簡介：內蒙古師范大學碩士學位論文運用物理學案培養(yǎng)高中生自學能力的實踐研究姓名吳大海申請學位級別碩士專業(yè)學科教學（物理）指導教師吉日嘎啦郭小明20090422墮鏊查墮莖奎蘭堡主蘭焦笙奎學案教學，突出了以教師為主導，以學生為主體，訓練思維為主線，不僅大大提高了學習效率，激發(fā)了同學們的學習興趣和積極性而且還切實培養(yǎng)了學生的創(chuàng)造思維能力及自學能力。關鍵詞物理學案，自學能力，高中生，實踐研究

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簡介：首都師范大學碩士學位論文高一新生物理學習動機現(xiàn)狀調查和研究姓名楊明申請學位級別碩士專業(yè)課程與教學論物理指導教師錢小陵20080407ABSTRACTMOTIVATIONISAMENTALSTATECAUSEDBYPHYSICALANDSOCIALNEEDSANDAINHERENTCAUSATIONWHICHINSPIRESPEOPLETOACHIEVEWHATTHEYDESIREDMOTIVATIONFORSTUDYISTHEINHERENTPOWERWHICHINSPIRESTHESTUDENTSTOACHIEVETHEIRGOALS，ANDTHEMOTIVATIONISAREFLECTIONFROMTHEDEMANDSOFTHESOCIALANDEDUCATIONTHEREFORMINGOFNEWCOURSES，WHICHBEGANIN2007，CONCENTRATESONTHESTUDENTS’LEARNINGABILITYCULTIVATINGTHEFTSOENCEQUALITIES，ANDTHEECONOMYOFSHUNYIHASDEVELOPEDGREATLYACCORDINGTOITSIMPORTANTLOCATION，SOIT’SNECESSARYANDUSEFULTOMASTERTHESTUDENTS’MOTIVATIONBECAUSEOFTHEIMPORTANCEOFMOTIVATION，ICONCENTRATEONTHEFACTORSWHICHAFFECTSTUDENTS’MOTIVATIONFORSTUDYANDTRYTEFLECTTHEIRMOTIVATIONSFOROTHERSUBJECTSTHROUGHRESEARCHINGTHEIRSTATEONPHYSICSFINALLY，ANALYSISTHERESULTSANDGETSOMESUGGESTIONSPUTFORWARDTHISTHESISHASTOTALLYFOURCHAPTERSTHEFIRSTCHAPTERMAINLYINTRODUCESTHEBACKGROUND、NECESSITY、FEASIBILITYOFTHISRESEARCH，ASWELLASTHECONTENTS、METHODSANDTHESIGNIFICATIONOFTHISRESEARCHTHESECONDCHAPTERISONTHEACADEMICBASIS，INCLUDINGTHEACHIEVEMENTMOTIVETHEORIES，MODELOFEMOTIONCAUSALATTRIBUTIONANDPRACTICETHEORIESMEANWHILETHISCHAPTERINTRODUCESTHECHARACTERISTICSOFTHESTUDENTSINSENIORGRADES，DOMESTICRESEARCHONTHEMOTIVATIONFORSTUDYANDTHEMAINFACTORSAFFECTINGTHEIRSTUDYONPHYSICSTHETHIRDCHAPTERCONTAINSTHEDESIGNFORTHEINVESTIGATIONPAPERS、THEOBJECTSFORINVESTIGATION、METHODSFORSTATISTICSANDANALYSISTHEDATA，THERESULTSFROMTHERESEARCHANDTEACHINGSUGGESTIONSRELATEDTOTHISRESEARCHTHEFOMLCHAPTERISTOPOINTOUTTHELACINESSINTHERESEARCHTHEMAINLYUSEDMETHODSINTHISRESEARCHARELITERATURESEARCHANDQUESTIONNAIRESKEYWORDSMOTIVATIONMOTIVATIONFORSTUDYINTERNALPOWERTEACHINGSUGGESTIONSⅡ

簡介：東北師范大學碩士學位論文高中物理學習中的抽象思維障礙成因及對策探究姓名冉麗娜申請學位級別碩士專業(yè)教育物理學科教學論指導教師孟昭輝20080501ABSTRACTHLC11INATHEPHYSICSCOURSEOFSEILIORKNOWLEDGEANDSL【I11S，DEVELOPTHEMTLLE11IGHSCHOOL，H1ORDERTOMAKETHEBASICPHYSICSCOURIOUSHEARTSANDMAKETHEMSELVESWANTTO1E鋤，SOTHATTHEYCANFONILTHETHOUGHTOFDIALECTICALMATERIALISMTHEYCANUSEMEKNOWLEDGEOFPHYSICS觚DWAYSOFMA虹NGOUTPROBLEMSA11DCANSOLVETHEPROBLEMSTHATCOMEACROSSMTHEPRODUCTIONSOTHATTHEYCANCONDIUSTT0MEMODEMLIFEANDDEVELOPMENTINMEFUTUREBUTINTHEPRACTICETEACHING，THESTUDENTSTMI止ITDIFFCULTT0LEAMPHYSICS，A10TOFTHEMCALL’T1E鋤PHYSICSWELLTHEYARENOTINTERESTEDIILIT，TLLEIRRESULTISLOWANDCAN’TREACHTHEREQUIREOFTHECOU玎TRY，ANDTHEYCAN’TGETALLTHEDEVELOPMENTTHEREAREV嘶OUSREASONSWHYSOMESTUDENTSFEELITDI伍CULTT0LEANLPHVSICSIILFACT，UNDERSOMESUBJECTIVEOROBIECTIVECONDITIONS，OBSTACLESINSTUDENTS’THOUGHTESPECIALLYA1ACKOFWMCHMAKESITHARDFORMEMT0UNDERSTANDASARESULT，STUDENTS10SEINTERESTIILPHYSICS1E刪NGANDC鋤’TD0WELLI11IT，WMCHAFFECTSTEACLINGINTUMTMSTHESISISBASEDONREALCALSESIILPHYSICSTEACHINGITANALYSESMECAUSESOFCOMMONOBSTACLESINPHYSICSTEACMNGITANALYSESTHECAUSESOFCOMMONOBSTACIESINSTUDENTS’PHYSICALABSTRACTIONSAILDPROVIDESSOMEEFFECTIVEMETHODSUSEDINANEXPENMENTALCLASSTODEALWITHSUCHSITUATIONKEYWORDSSENJORSCH00LPHYSICS；OBSTRACTTHOUGHT；THECAUSESOFOBSTA【CLESANDWAYSII

簡介：華中師范大學碩士學位論文中學物理教學中滲透物理學史的研究姓名張東輝申請學位級別碩士專業(yè)物理學科教學論指導教師余蘭山20050301碩士學位論文MASTER’STHESISABSTRACTTHEULTIMATEOBJECTIVEOFEDUCATIONISTOPROMOTETHEFULLDEVELOPMENTOFHUMANBEINGSWITHHUMAN括MACCEPTEDBYMOREANDMOREPEOPLE，THEYASKMOREOFEDUCATION，ANDHOPETHATHUMANSCANBEDEVELOPEDASMUCHASPOSSIBLETHROU曲ITASAUNIQUEANDIMPORTANTCOMPONENTOFSCHOOLEDUCATION，PHYSICSINVOLVESTEACHINGSTUDENTSHOWTOTHINKWHICHBRINGSPROFOUNDANDLASTINGINFLUENCEOILSTUDENTSAPPEALINGTOTHEDUCKFILLINGMETHODINORDERTOHELPSTUDENTSGETHIGHMARKSINEXALNS，TRADITIONALPHYSICSTEACHINGMETHODFAILSTOIMPLEMENTITSEDUCATIONALFUNCTIONSANDHASBEENQUESTIONEDBYPEOPLEUNDERSUCHCIRCUMSTANCES，ITHASBEENDRAWINGMUCHATTENTIONTOSEEKANEWEFFECTIVETEACHINGMETHODINPLACEOFTHETRADITIONALONETHEAUTHOROFTHISTHESISHASTRIEDANEWPHYSICSTEACHINGMETHODBYWHICHMOSTMIDDLESCHOOLSTUDENTSCANBEFULLYDEVELOPEDASWELLASTHETALENTSTUDENTSINCORPORATINGKNOWLEDGEONHISTORYOFPHYSICSINTEACHINGISAFEASIBLEAPPROACHTOTHEPROBLEMSARISINGINTRADITIONALPHYSICSTEACHINGMETHODFIRSTLYKNOWLEDGEONHISTORYOFPHYSICSISSOINTERESTINGTHATITINSPIRITSTHESTUDENTSINTOSTUDYINGPHYSICSACTIVELYSECONDLYITHELPSSTUDENTSKNOWTHETRACKOFTHEORIGIN，DEVELOPMENTOFPHYSICS，ANDFINDOUTTHERULESOFSTUDYINGPHYSICS，ANDACQUIREKNOWLEDGEFROMASTRATEGICALLYADVANTAGEOUSPOSITIONINTRODUCTIONOFPHYSICSHISTORYMAKESADIFFERENTINPHYSICSTEACHINGMETHODTEACHINGISCOMBINATIONOFCONTENTSANDMETHODSCONSEQUENTIALLYINTRODUCTIONOFNEWCONTENTSCALLSFORREFORMOFTEACHINGMETHODTHEINTRODUCTIONOFPHYSICSHISTORYHELPSTOOPTIMIZESTUDENTS’THINKINGMODE，WHICHISTHEORETICALLYONTHEBASICOFCONSTRUCTIONISM，WHICHACKNOWLEDGETHEROLEOFSTUDENTSASTHESUBIECTINTEACHINGANDLEARNING，ACKNOWLEDGETHEOBJECTIVITYOFKNOWLEDGETOMEETDIFFERENTN

簡介：天津師范大學碩士學位論文“導學探究”教學法在高中物理學生實驗中的實踐研究姓名姜冬俠申請學位級別碩士專業(yè)學科教學物理指導教師劉桂榮20100501ENGIISHABSTRACTPHYSICALEXPERIMENTALTEACHINGBYSTUDENTSPLAYS卸IMPON鋤TROLEINTRAININGSTUDENTSTHESPIRITSOFINNOVATION鋤DENHANCINGTHEABILITY0FINN0VATIONH0WEVER，THEREAREMAILYPROBLEMSWITHITFOREX鋤PLE，ITSTILLFBCUSESONPHYSICALTHEORYALLDTHERESULTS，BUTI印OREEXPERIMENTSANDTHEPROCESSAISO，THEREEXISTSTHEPHENOMENONOFSTUDENTS’MECHANICALOPEMTIONTHUS，THESTUDENTSLEAMTHIN筍PASSIVELYNISKINDOFLEAMINGSTATERESTRICTSTHESTUDENTSGIVINGFULLPLAYTOTHESUBJECTIVEINITIATIVE，WHICHISNOTONLYH鋤FULFORTRAININGTHESTUDENTS’ABILITIESOFEXPERIMENT柚DEXPLORATION，BUTALSOA虢CTSTHEDEVELOPMENTOFSTUDENTSSOTHEREFO冊OFEXPERIMENTALTEACHINGMETHODISIMPERATIVEINORDERTOIMPROVETHEQUALITYOFTEACHINGEXPERIMENTANDCHANGETHISSITUATION，IHAVEDONESOMEPRACTICALRESEARCHIILSENIORHIGHPHYSICALEXPERIMENTALTEACHIN舀ADOPTINGTHE“GUIDANC卜EXPLORATION“METHODUNDERTHEGLLIDAILCE0FCONCEPTOFNEWCURRICULUMREFB冊，BASEDONTHEBASICTHEORYOFMODEMEDUCATION，THESTUDYDRAWSONTHEEXPEFIENCEOFPREDECESSORSANDPUTSMOREEMPHASISONTHECOMBINATIONOFSTUDENTSSELFEXPLORATIONANDTHETEACHERS’GUIDINGSTUDENTSTHESTUDYMAINLYUSESTHEEXPERIMENTALMETHOD，ANDTHE鏟OUPPRETESTPOSTTESTQUASIEXPERIMENTALDESIGNPATTEMS，SUPPLEMENTEDBYSURVEYMETHODANDOTHERRESEARCHMETHODSTOENABLETHEEXPERIMENTTOACHIEVEMEASURABLEOPERATIONSUBJECTSAREMOPARAUELCLASSESOFSENIORONE，DAGANGOIIFIELD，WITHCLASS11LREEASTHEEXPERIMENTALCLASSANDCLASSFOURASTHECONTROLCLASSIIITHECONTROLCLASS，TRADITIONALMETHODSOFTEACHINGSTUDENTSEXPERIMENTALEDUCATIONISUSEDWHILEINTHEEXPERIMENTALCLASS，WETEACHTHESTUDENTSTOEXPERIMENTWITHTHE“GUIDANCEINQURY”METHODACCORDINGTOTHEPROCEDURESOF“GUIDEDASK，IDEAPREPARATION，ORGANIZEDDISCUSSIONSTODETENNINETHEPROGRAM，TOURGUIDE，SELFEXPLORATION，ANALYSISOFEXCHANGE，ENLIGHTENMENTF如MSUMMER’REASONABLEEVALUATION，STIMULATEDEXPLOMTION”THERESEARCHERSENTERMEASUREDDATAINTOACOMPUTER’ANDTHENWEUSETHEEXCELSOFTWARETODOSTATISTICALANALYSISTBDETENNINETHEDIFIERENTEXPERIMENTALLEVELSINTHEEXPERIMENTALCLASSANDTHECONTROLCLASS，WEDOTHEZTEST

簡介：”QG‰‰日一蕈中唯JF鬣火萼碩士學位論文主主壘塹堡壘旦哇堡魚堂堡旦盍趟魚墮盤學位申請人姓名睦盤簋申請學位學生類別型I直塑巾請學位專業(yè)方向生登墊生塹堡指導教IJFLJ姓名壘蘭生型邋⑨碩士學位論文MASTER‘STHESISABSTRACTINTHEPROCESSOFLEARNINGPHYSICS，ASIGNIFICANTPORTIONOFSENIORHIGHSCHOOLSTUDENTSFEELTHATTHEYHAVELOTSOFOBSTACLESANDGETUNSATISFACTORYRESULT，ALTHOUGHTHEYHAVEREGULARIQANDGUIDEDBYTHEIRPHYSICSTEACHERSSO，SOMEPEOPLEHAVEMADEVERYDETAILEDRESEARCHESINITONTHEFACETOFTHINKING、ABILITY、MEANSANDSO0NMYRESEARCHANALYZEDTHEPSYCHOLOGICALFACTOROFTHESENIORHIGHSCHOOLSTUDENTS’PHYSICSLEARNINGANDRESEARCHEDFROMIQ、SELFEFFICACYANDFAMILYEDUCATIONMANNERS。ITREATEDIQASACONTROLLABLEVARIABLETOFINDOUTTHERELATIONSHIPAMONGPHYSICSLEARNINGRESULT、SELFEFFICACYANDFAMILYEDUCATIONMANNERSANDARGUEDSOMEWAYSTHATCANCONQUERTHEIRPHYSICSLEARNINGOBSTACLESANDELEVATETHEIRLEARNINGRESULTFROMTHEPSYCHOLOGICALFACTORTHERESEARCHSHOWSTHAT1STUDENTS7PHYSICSLEARNINGRESULTISNEARLYNOTPROPORTIONALTOTHEEDUCATIONSITUATIONOFTHEIRPARENTS2SENIORHIGHSCHOOLSTUDENTS7PHYSICSLEARNINGRESULTISCLOSELYRELATEDTOTHEABILITYEFFICACYWHICHBELONGSTOSELFEFFICACY，BUTNEARLYNOTRELATEDTOBEHAVIORALEFFICACYWHICHALSOBELONGSTOSELFEFFICACYITMEANSTHATTHEEVALUATIONOFDIFFICULTYINPHYSICSLEARNINGCAN’TDIRECTLYIMPACTINSTUDENTS’PHYSICSLEARNINGRESULTSTUDENTSWHOTHINKTHATPHYSICSISHARDTOLEARNWOULDGETGOODLEARNINGRESULT3DENIALANDREFUSALFROMTHEIRMOTHERIMPACTDIFFERENTLYINTHESTUDENTSATDIFFERENTGRADETHEIMPACTIONINTHESTUDENTSATGRADEIIISMUCHMOREREMARKABLETHANTHOSEATGRADEIII4WHENCONCERNEDTHESTUDENTSATGRADEII，THELEARNINGRESULTISPROPORTIONALTOTHEABILITYEFFICACYINASIGNIFICANTEXTENTWHICHCANFORECAST129％VARIATIONINTHEIRLEARNINGRESULT5WHENCONCERNEDTHESTUDENTSATGRADEIII，THELEARNINGRESULTISPROPORTIONALTOBOTHTHEABILITYEFFICACYANDTHEIRMOTHERS7DENIALANDREFUSALWHICHCANFORECAST12％VARIATIONIRLTHEIRLEARNINGRESULTII

簡介：福建師范大學碩士學位論文元學習能力訓練對初二學生物理學習影響的實驗研究姓名楊育玲申請學位級別碩士專業(yè)教育指導教師黃志高鄭淵方20030825EXPERIMENTALRESEARCHOILHOWTHEMETALEARNINGABILITYTRAININGAFFECT8THGRADESTUDENTS’PHYSICSLEARNINGSYNOPSISMETALEARNINGTHEORYISDEVELOPEDONTHEBASISOFMETACOGNITIONRESEARCHITFOCUSESONTEACHINGTHESTUDENTSTHEWAYSTOPERFORMSELF_CONSCIOUSNESSSELFASSESSMENTANDSELFADJUSTMENTJNTHEIRLEARNINGTHE1EARNINGEFFECTDEPENDSMUCHONTHESTUDENTS’METALEARNINGABⅢTYBASEDONMETALEARNINGTHEORYANDACCORDINGTOTHE1AWOFLEARNINGPROCESSTHISRESEARCHESTABLISHEDSOMETEACHINGPRINCIPLESOFMETALEARNINGABILITYTRAININGANDTHETEACHINGPROJECTITWASCARRIEDOUTJRTTHEFOLLOWINGSTEPSPRE1EARNING，SHOWSTUDENTSTHEFOURFACTORSAFFECTINGTHEPHYSICSLEARNINGRESULT；INLEARNING，STRENGTHENTHEIRCONSCIOUSNESSABOUTTHEPHYSICSLEARNINGPROCESS；AFTERLEARNING，ASKTHESTUDENTSTEFLECTONWHATTHEYDIDTOEXPLOREHOWTHEMETALEARNINGABILITYTRAININGAFFECTMETALEARNINGABILITYACADEMICPERFORMANCEOFPHYSICS，THESTUDYINTERESTANDTHESTUDYMANNEROFTHESTUDENTS，ABOUT90STUDENTSFORTYFIVEINEACHOFTWOCLASSESINJUNIORGRADETWOINNO6MIDDLESCHOOLOFOUANZHOUINTHEIRSECONDYEARWEREINVESTIGATEDRESULTSINDICATEDTHATINGENERALAMONGTHESTUDENTSOFJUNIORGRADET、VOHJGHACHIEVINGSTUDENTSAVERAGEACHIEVINGSTUDENTSANDLOWACHIEVINGSTUDENTSPRESENTFROMHIGHTO10WVARIETYTRENDONMETALEARNINGABILITV，AVERAGEACHIEVINGSTUDENTSANDLOWACHIEVINGSTUDENTSDIDNOTDIFFERSIGNIFICANTLYONITHOWEVERHIGHACHIEVINGSTUDENTSANDAVERAGEACHIEVINGSTUDENTSDIF№REDSIGNIFICANTLYONITMETALEARNINGABILITYTRAININGDEVELOPEDREMARKABLY8THGRADESTUDENTS’METALEARNINGABILITYITHADDIFIERENTINFLUENCEONDIFFERENTLEVELSTUDENTSINTHEIRPHYSICSLEARNINGTOTHESTUDENTSOFMEDIUMLEVEL，THEINFLUENCEWASMOSTSIGNIFICANT，HOWEVER，ITWASNOTSIGNIFICANTTOHIGHACHIEVINGSTUDENTSANDLOWACHIEVINGSTUDENTS；THEEFFECTOFMETALEARNINGABILITYTRAININGMAJNLYREFLECTEDINTHEIRIMPROVEMENTINPREPARATION，EXECUTION，REFLECTIVITYANDCOMPLEMENTARITYITSTRONGLYREFLECTEDINAVERAGEACHIEVINGSTUDENTS’IMPROVERNENTINPREPARATION，STRATEGY，EXECUTION，REFLECTIVITYANDCOMPLEMENTARITY；METALEARNINGABILITYTRAININGCOULDIMPROVETHESTUDYINTERESTANDTHESTUDYMANNEROFPHYSICSITALSOMADERAPIDPROGRESSINACADEMICPERFORMANCEOFPHYSICS，ESPECIALLYTOAVERAGEACHIEVINGSTUDENTSKEYWORDSMETALEARNINGABILITY；TRAINING；PHYSICSLEARNING

簡介：遼寧師范大學教育碩士研究生學位論文論文題目元認知能力培養(yǎng)與物理學困生轉化研究生李風進申請人單位大連市開發(fā)區(qū)第十高級中學指導教師陳連松專業(yè)方向學科教學物理年級2004級遼寧師范大學研究生學院2006年12月元認知能力培養(yǎng)與物理學TIT生轉化元認知能力培養(yǎng)與物理學困生轉化研究生李風進指導教師陳連松專業(yè)學科教學物理中文摘要素質教育要“面向全體學生，使每個學生都得到全面發(fā)展”，如何實現(xiàn)物理學習困難學生的轉化，使他們同樣得到全面發(fā)展、全面提高，這是每位教師都渴求解決的難題。本文針對該問題，在實際調查和理論分析的基礎上，對物理學困生進行了界定和成因分析對物理學困生的元認知水平進行了調查和分析。運用現(xiàn)代教育學、心理學理論，結合物理學困生產生的原因及元認知水平，通過分析得出了將元認知能力培養(yǎng)運用到高中物理教學中是提高物理學困生學習能力的有效途徑的結論，提出了高中物理教學中對學困生進行元認知能力培養(yǎng)的策略。該策略旨在將元認知培養(yǎng)寓于物理學科的教學和學困生的物理學習活動中，通過構建知識網絡，傳授學習策略，訓練自我反思等手段，最終達到克服學習障礙，提高物理學習能力的目的。在此基礎上結合物理學科教學，運用所提出的策略，進行了為期一個學期的教學實驗，并對實驗進行了科學的分析與評價。實踐表明，元認知能力培養(yǎng)在克服物理學困生學習障礙方面具有積極作用，所采取的策略對學困生學習能力的提高有促進作用，是對素質教育的積極探索。關鍵詞物理學困生元認知培養(yǎng)策略1引言物理學困生，是高中物理教育的一個頑癥。形成的原岡雖然很多，但物理學困生的元認知水平低下，不會學習，是造成物理學習困難的一個重要內因。元認知是個體關于自己的認知過程及結果的認知，是為完成某一具體目標或任務，對認知過程進行主動監(jiān)測及連續(xù)調節(jié)的能力。正是由于有元認知的作用，人才能通過調節(jié)、監(jiān)測與控制等主動性的活動來進行合乎環(huán)境要求的思維活動與行為表現(xiàn)。元認知可以使認知主體及時發(fā)現(xiàn)和分析自己的智力活動進行過程中所存在的問題，并能夠重新制訂適臺的計劃、作出正確的決策，選擇適宜有效的方法，在智力活動中不斷地主動地進行自我監(jiān)測，減少智力活動中可能會出現(xiàn)的盲目性，從而提高自己的智力活動效率。可以這樣認為，元認知水平的高低決定了一個人的智力活動水平。

簡介：H々舅中唯F鬣夫蓐碩士學位論文壹主塹堡壘旦壁墊壁叁魚遂塞魚亟盎學位申請人姓名鲴盤拯申請學位學生類別熬盍塑申請學位專業(yè)方向筮直萱堡指導教師姓名堡壘盟型燃ABSTRACTINTHEPROCESSOFPHYSICSTEACHING，AROUSINGSTUDENTSLEARNINGMOTIVATIONISNOTONLYANIMPORTANTGUARANTEEFORTHEREMARKABLEACADEMICACHIEVEMENTBUTALSOANIMPORTANTAPPROACHTOCULTIVATINGSTUDENTSAFFECTIVEATTITUDEANDVALUESWHICHBEARTHEPERMANENTCHARMINEDUCATIONBASEDONTHEELEMENTARYTHEORYOFMOTIVATIONANDGUIDEDBYTHEREQUIREMENTOFNEWCOURSEREFORMATION，THISARTICLEFURTHEREXPLAINSTEACHER’SROLEANDPOSITIONINTHEPROCESSOFSENIORPHYSICSTEACHINGACCORDINGTOTHERESEARCHANDANALYSESOFTHESTUDENTSLEARNINGMOTIVATIONINNO1MIDDLESCHOOLOFXINZHOUDISTRICT，THEAUTHORHASTAKENSOMEEFFECTIVEMEASURESINTERMSOFNURTURINGANDAROUSINGSTUDENTSLEARNINGMOTIVATION，THISARTICLEMAINLYREFERSTOINNERANDEXTERNALSIDES，F(xiàn)OCUSINGONAROUSINGTHEINNERMOTIVATIONINTHEPROCESSOFAROUSINGTHEINNERMOTIVATION，WEEMPHASIZEUNDERSTANDINGTHEIMPORTANCEOFPURPOSEOFLEARNING，COMBINETHECHARACTERISTICSOFPHYSICSLEARNING，MAKEUSEOFTHEIMPORTANTFUNCTIONOFPHYSICSEXPERIMENTSTOIMPROVESTUDENTS’EXPERIMENTALABILITYINSEVERALWAYS，ANDTRAINSTUDENTS’SCIENTIFICINQUIRYABILITYTOIMPROVETHEIRINTERESTANDACHIEVEMENT；BESIDES，WESHOULDDISPLAYCLASSROOMSTUDYBATTLEPOSITIONFUNCTIONTOAROUSESTUDENTS’INNERMOTIVATIONTHROUGHMORALEDUCATIONSEEPAGEANDINQUIRYBASEDLEARNINGAPPROACHINSTIMULATINGTHEINNERMOTIVATIONASPECT，WEMAINLYUSEFEEDBACKINFORMATIONMAKEEVALUATIONANDREWARDSANDPUNISHMENTTOMAINTAINEXTERNALMOTIVATIONANDDEALWITHCOMPETITIONPROPERLYBYSETTINGUPREASONABLECLASSROOMENVIRONMENTTHROUGHSEVERALTERMSPRACTICE，WEHAVEHADGOODRESULTITISPROVEDTHATNURTURINGANDAROUSINGSTUDENTSLEARNINGMOTIVATIONCANIMPROVESTUDENTS’ACHIEVEMENTANDTHATGOODEMOTIONCANAFFECTMANYASPECTS，WHICHISALLEFFECTIVEWAYTOCAUSETHESTUDENTFULLSCALEDEVELOPMENTKEYWORDSSENIORPHYSICS，LEARNINGMOTIVATION，NURTURE，AROUSEII

簡介：⑧MASTERSTHE嘟碩士學位論文高中生物理學習三類型的調查與研究論文作者賈俊麗指導教師馬世豪鄭小平教授學科專業(yè)物理課程與教學論研究方向物理課程與教學論華中師范大學物理科學與技術學院2011年4月③碩士學位論文MASTER‘STHESIS華中師范大學學位論文原創(chuàng)性聲明和使用授權說明原創(chuàng)性聲明本人鄭重聲明所呈交的學位論文，是本人在導師指導下，獨立進行研究工作所取得的研究成果。除文中已經標明引用的內容外，本論文不包含任何其他個人或集體已經發(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。本聲明的法律結果由本人承擔。作者簽名讞兩日期加11年朔凇日學位論文版權使用授權書學位論文作者完全了解華中師范大學有關保留、使用學位論文的規(guī)定，即研究生在校攻讀學位期間論文工作的知識產權單位屬華中師范大學。學校有權保留并向國家有關部門或機構送交論文的復印件和電子版，允許學位論文被查閱和借閱；學?？梢怨紝W位論文的全部或部分內容，可以允許采用影印、縮印或其它復制手段保存、匯編學位論文。保密的學位論文在解密后遵守此規(guī)定保密論文注釋本學位論文屬于保密，在年解密后適用本授權書。非保密論文注釋本學位論文不屬于保密范圍，適用本授權書。作者簽名剛愛兩日期塒降Y月W日導師簽名日期ⅥFJ年朔砍1伽日＼＼本人已經認真閱讀“CALIS高校學位論文全文數(shù)據(jù)庫發(fā)布章程“，同意將本人的學位論文提交“CALIS高校學位論文全文數(shù)據(jù)庫“中全文發(fā)布，并可按“章程”中的規(guī)定享受相關權益。園童論塞握童卮進卮；旦主生；旦二生；旦三生筮查作者簽名霍釣涌日期諷7年歲月協(xié)日導師簽名日期淵序，月趴日

簡介：J781930刪武碩士學位論文2004屆物理教學中滲透物理學史教育的模式研究THEELEMENTARYSTUDYONTHETEACHINGMODEOF“INFILTRATINGTHEEDUCATIONOFPHYSICSHISTORYINTOTHEPHYSICSTEACHING’’研究生姓名指導教師姓名于忠衛(wèi)昊永熙教授專業(yè)名稱課程與教學論物理研究方向論文提交日期中學物理教學2004年11月物理教學活動中溶避物理學史教育的模式研究ABSTRACTALONGWI壤THEREFORMINEDUCATIONCONTINUOUSLYUNFOLDING，THEEDUCATIONALIDEATHATTHESTUDENTISTHECENTEROFTEACHINGACTIVITIESHASBEENWELLACCEPTED，ANDVARIOUSTEACHINGMODESREFORMISONTHERISETHISARTICLEHASBASICALLYTHOUGHTFROMTHEFACTSOFTHECURRENTPHYSICSCLASSANDAFTERCLASS，THENAFTERSOMESTUDIESANDANALYSESOFTHEPHYSICSLEANINGINTERESTANDTHEMASTERYOFTHEHISTORYOFPHYSICSWEREMADEINSOMEHIGHSCHOOL，WECONCLUDETHATTHEREARETHREEKINDSOFCIRCUMSTANCESEXISTINGINCURRENTPHYSICSTEACHINGSTUDENTS’STUDYINTERESTISNOTSTRONGTHEIRKNOWLEDGEABOUTPHYSICSHISTORYISPOORANDTHETEACHINGESTIMATETOSTUDENTISNOTEXACTSTUDYINGINTERESTSISPRIMITIVEMOTIVATIONOFSTUDYTHEPHYSICSHISTORYHASABUNDANTTEACHINGVALUE，ANDEXACTTEACHINGESTIMATECOULDVISIBLYPROMOTESTUDENTS’STUDY。ALLTHESECALLHAVEAINFLUENCEONSTUEDNM’S拋DYTHEREFORE。JOININGTOGETHERTHENEWCOURSESTANDARDOFPHYSICSANDTHEACHIEVEMENTSOFPSYCHOLOGYANDEDUCATION，THEAUTHORTRIESTOPUTFORWARDTHETEACHINGMODEOF‘‘INFILTRATINGTHEEDUCATIONOFPHYSICSHISTORYINTOTHEPHYSICSTEACHING”。THISMODEPROBESINTOTHEHISTORYOFPHYSICS’ABUNDANTEDUCATIONVALUEFIRSTLYTHENITINDICATESSOMEMANNERSTOJOININGPHYSICSEDUCATIONWITHTHEHISTORYOFPHYSICSINTHREEPROGRESSESMETHODSABOUTHOW幻INSPIRESTUDENTS’STUDYINTEREST、THEEXPLORINGSTUDYANDPOSITIVEEVALUATIONOFMUDENTSTHEN，PROGRAMSABOUTHOWTOUSETHISTEACHINGMODEINPHYSICSCLASSESWASPUTFORWARDFURTHERMORE。SOMERESEARCHESHAVEBEENMADE|OTHEPHYSICSTEXT一抽OKATLASTFULFILLMENTACTIVITIESWERECARRIEDOUTTHISMODEALWAYSEMPHASIZESTHATTHISTEACHINGMODESHOULDBEADOPTEDFLEXIBLYINSOMESPECIALTEACHINGCONDITIONSTHISPAPERPUTSFORWARDSUITABLECIRCUMSTANCESANDATTENTIVELYPROCEEDINGSFORTHETEACHINGMODETOO。KEYWORDSTEACHINGMODEPHYSICSEDUCATIONTHEHISTORYOFPHYSICSILWFIAENBYZHONGWEIYUDKEETEDBYYONGXIWU

簡介：河北師范大學碩士學位論文通過物理學史培養(yǎng)高中學生科學精神的實踐研究姓名武力強申請學位級別碩士專業(yè)學科教學物理指導教師孟秀蘭20090605ABSTRACTPHYSICSEDUCATIONISONEOFTHEESSENTIALCOMPONENTSOFSCIENCEEDUCATION．INTRADITIONALPHYSICSTEACHINGEMPHASISISONLYPLACEDONKNOWLEDGEANDTHEDEVELOPMENTOFSCIENTIFICSPIRITISIGNORED．HOWEVER,ITISNOTPROPERTODOSO．YOUNGSTUDENTSALETHEFUTUREOFOURHOMECOUNTRYANDITISTHEDEVELOPMENTANDPROMOTIONOFSCIENTIFICSPIRITSTHATDETERMINEWHETHEROURCOUNTRYWILLBEINANADVANTAGEOUSPOSITIONINTHEFIERCEINTERNATIONALCOMPETITION,SOITISNECESSARYTOCULTIVATEYOUNGSTUDENTS’SCIENTIFICSPIRITS．THEPRESENTRESEARCHINVESTIGATEDSOMESENIORSTUDENTS謝THAQUESTIONNAIREANDTHERESULTSSHOWTHATMEYARELOWINTHEGENERALLEVELOFSCIENTIFICSPIRITS．NVIEWOFSENIORSTUDENTS’EXISTINGSTATEOFSCIENTIFICSPIRITS，THERESEARCHERRETHOUGHTPROFOUNDLYABOUTTHEPRESENTSITUATIONOFPHYSICSTEACHING，ANDPRESENTEDABRIEFOVERVIEWOFTHEEXISTINGRESEARCHESBOTHATHOMEANDABROAD．THERESEARCHERPROBEDINTOTHECONNOTATIVEMEANINGOFSENIORHIGHSCHOOLSTUDENTS’SCIENTIFICSPIRITSANDTHESCIENTIFICSPIRITEDUCATIONALFUNCTIONOFTHEHISTORYOFPHYSICS，BASEDONPIAGET’SGENETICEPISTEMOLOGYANDRECAPITULATIONTHEORYOFEDUCATIONAND．THENTHERESEARCHERDEMONSTRATEDTHEPROBABILITYTHATSENIORHIGHSCHOOLSTUDENTS’SCIENTIFICSPIRITSCANBEDEVELOPEDTHROUGHTHEINFILTRATIONOFTHEHISTORYOFPHYSICSINTOPHYSICSTEACHING．FURTHERMORE，SCIENTIFICSPIRITSFACTORSAREEXCAVATEDINTHEHISTORYOFPHYSICS．THENINTHEFOLLOWINGONEYEALEXPERIMENT，THEHISTORYOFPHYSICSWASINFILTRATEDINTOTHEPHYSICSTEACHING．THEPREINVESTIGATIONOFTHESTUDENTS’SCIENTIFICSPIRITSWERECARRIEDOUTATTHEBEGINNINGTHROUGHAQUESTIONNAIRE．AFTERANALYZINGTHERESULTSOFTHEPREINVESTIGATION，THEHISTORYOFPHYSICSWASINFILTRATEDINTHEPHYSICSTEACHINGINTHEEXPERIMENTBASEDONTHECOUNTERMEASURESINTHEINFILTRATIONOFTHEHISTORYOFPHYSICSINPHYSICSTEACHING，SUCHASTEACHINGPRINCIPLES，TEACHINGAPPROACHESPUTFORWARDANDONECASEOFDEVELOPINGSCIENTIFICSPIRITSINTEACHINGPRACTICEWEREOFFERED．ATTHEENDOFTHEEXPERIMENTTHEPOSTINVESTIGATIONWASCONDUCTED．BYANALYZINGTHERESULTSOFTHETWOINVESTIGATIONS，THERESEARCHERDREWATENTATIVECONCLUSIONTHATTHEINFILTRATIONIV

簡介：學位論文獨創(chuàng)性聲明本人鄭重聲明、堅持以“求實、創(chuàng)新”的科學精神從事研究工作。2、本論文是我個人在導師指導下進行的研究工作和取得的研究成、本論文中除引文外，所有實驗、數(shù)據(jù)和有關材料均是真實的。、本論文中除引文和致謝的內容外，不包含其他人或其它機構已經發(fā)表或撰寫過的研究成果。5、其他同志對本研究所做的貢獻均已在論文中作了聲明并表示了謝意。作者簽名日期學位論文使授權聲明本人完全了解南京師范大學有關保留、使學位論文的規(guī)定，學校有權保留學位論文并向國家主管部門或其指定機構送交論文的子版和紙質版有權將學位論文于非贏利目的的少量復制并允許論文進入學校圖書館被查閱有權將學位論文的內容編入有關數(shù)據(jù)庫進行檢索有權將學位論文的標題和摘要匯編出版。保密的學位論文在解密后適本規(guī)定。作者簽名日期ABSTRACTENTERING21“CENTURY,UNIVERSITYEDUCATIONISMAKINGMUCHPROGRESSINAREASSUCHASUNIVERSITYSCALEEXPANSION,ETCACCORDINGTOTHEINTERNATIONALRULE,THEHIGHEREDUCATIONINOURCOUNTRYHASENTEREDASTAGEOFPOPULARIZATIONTHERAPIDDEVELOPMENTINSCIENCEANDTECHNOLOGYASWELLASTHEFORMATIONOFGLOBALECONOMICINTEGRATIONPUTFORWARDANEVENHIGHERDEMANDFORHIGHEREDUCATIONTOADHERETHEPRINCIPLEOFADOPTINGDIFFERENTEDUCATIONMETHODFORDIFFERENTSTUDENTSANDKEEPTHEIDEAOFCULTIVATINGSTUDENTSCREATIVEABILITYASOURKEYEDUCATIONPURPOSE,MANYUNIVERSITIESSETUPINTENSIVEINSTRUCTIONCLASSESSUCCESSIVELYTHISTEACHINGMODELISNOTTHEONETHATMERELYMEETSTHEREQUESTSOFASMALLPERCENTAGEOFTOPSTUDENTSWHILETHEMAJORITYARESACRIFICED,BUTTHEONETHATPROVIDESHIGHLEVELEDUCATIONWITHHIGHQUALITYWHILEKEEPMOSTOFSTUDENTSINPOPULARIZEDEDUCATIONBASEDONOURINVESTIGATIONANDRESEARCH,THEAUTHORILLUSTRATESTHEIMPORTANCEOFTEACHINGMETHODREFORMININTENSIVEINSTRUCTIONCLASSINTHISTHESIS,ATEACHINGREFORMSCHEMEBASEDONINQUIRYLEARNINGISPUTFORWARDFORUNIVERSITYPHYSICSTEACHINGININTENSIVEINSTRUCTIONCLASSFORSCIENCEANDENGINEERINGMAJORTHEPURPOSESOFTHISREFORMARETHREEFOLDSONE,BUILDASOLIDANDBROADBACKGROUNDOFKNOWLEDGEFORTHESTUDENTSTWO,STRENGTHENTHEIRSELFLEARNINGABILITYTHREE,BUILDAPIONEERINGSPIRITANDAFIRSTSTAGERESEARCHABILITYFORTHEMEXPERIMENTSWERECARRIEDOUTININTENSIVEINSTRUCTIONCLASS,GRADE2001INNANJINGNORMALUNIVERSITYWECARRIEDONTHEPROJECTOFAFTERCLASSINQUIRYLEARNINGONSPECIALTOPICS,ANDTHEFEEDBACKOFTHESEEXPERIMENTSISPOSITIVETHENIRAISEDTHESCHEMEOFINCLASSPENETRATIVEINQUIRYIEAMINGLOOKINGBACKTHEPROCESSESWEHAVEBEENTHROUGH,THEEFFICIENCYOFINTERACTIVECOMMUNICATIONBETWEENADVISORANDSTUDENTSNEEDSTOBEIMPROVEDFORTHISREASON,WEHAVEBUILTAWEBSITEFORADVISINGANDSUBMITTINGTHESISONSITEININQUIRYLEAMINGPROCEDURETHEWHOLESYSTEMHASGONEONTESTKEYWORDHIGHEREDUCATIONREFORM,INTENSIVEINSTRUCTIONINUNIVERSITY,UNIVERSITYPHYSICSTEACHING,INQUIRYLEAMING,WEBSITESYETEM2

簡介：學校代碼LQ2業(yè)分類號壁絲王研究生學號；密級⑧東扯H爺蘊太季碩士學位論文1222303379無Y888‘39信息技術與物理學科教學整合的實踐研究PRACTICERESEARCHOFINFDRMATIONTECHNOLOGYANDPHYSICALACADEMICSTEACHIⅡGINTEGRATE作者宮愛珍指導教師孟昭輝教授學科專業(yè)教育碩士研究方向學科教學學位類型教育碩士東北師范大學學位評定委員會2006年5月ABSTRACTTHEINFORINATIONTECLLLL0109YOT、ⅣILLMAKETLLEPBYSICALTEACHINGPROCESSPMDUCEVARYDEEPA舭R1EADEDINTO廿1ECLASSROOMTEACHINGHOWTOAD印TTHECHANGE，EXPLOREACTIVELY，GMSP血ECON曲NLCTIONOFTLLENEWEDUCATIONALMODEL，山EMENTAI姆ANDTHEMEMOD，REFONNTCACHING，血ⅡDAMENTAIIYIINPROVET11ETEACHINGQUALITYISMETOPICWHICHINTHEBECOMIILGA11INFONNATIONBASEDSOCIE移TEAC王LINGURGENTLYAWAITSTOSTUDYINMETRADITIONALTEACHING，WLLILEOVERSEASCONSTRUCTIONPRMCIPLEONLYEMPHASIZESTOTAKETLLESTUDENTASTHECENTER，WHICHUSUALLYNEGLECTTHETEACHERSFUNCTIONWITHMODEMEDUCATIONTECLLLL0109Y，BEHAVIORDOCTRINESTTLDYTHEORIES，CO印ITIONDOCTRINESTUDYTLLEORIES，CONSTNLCTIONORPURCHASEDOCTRINEⅡ1EORIESANDSYSTEMSCIENCEOFBASICTHEORIESFORGUIDE，MT11EEDUCATIONREFOHNAND血E如MLLMENT，IMAKESOMEPRELIMINARYPRACTICERESEARCHONHOWTOREALIZEINFOMATIONTECLLILOLOGYANDPHYSICSDEPARTMEMTEACHINGCOLL陸MITYEDUCA廿ONALMODELINRECENTYEARS，NEGRATINGTHEINFOMLATIONTECLLILOLOGYINTOMAMEMATICSISAHOTISSUEINEDUCATIONMANYSCHOOLSANDTE，出ERSHAVEMADEGREATE筋NSINMISPROJECT，ANDACLLIEVEAIOTBUTT11EREARESTIIIM砒LYPROBIEMSSUCHASINVALIDINTEGRATIONA11DMISUSEOFITWHICHPREVEMSTHEINTEGRATION丘DMDE印EILINGCONSEQUENTLY，T11EDELIBEMTIONOF廿LEINTEGRATINGPRACTICEISNECESSA珥FIRSTLY，INORDERTOBRINGⅡ1EINTEGRATIONINTEALEN’ECT，ITISNECESSARYTONAILDO啪THECONCEPTOFIMEGRATINGITINTOMATHCMATICCOURSEINMISP印ER，THECONC印TISDEFINEDBYTHREEASPECTSTHEDIVERSEUNDERSTALLDINGOFIME伊ATIR培ITINTOOTHERSU切ECTS，TBEHISTORYOFINTE鏟ATILLGITILLTOMAMEMATICS，ANDⅡ1ETLLEORETICALBASISOFTHEIMEGRATIONINCH印TER11WO，THEP印ERGIVESAPANOR鋤AOFMEDOMESTICA11DIMEMATIONALDEVELOPMENTOFTHEINTEGRATIONBETWEENITAILDMATHEMATICCOLLRSEASWEGETRICHEXPERIENCETHMU曲THEANALYSIS，WEALSOFINDMANYPMBLEMS，ONEOF訕LICHISBLINDFOLDIMEGRATIONINTEACHINGPRACTICETHATMEANSTEACHERSDONOTKNOWWHATTHEINFBMATIONTECLLN0109YCANDOFORMATHEMATICSANDHOWITSHOULDBECARRIEDOUTNUS，GUIDEANDREFERENCEFORTEACHERSININTE掣ATIONISOFGREATSIGNIFICANCEINCHAPTERT11REE，T11EPAPERPROVIDESTHREEFUNCTIONSWHICHT11EINFOMATIONTECHLOIOGYCANDOINMATHEMATICSTEACHING，A11DFBURPRINCIPLESWHICHSHOULDBEHELDINANIMEGRATIONIMPIEMEMTHEPAPERDISCUSSEDWHATANDHOWTILEINFOMLATIONTEDMOLOGYCANBEUSEDINASPECIFICWAYMT11ECONC印TTEACHINGA11DPRINCIPLETEACHINGFINA工LY，SOMEPROBLEMSSHOULDBENOTICEDIN廿1EPMCTICEAREPUTFONVARDFORTEACHERSTOIMEGRATCMORESUCCESS丘LLLYINCHAPTERFOUWEGIVETWOTEACHINGCASEST11ATCANBECONSULTEDBYTEACHERSINT11EIRPRACTICEKEYWORDSTHEI11士OMLATIONTECHNOIOG托MATHEMATICSCURRICULUIIL，I口TEGRATION，PRACTICEII