅡDHOWT0GLLIDE也ESTUDEBTSTOSETUP也ESE搏EVALUATIONCFITERIAINRESPONSET0MEPHYSI璐LE啪INGOFIHE咖DE吣INPRA甜CE，TLLEAUTHOFGIVESMANY咖DS0FOPERA廿ONALMETHODST0CARRYOUTSELF_EV山A缸GONAFOCALPMT，ANDHOPESTOPROVIDESOMEFUNCTIONALSTR咄GIESFOR也ESELH砌岫TIONOFT11EMIDDLESCHOOLSTILDEⅡTSJNTHEIRPHYSICS1E鋤I1唱F池UYTHEAUTHORCARRICDOUTTHEEXPEMLCM“RESE缸CHAPPLY噸THEIIILPLE礎(chǔ)Ⅱ瞰I(xiàn)ONPRO擎AMAND血EⅡ

簡介：學(xué)位論文獨創(chuàng)性聲明本人鄭重聲明所提交的學(xué)位論文是本人在導(dǎo)師指導(dǎo)下進(jìn)行的研究工作和取得的研究成果。本論文中除引文外，所有實驗、數(shù)據(jù)和有關(guān)材料均是真實的。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)均己在論文中作了聲明并表示了謝意。學(xué)位論文作者簽名了涉毛氣日期秒隆廠、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)?？梢韵驀矣嘘P(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，密級保密期限為年。一虢形F，一肛壚日期ⅦN曩卅日期∽，鄉(xiāng)，易弓／目錄443業(yè)務(wù)模塊31第五章系統(tǒng)測試及結(jié)果分析3451系統(tǒng)測試過程34511蒙特卡羅測試34511系統(tǒng)實測3552結(jié)果分析36第六章總結(jié)與展望3861全文總結(jié)3862系統(tǒng)需要完善之處38參考文獻(xiàn)40致射422

簡介：中國科學(xué)技術(shù)大學(xué)碩士學(xué)位論文二十世紀(jì)中國粒子物理學(xué)的發(fā)展姓名丁兆君申請學(xué)位級別碩士專業(yè)科學(xué)技術(shù)史指導(dǎo)教師胡化凱丁毅信20060501中國科學(xué)技術(shù)大學(xué)碩士學(xué)位論文20世紀(jì)中國粒子物理學(xué)的發(fā)展第四部分蓬勃發(fā)展階段首先考察了北京正負(fù)電子對撞機(jī)的建造過程，分析了我國的科技水平、政治和經(jīng)濟(jì)因素以及國際環(huán)境對這項工作的影響；然后論述了我國自擁有第一臺高能加速器以來在高能實驗物理方面所做出的令世界矚目的突出成就以及理論粒子物理、宇宙線物理的新進(jìn)展，并對高能物理的副產(chǎn)品同步輻射應(yīng)用技術(shù)在我國的發(fā)展?fàn)顩r進(jìn)行了考察；最后論述了我國粒子物理學(xué)科隊伍的分布，并以幾個單位為代表，闡述其粒子物理教學(xué)與研究概況。論文按照粒子物理學(xué)科自身體系，分別論述每個階段我國理論粒子物理、宇宙線物理、高能實驗物理與加速器物理的發(fā)展?fàn)顩r，同時考察我國粒子物理學(xué)研究隊伍的形成與壯大、研究機(jī)構(gòu)與學(xué)術(shù)組織的成立與發(fā)展、學(xué)術(shù)會議的召開、學(xué)術(shù)刊物的創(chuàng)辦、學(xué)會的形成等有關(guān)學(xué)科建制化過程的相關(guān)內(nèi)容。在系統(tǒng)論述學(xué)科發(fā)展史的基礎(chǔ)上，具體分析、討論與評價了我國粒子物理不同階段各個分支的發(fā)展脈絡(luò)、關(guān)鍵人物與重要成就，以及學(xué)科本身的發(fā)展規(guī)模、速度與國家政治、經(jīng)濟(jì)因素的關(guān)聯(lián)，并試圖從整體上把握我國粒子物理發(fā)展的主線，探討其規(guī)律。

簡介：華東師范大學(xué)碩士學(xué)位論文初中物理學(xué)業(yè)不良學(xué)生問題解決能力的研究姓名謝靜申請學(xué)位級別碩士專業(yè)教育（物理）指導(dǎo)教師舒信隆20071001華東師范大學(xué)碩上學(xué)位論文初中物理學(xué)業(yè)不良學(xué)生問題解決能力的研究摘要初中物理學(xué)業(yè)不良學(xué)生在學(xué)生中占有一定的比例，他們不僅影響了教育教學(xué)質(zhì)量的全面提高，而且他們可能會因為學(xué)業(yè)不良而導(dǎo)致心理不健康或行為障礙。問題解決能力差是導(dǎo)致學(xué)生學(xué)業(yè)不良的主要原因，培養(yǎng)學(xué)生分析和解決問題的能力是中學(xué)物理教學(xué)的主要目標(biāo)之一。因此，本論文的研究具有現(xiàn)實的操作意義。本論文通過問卷調(diào)查和統(tǒng)計分析，發(fā)現(xiàn)物理學(xué)業(yè)不良學(xué)生問題解決能力差的原因有兩方面在非認(rèn)知方面主要是他們對物理不感興趣，動機(jī)弱，學(xué)習(xí)態(tài)度不端正絕大多數(shù)學(xué)業(yè)不良學(xué)生解題速度饅，分析問題不全面，解題習(xí)慣差；不會正確歸因。在認(rèn)知方面主要是他們的元認(rèn)知水平較低，物理知識結(jié)構(gòu)不完整；記憶力差，信息提取比較混亂；不會運用正確的解題策略，作圖能力較差。于是筆者對癥下藥，找到一套提高學(xué)業(yè)不良學(xué)生問題解決能力的培養(yǎng)模式，實踐證明，本套培養(yǎng)模式是非常有效的，學(xué)業(yè)不良學(xué)生的問題解決能力顯著提高，學(xué)習(xí)更有信心，更加熱愛物理。但是也有很多不足之處，本文在教學(xué)實踐中未考慮研究者自身的影響因素。出于本人自身能力的限制，問卷設(shè)計可能不夠準(zhǔn)確和全面；在教學(xué)中不可避免的出現(xiàn)啟發(fā)、指導(dǎo)、引導(dǎo)學(xué)生不到位個別輔導(dǎo)比較費時吃力，計劃與結(jié)果有時脫節(jié)等等。所以，本套模式還很不完善，從理論到實踐都需要教育研究工作者、學(xué)校和教師的共同努力。另外還需要社會、家庭各方面力量的相互配合、互相支持，提高學(xué)業(yè)不良學(xué)生各科的問題解決能力，為國家輸送更多合格的人才。關(guān)鍵詞物理學(xué)業(yè)不良學(xué)生、問題解決、知識結(jié)構(gòu)、元認(rèn)知、策略

簡介：首都師范大學(xué)碩士學(xué)位論文物理學(xué)中的對偶姓名王丹申請學(xué)位級別碩士專業(yè)應(yīng)用數(shù)學(xué)指導(dǎo)教師吳可20070410英文摘要ABSTRACTDUALITY,ASWELLASSUPERSYMETRY,ISONEOFTHEMOSTIMPORTANTCONCEPT8INPHYSICSTHATTRIESTOUNIF、，ALLTHEFOUNDAMENTALLAWSOFTHEUNIVERSE．ALTHOUGHNOTVERYSUCCESSFULINUNIFYINGTHEFORCESTHATUNDERLYINGVARIOUSKINDSOFINTERACTIONS，DUALITYINDEEDPREDICTED10TSOFUSEFULRESULT8FORBOTHPHYSICSTSANDMATHEMATICIANS．INTHISARTICLEWEFIRSTPRESENTEDTHERUDIMENTARYCONCEPTSOFDUALITY,EARLYMODELSANDPOSSIBLERELATIONSWITHGRAVITON．FIVEFOUNDAMENTARYSUPERSTRINGSANDMTHEORYWEREALSODICUSSEDCONCISELYBUTCLEARLYINORDERTOMAKETHEFULLTHINGSALLENTITYSINCEDUALITYPLAYSANEXTREMELYIMPORTANTROLEINSUPERSTRINGTHEORY．SEVERALKINDSOFDUALITIESINSUPERSTRINGTHEORYWEREINTRODUCEDANDATLASTDUALITYRELATIONSBETWEENTHEFIVEFOUNDAMENTALSUPERSTRINGS，MTHEORYAND11DIMENTIONALSUPERGRAVITY,WHICHHASNOBEENINTRODUCEDINTHISARTICLE，HAVEBEENSETUPINTERMSOFDUALITYTRANSFORMATIONS．KEYWORDSDUALITY,SUPERSTRING，HETEMTICSTRING，STRONGINTERACTION，WEAKINTERACTION，MTHEORY,STRONGCOUPLING，WEAKCOUPLING．一V．

簡介：湖北大學(xué)碩士學(xué)位論文關(guān)于量子物理學(xué)與經(jīng)典物理學(xué)的隨機(jī)過程分析姓名賈增元申請學(xué)位級別碩士專業(yè)凝聚態(tài)物理學(xué)指導(dǎo)教師邵常貴馮潔20070501ABSTRACTTHEDISCUSSIONOFQUANTUMMECHANICSANDCLASSICALMECHANICSHASBEGUNFZOMTLACMIDDLEOF20TLACENTURYDURINGTHISTIME；LOTSOFTLACORYⅥ惴BORNANDDISAPPEAREDWITHTLAEGOALOFHARMONIZINGTLACILLOGICALITYBETWEENTLACQUANTUMMECHANICSANDCLASSICALMECHANICSASALOOKERONTHISWORLDISPCRFBCTANDHARMONIOUSBUTTOPHYSICISTTHEREA托ALOTOFPARALLELISMSADALLTLAISEOTRADIETORYEONCENTRATCONTHEIEOMISTEEYOFTHEMICROE06MIEANDMAEROC璐MICTHEREFORTHEYNEEDTOFINDAILLLIFOMLTHEORYTOⅡ婦THEMCONSISTENTTHEAUTHORHASHADTHEHONOULSOFCONTACTINGOILLOFTLAISKINDOFTLACORYTLACLOOPQUANTUMGRAVITYANDHASALITTLECOGNITIONTOITBUTCOULA’TEOMPRELAENDITS血蚵LA婦BC∞I娣OFMYLIMITEDLCRSONALABILI咄BESIDE，WHENISTUDYTHISTLAEORYIALSODISCOVERED翻OLNLLCSHORTCOMINGABOUTITANDSOMCOTHERTHEORIESFORCXAMPCTLAEYDON’THAYCACLEARPHYSICALTHINKINGANDTHEREISNOPRIEIPLETOSUPPORTTLACMTHEYLOOKEDLIKERRLOLRLTIMSOMLMEDLEYBUILDINGBLOCKSBUTNOTINTEGRATEDCDIFI∞，WHAT’SMORCTHEMATHEMATICALTOOLSTHEPHYSICISTUSEDINTHEPHYSICSARCBEHHLDLANDTHEYⅥ惴BOREDLATMDRCDSYEARSAGOANDCOULDN’TMECTTHELL目TLQREXLUIRCMELLTSOFPROBINGINTOTLAEE8SELLCCOFUNIVERSEUNDERTHESEEOMIDERATIOMTHISPAPERNICDTOUSETHESTOCHASTICTHEORYTOEXPLAINTHEQUATURNMECHANICSANDCLASSICALMECHANICSINSTEADOFTHEOLDMATHEMATICALTOOLSWBWILLDISCUSSMINUTELYTLACRELATIONSHIPOFQUANTUMMCELANICSANDCLASSICALMECHANICS，ANDTHENDESCRIBETHECLASSICALMECHANICSWITHAPARTIALDIFFERENTIALEQUATIONINSTEADOFNEWTONSSECONDLAWB既AUSCIT∞NCONTRASTWITHSCLARODINGEREQUATIONWHENWCHAVETLAESULICDESCRIPTIVEFORMBETWEENQUANTUMMECHANICSADCLASSICALMEEHANICS，

簡介：西南師范大學(xué)碩士學(xué)位論文解釋策略訓(xùn)練提高高中生物理學(xué)習(xí)遷移水平的研究姓名肖學(xué)雷申請學(xué)位級別碩士專業(yè)學(xué)科教學(xué)物理指導(dǎo)教師羅琬華200161ARESEARCHOFTHEEXPLANATIONSTRATEGYRAISINGTHEPHYSICSKNOWLEDGETRANSFERLEVELOFSENIORHIGHSCHOOLSTUDENTSMAJORPHYSICSSUBJECTTEACHINGSPECIALTYSECONDARYSCHOOLPHYSICSTEACHING，RUTOFPROFESSORLUOWANHUAPOSTGRADUATEXIAOXUELEIABSTRACTBASEDONCOGNITIVEPSYCHOLOGYANDRESEARCHOFMETACOGNTION，BYCO“T‘ASTMGDIFFERENCESBETWEENHIGHANDSECONDARYPHYSICSKNOWLEDGELEVELOFHIGHSCHOOLSTUDENTS，THISSTUDYEXAMINESTHERELATIONSHIPBETWEENTHELEARNINGSTRATEGIESTRAMGANDPHYSICSKNOWLEDGETRANSFERTWOSTRATEGIESAREIDENTIFIED，THEEXPLANATIO“ST‘AT。GYANDPRACTICESTRATEGYTHEREAREALOTOFSTRATEGIESINPHYSICSLEARNING，ANDHOWDO”ETEACHOURSTUDENTSTOUSETHESESTRATEGIESMOREEFFECTIVELYITISHIGHLYIMPORTANTFORSTUDENTSTOEXPLORETHEPATHSOFPHYSICSPROBLEM。SOLVINGBUTHIGHSCHOOLSTUDENTSUSUALLYLACKTHEIDEASOFVALUING，ADJUSTINGANDMONITORINGTHEIRPROBLEMSOLVINGCONDUCT；THUSTHELEARNINGTRANSFERLEVELOFSTUDENTSISSTILLLOWERALARGEAMOUNTOFPRACTICE，ASARESULT，SEEMSTOBECONSTANTLYANEFFECTUALWAYOFRAISINGTHEIRLEARNINGMARKS，BUTTHEYAREBADATLEARNINGITISFOUNDTHATBYCREATINGMOREASSOCIATIONSBETWEENLEARNINGMATERIALS，THEEXOLANATIONSTRATEGYSEEMSMOREEFFECTIVEINLEARNINGANDPROBLEMSOLUTIONSTHANTHEPRACTICESTRATEGYSUBJECTSCANALSOFOCUSONTHERELEVANTVARIABLESWHENTHEYAFEUSLNGEXPLANATIONSTRATEGYTHERESULTSARE①INOURTEACHINGEXPERIMENT，WEHAVEFOUNDTHENEWLEARNINGMETHODQUITEEFFECTIVEBYSELFEXPLANATIONSTRATEGY，WECANTEACHEXPERIMENTALSUBJECTSHOWTOSTUDYANDUSEEXAMPLESINLEARNINGTOSOLVEPHYSICSPROBLEMS，SOMETACOGMTLVEMONITORINGEXPLANATIONSTRATEGYISAMOREWELLADVISEDMEANSOFPHYSICSLEARNINGTHANPRACTICESTRATEGYANDTHELEARNINGTRANSFERLEVELOFSUBJECTSAREALSOHIGHER②WHENHIGHSCHOOLSTUDENTSMEETWITHDIFFICULTIESINSOLVINGPHYSICSPROBLEMS，THEEXPLANATIONSTRATEGYISHELPFULTOOVERCOMETHEMSUCCESSFULLYESPECIALL，，THESECONDARYSTUDENTSTOBELACKINGINPHYSICSLAWSCANSUCCESSINSOLVINGSOMEMOREDIFFICULTPHYSICSPROBLEMSTOOKEYWORDSTHEEXPLANATIONSTRATEGY；SENIORHIGHSCHOOLSTUDENTS；PHYSICS；TRANSFERLEVEL；RESEARCH

簡介：華中師范大學(xué)碩士學(xué)位論文中學(xué)物理學(xué)習(xí)策略的研究姓名周彬申請學(xué)位級別碩士專業(yè)學(xué)科教學(xué)物理指導(dǎo)教師余蘭山20051201⑧碩士學(xué)位論文MASTER’STHESISABSTRACTPHYSICSLEARNINGSTRATEGYISANEWRESEARCHFIELDAITHASAWIDEDEVELOPINGFUTURE。TOSTUDYITISTHENEWREQUESTOFQUALITYEDUCATION，THEEMBODIMENTOF”STUDENTISTHEPRINCIPALPARTOFLEARNING”，ANDTHENEEDTOENTIRELYIMPROVETEACHINGQUALITY。AFTERSTUDIEDTHEIRERATURES，THISTHESISTHINKTHEREALETWOPROBLEMSINTHERESEARCHOFPHYSICSLEARNINGSTRATEGYONEISTHECONCEPTIONOFPHYSICSLEARNINGSTRATEGYHASNOTBEENPUTFORWARDDEFINITELY；THEOTHERISTHESTUDYONHOWTOTEACHPHYSICSLEARNINGSTRATEGYISTOOSHORTTOINSTRUCTPHYSICSTEACHERS。BASEDONTHESTUDYOFFORMERS，THISTHESISCOMBINESTHERESEARCHOFLEARNINGSTRATEGYANDPHYSICSSUBJECT。THESTUDYINTWOASPECTSISDONEINTHISPAPERASFOLLOWSFIRSTLY，F(xiàn)URTHERRESEARCHOFPHYSICSLEARNINGSTRATEGYISDONEINTHEORY。THECONCEPTIONISPUTFORWARDDEFINITELY。PHYSICSLEARNINGSTRATEGYISTHEPHYSICSLEARNINGMANNERORPROCESSTOACCOMMODATELEARNINGACTIVITIESANDTHECHOICEANDUSINGOFLEARNINGMETHODSINORDERTOACHIEVECERTAINLEARNINGPURPOSE。ITISAFFECTEDBYMETACOGNITION。THEFACTORS，WHICHINFLUENCEPHYSICSLEARNING，ANDTHEIRRELATIONSARECOGNIZED。ATTHESAMETIME，THEIMPORTANCEOFPHYSICSMETACOGNITIVESTRATEGYISEMPHASIZED。ANDTHERELATIONBETWEENPHYSICSCOGNITIVESTRATEGYANDPHYSICSMETACOGNITIVESTRATEGYISDISCUSSED。THEN，PHYSICSLEARNINGSTRATEGYISSTUDIEDINTWOCLASSIFICATIONSPHYSICSCOGNITIVEINFORMATIONPROCESSINGSTRATEGYANDPHYSICSMETACOGNITIVESTRATEGY。MANYEXAMPLESAREGIVEN。SECONDLY，THETEACHINGOFPHYSICSLEARNINGSTRATEGYISPROBEDINTO。THETEACHINGAPPROACHESALEDISCUSSEDINTWOASPECTSONEISHOWTOTEACHPHYSICSCOGNITIVESTRATEGY；THEOTHERISHOWTOTEACHPHYSICSMETACOGNITIVESTRATEGYAMANYTEACHINGEXAMPLESAREGIVEN。THEN，THETEACHINGSKILLSARESUMMARIZED。KEYWORDSPHYSICSLEARNINGSTRATEGY；PHYSICSCOGNITIVE；INFORMATIONPROCESSINGSTRATEGY；PHYSICSMETACOGNITIVESTRATEGY；TEACHINGAPPROACHES；TEACHINGSKILLS

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