簡介：華東師范大學(xué)博士學(xué)位論文應(yīng)激源感知的文化、性別差異以及應(yīng)對技巧對留學(xué)中國的非洲學(xué)生、日本學(xué)生和西方學(xué)生的跨文化研究姓名ISMAILHUSSEINHASHIM申請學(xué)位級別博士專業(yè)心理學(xué)指導(dǎo)教師楊治良200331VII該研究具有重要意義首先它的發(fā)現(xiàn)在幫助中國的海外留學(xué)生調(diào)整自己、提高成績方面其舂壤大懿蟄蓬；其次，該磷究豹菱疆霉疆茺手強蓑醛提供蘩簧瑩惠，強裁動努晷蜜攀生在中國更好的學(xué)習(xí)，由此，增加他們獲得成功的可能性。該醑究酌梯奉取鴦{}瀾學(xué)鴦菲弼粳伯蓍家，鶩零擎生，囂方國家舞自久學(xué)生1美、講英語的歐洲國家、澳大利亞、新西蘭。數(shù)據(jù)來自北京、上海和廣州的11所大學(xué)。稅據(jù)研究目的對被試酶誨多方面進行了甄配，包績班級、學(xué)校類鬢、藩像環(huán)境、在孛國停窘的時問、訪問中國的次數(shù)以及年齡。被試為住授的一年級大學(xué)生，分為非洲、日本和西方國家三組，年齡在22．30歲之間，平均年齡為25．9，26和26歲。運用囂個測耋工具對鼓試戇壓力知嫩和應(yīng)對策略進雩亍了測爨，一個照海外學(xué)習(xí)壓力調(diào)查表SASS，另一個是應(yīng)對技能量寢CSI。海外學(xué)習(xí)壓力調(diào)查表怒在學(xué)生雎力量襲INSEL，＆ROLH，1985巍學(xué)生匿力調(diào)裘表ROSSERAL。，1999豹基毯上專為零疆究設(shè)計的應(yīng)對技熊量表包括45個項目，采用5點利氏量表作答法，評估被試應(yīng)對滕力和困難的憨力JEMBEK，1996?？?nèi)厝炝蚜?個翌分數(shù)宅餐是懟蕊力贅?biāo)挵l(fā)、譯傣媾凌豹糍力、自信、資源的豐管性、邋應(yīng)性和炭活性、對壓力的前提態(tài)度以及放松能力。數(shù)據(jù)的寢鬃工作在2002年靜第二個學(xué)耪逶符，一鏊徽博圭蠡研究的學(xué)生魯憨幫韻牧集本校的數(shù)據(jù)。向北京、上海和廣州的高校共發(fā)放問卷300份，收回有效問卷SASS222份，CSL228份。終累表弱，對三組技試來講，來自學(xué)習(xí)和人際方面的壓力懸最普遍撐在的壓力，所商三組被試知覺剎的最大匪力是日?，嵤?，對來自人際、個體內(nèi)部、學(xué)校、環(huán)境愿力的知嫩三綴之淹沒有熬異。綴肉差異儀存在予疆力豹豫分類中。在諸熱獲攝低分、曠諜、與不熬悉的人一起工作等方面的壓力知覺在男性和女性學(xué)生中觀察到了細微的差別。肇籜潮幫囂本學(xué)生糖魄，囂方學(xué)生襲瑰窶了{受強豹旋懟能力。在痊慰搜鼗上三組學(xué)象存在麓異，西方學(xué)生程所有7個分量表上的得分都較高，在放松的能力上得分最高，非洲、酲奉精西方攀生在資源豐富畿方覆靜澎對技瓣普遍較差。勇女學(xué)生在藏薅壓力豹方式主沒有蓑異。該研究認為通常研究的壓力和應(yīng)對技能反映了不同性別和文純?nèi)后w闡蒔差辯，該磺究舞這～觀點提供了證掇，證據(jù)襲明某種具體的成對技熊與基于性別和文化產(chǎn)生的壓力具肖不

簡介：魯東大學(xué)碩士學(xué)位論文全球史觀與中國高校世界近現(xiàn)代史教材體系改革姓名劉春英申請學(xué)位級別碩士專業(yè)課程與教學(xué)論歷史指導(dǎo)教師高春常20090611ABSTRACTTHISTHESISDESCRIBESTHEDEVELOPMENTOFGLOBALHISTORICALVIEWPOINTSATHOMEANDABROAD，ANDSUMMARIZESTHENEWGLOBALHISTORICALVIEWPOINTSFROMAHISTORICALPERSPECTIVE，AIMINGTOBUILDTHESYSTEMOFMODEMCHINESEWORLDHISTORYTHEFIRSTPARTDISCUSSESTHEGLOBALHISTORICALVIEWPOINTS，ANDTHEAPPLICATIONINCOLLEGESOUTSIDE，INCLUDINGITSRISE，CONNOTATION，CHARACTERISTICANDSOONTHEGLOBALHISTORICALVIEWPOINTSAREONEOFTHERESEARCHMETHODSABOUTSTUDYINGWORLDHISTORYFROMAGLOBALPERSPECTIVEANDTHEPERSPECTIVEOFMACROHISTORICALSTUDYITHASRESULTEDFROMHISTORIANSREFLECTUPONCHANGESINWORLDHISTORYANDHISTORICALRESEARCHMETHODSOFTHE20THCENTURYTHEREARESOMEBOOKSWHICHREVIEWEDANDREWROTETHESTAGESOFTHEWORLDHISTORYSYSTEMATICALLYSUCHASAGLOBALHISTORYWRITTENBYLSSTAVRIANOS，ANDWORMCIVILIZATIONSTHEGLOBALEXPERIENCEWRITTENBYPETERNSTEAMSTHESECONDPARTDISCUSSESTHEDEVELOPMENTOFTHEGLOBALHISTORICALVIEWPOINTSANDMODEMWORLDHISTORYMATERIALSINCHINESECOLLEGESTHEGLOBALHISTORICALVIEWPOINTS，嬲AGUIDINGIDEOLOGYOFHISTORYCANNOTBEIGNOREDCHINESEHISTORIANSHAVEMADEAFRUITFULEXPLORATIONINTHEAREAASWELLASINTHERECONSTRUCTIONANDTHEINNOVATIONOFWORLDHISTORYSYSTEMTHENEWRESEARCHPERSPECTIVEANDMETHODSOFTHEGLOBALHISTORYHAVEPUTNEWVITALITYINTOTHEOLDCHINESETRADITIONOFHISTORIOGRAPHYFOREXAMPLE，THEGENERALHISTORYSERIES，THETEXTBOOKSERIESONHISTORIESOFCIVILIZATIONANDMODEMIZATIONFINISHEDBYCHINESECOLLEGES，HAVEASSIMILATEDTHEACHIEVEMENTSOFTHEGLOBALHISTORICALVIEWPOINTSHOWEVERTHEREISSTILLALONGWAYTOGOSOMEWORKS，F(xiàn)ORINSTANCE，RESEARCHPERSPECTIVESANDCONTENTS，NEEDSCHOLARSTOENRICHTHELASTPARTISTHEKEYSTONE，F(xiàn)OCUSINGONTHENEWGLOBALHISTORICALVIEWPOINTSASSOCIATEDWITHTHECONSTRUCTIONOFTHESYSTEMOFMODEMWORLDHISTORYINCHINAINTHEWORLDMODERNIZATIONISTHESUBJECTANDINTEGRATIONISTHETREND，SOMYNEWGLOBALHISTORICALVIEWPOINTSARE，BASEDTHEMARXISTMATERIALISTTHEORYTOTAKETHEOVERALLINTEGRATIONOFTHEWORLDHISTORYASTHEMAINLINE，ANDTHEMODEMPROCESSOFMODERNIZATIONASITSMAINCONTENTMODERNIZATIONISALSOAGLOBALVIEWOFHISTORYBUTTHANTHEOLD，ITSRESEARCHSUBJECTISMORESPECIFICANDBROADERTHANTHEOLDTHETEACHINGSYSTEMOFTHENEWGLOBALHISTORYISDIVIDEDINTOTHEUPPERANDLOWERPARTTHEUPPERONEDISCUSSESTHEMODERNIZATIONPROCESSPRIMARILYINMODEMTIMES，ANDTHENEXTPARTMAKESABRIEFOFTHEWORLD’SHOTSPOTSKEYWORDSTHEGLOBALHISTORICALVIEWPOINTS；MODEMWORLDHISTORY；THEREFORMOFTEACHINGMATERIALS’SYSTEM；THENEWGLOBALHISTORICALVIEWPOINTSIL

簡介：西北師范大學(xué)碩士學(xué)位論文數(shù)學(xué)史融入數(shù)學(xué)教學(xué)的實踐研究姓名張國定申請學(xué)位級別碩士專業(yè)學(xué)科教學(xué)數(shù)學(xué)指導(dǎo)教師孫名符20071101ABSTRACTFROMTHEADVOCACYTOSPREADTHENTOPROMOTION，THESTUDYFORTHERELATIONSBETWEENTHEHISTORYANDTEACHINGOFMTHEMATICSHASEXPERIENCEDAHISTORYOFMORETHANONEHUNDREDSINCETHEFOUNDINGOFTHEHPMGROUPIN1972MANYHISTORICALDOCUMENTSOFMTHEMATICSHAVEINVOLVEDINTODAYSMTHEMATICSSETTINGFORCOMPULSORYEDUCATIONANDTHETOPICOFSELECTIVEINSTRUCTIONOFMATHEMATICSHISTORYISALSOCOMPILEDASTHEOPTIONALCONTENTINTHEMTHSBOOKFORSENIORHIGHSCH001BOTHTHESEFACTSPROVEMMTHEMATHEMATICSHISTORYHASBEENINWIDEUSEINTHECLASSRATHERTHANBEENSEALEDINTHESOLITARYSTUDYBUTHOWDOTEACHERSGETTOKNOWANDUNDERSTANDTHEVALUEOFTHEHISTORYOFMATHEMATICSBETTERHOWDOTHEYSCIENTIFICALLYCOMBINETHEHISTORYOFMATHEMATICSHTOMATHSTEACHINGAFTERTHEINTRODUCTIONOFTHEHISTORYOFMATHEMATICSINTOMTBSBOOKINCOMPULSORYEDUCATIONHOWDOTHEYPUTTHEHISTORYOFMATHEMATICSL丑TOPRACTICETOACCELERATETHEIMPROVEMENTOFTEACHINGQUALITYFORTHESTUDENTS，HOWCANTHEYUNDERSTANDANDACCEPTITTHEREISASERIESOFQUESTIONSREQUIRINGNSTOGIVENDEEPANDDETAILEDDISCUSSIONANDRESEARCHBASEDONTHEORYANDPRACTICEBEFOREWESTARTTOTEACHTHERENEWEDMATHSFORSENIORHIGHSCH001FIRSTLYPROCEEDEDWITHTHEDOCUMENTSUMMARIESANDTHEORETICALBASISTHISTHESISDISCUSSEDTHERELATIONSBETWEELLMATHSANDHISTORYOFMATHEMATICS，THETEACHINGANDHISTORYOFMATHEMATICSASWELLASTHERENEWEDLESSONSANDHISTORYOFMATHEMATICSBASEDONTHESERELATIONSTHETHESISPOINTSOUTTHATTHEHISTORYOFMATHEMATICSISANIMPORTANTWAYFORSTUDENTSTOFULIYUNDERSTANDMATHEMATICS，TOLEARNTHEMETHODOFTHINKINGTOMASTERTHEMETHODOLOGYOFMTHEMATTCSANDTOTRAINTHEIRPHILOSOPHICALACCOMPLISHMENTTOBEFURTHERFROMTHEVIEWOFTEACHINGTHETHESISSHOWSTHATTHEHISTORYOFMATHEMATICSIS1111IMPORTANTAPPROACHFORPOLITICALIDEOLOGICALANDMORALEDUCATION，NGUIDETECOGNITIONEDUCATIONTHECONTENTANDBRIDGEFORCULTURALEDUCATIONANDALLEFFECTIVEWAYTOTRAINTHEFEELINGS，ATTITUDESANDOUTLOOKSONVALUEOFSTUDENTSINTHEBACKGROUNDOFRENEWEDLESSONSSECONDLYACCORDINGTOASERIESOFPRACTICALRESEARCHESSUCHASQUESTIONNAIRESM

簡介：學(xué)校代碼10530學(xué)號200808040660分類號G210密級碩士學(xué)位論文非洲華文報紙非洲華文報紙整體面貌整體面貌研究學(xué)位申請人尹紅磊指導(dǎo)教師樊昌志教授學(xué)院名稱文學(xué)與新聞學(xué)院學(xué)科專業(yè)新聞學(xué)研究方向理論新聞學(xué)二〇一一年四月十八日湘潭大學(xué)湘潭大學(xué)學(xué)位論文原創(chuàng)性聲明學(xué)位論文原創(chuàng)性聲明本人鄭重聲明所呈交的論文是本人在導(dǎo)師的指導(dǎo)下獨立進行研究所取得的研究成果。除了文中特別加以標(biāo)注引用的內(nèi)容外，本論文不包含任何其他個人或集體已經(jīng)發(fā)表或撰寫的成果作品。對本文的研究做出重要貢獻的個人和集體，均已在文中以明確方式標(biāo)明。本人完全意識到本聲明的法律后果由本人承擔(dān)。作者簽名日期年月日學(xué)位論文版權(quán)使用授權(quán)書學(xué)位論文版權(quán)使用授權(quán)書本學(xué)位論文作者完全了解學(xué)校有關(guān)保留、使用學(xué)位論文的規(guī)定，同意學(xué)校保留并向國家有關(guān)部門或機構(gòu)送交論文的復(fù)印件和電子版，允許論文被查閱和借閱。本人授權(quán)湘潭大學(xué)可以將本學(xué)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(fù)制手段保存和匯編本學(xué)位論文。涉密論文按學(xué)校規(guī)定處理。作者簽名日期年月日導(dǎo)師簽名日期年月日

簡介：J781930刪武碩士學(xué)位論文2004屆物理教學(xué)中滲透物理學(xué)史教育的模式研究THEELEMENTARYSTUDYONTHETEACHINGMODEOF“INFILTRATINGTHEEDUCATIONOFPHYSICSHISTORYINTOTHEPHYSICSTEACHING’’研究生姓名指導(dǎo)教師姓名于忠衛(wèi)昊永熙教授專業(yè)名稱課程與教學(xué)論物理研究方向論文提交日期中學(xué)物理教學(xué)2004年11月物理教學(xué)活動中溶避物理學(xué)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(xué)碩士學(xué)位論文通過物理學(xué)史培養(yǎng)高中學(xué)生科學(xué)精神的實踐研究姓名武力強申請學(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：山東師范大學(xué)碩士學(xué)位論文數(shù)學(xué)史在數(shù)學(xué)概念教學(xué)中的應(yīng)用研究姓名李宏偉申請學(xué)位級別碩士專業(yè)學(xué)科教學(xué)數(shù)學(xué)指導(dǎo)教師楊澤忠20070409山東師范人學(xué)頌L學(xué)位論文ABSTRACTMATLASHISTORYISASUBJECTTORESEARCHINTOTHECONTACTBETWEENMATHSCONCEPT，MATHSMETHOD，THEORIGINOFMATHSTHOUGHTANDSOCIETYECONOMYANDCOMMONCULTUREITREFLECTSTHESKELETONANDESSENCEOFMATHSDEVEPLOPMENT勸EVALUEOFMATHSHISTORYREPRESENTSTHETHREEASPECTSASFOLLOWINGTHEHISTORYVALUE，THEMATHSVALUEANDEDUCATIONALVALUEWITHALLTHERESULTSOFMATHSHISTORYANDINTERNATIONALSTUDYGROUPONTHERALATIONSBETWEENHISTORYANDPEDAGOGYOFMATHEMATICS，THEEDUCATIONALVALUEOFMATHSHISTORYISBEINGUNDERSTOODANDACCEPTEDBYPEOPLEINPRESENTMATHSCOURSEREFORMMATHSHISTORYISCONSIDEREDASANEWWAYTOUNDERSTANDMATHSTHERESEARCHRESULTSOFHPMAREBECOMINGMOREANDMORECOLORFULANDTHEYURGEUSTOPAYMOREATTENTIONTOTHEPRACTICAL印PLICATIONOFMATHSHISTORYINMATHSEDUCATIONAPPLICATIONRESEARCHONMATHSHISTORYSHOULDBEATTACHIMPORTANCETOTHECONCEPTBECAUSEMATHSCONCEPTISTHEBASISOFMATHS，CELLOFTHINKINGANDJUMPINGOFFPLACEOFMATHSTEACHINGTHEAIMOFTHISRESEARCHISTODISCUSSHOWTHEMATHSHISTORYCANBEUSEDINCONCEPTTEACHING；SEEKAFTERTHECUTINPOINTS，PRINCIPLESANDSTRATEGIESABOUTTHEAPPLICATIONTOTHECONCEPTTEACHINGOFMATHSHISTORYTHROUGHACADEMICRESEARCHTEACHERSCOMBINEMATHSHISTORYWITHTHEDESIGNOFCONCEPTTEACHINGONPURPOSEANDVALIDATETHEACADEMICVALIDITYTHROUGHTEACHINGEXPERIMENTSTHISESSAYCONCLUDESTHECUTINPOINTS，PRINCIPLESANDSTRATEGIESABOUTTHEAPPLICATIONTOTHECONCEPTTEACHINGOFMATHSHISTORYTHROUGHACADEMICRESEARCHITHINK，VIARESEARCH，DURINGTHEPERIODOFMIDDLESCHOOL，THEAPPLICATIONFORMOFMATHSHISTORYINCONCEPTTEACHINGSHOULDBE“THEFORMOFBEINGINHARMONY”；ANDWESHOULDCHOOSETHESUITABLEMATHSHISTORYCONTENTACCORDINGTOTHETEACHINGCONTENTANDTHESTUDENTS’PERCEIVE；WESHOULDOBTAINCONCEPTTHROUGHPAYINGMOREATTENTIONTOTHELATITUDINOUSTEACHINGANDRECREATINGPRINCIPLES；PRESENTINGTHEOUTCOMINGPROCESSOFMATHSHISTORYTHROUGHSIGHTPRINCIPLES；IMPROVINGTHEDEGREEOFTHESTUDENTS’ATTACHINGTHEMSELVESTOTHEPROCESSTHEMAINSTRATEGIESOFTHEMATHSHISTORY’SAPPLICATIONINCONCEPTTEACHINGARE“‘‘PROBLEMSTRATEGY’AND‘‘THEINSTRUCTEDRECREATEDSTRATEGY’。THAT’STOSAYTEACHERSINSTRUCTSTUDENTSTECREATECONCEPTHAPPILYWITHPROBLEMSAFTERTHEEXPERIENTS，THESTUDENTS’QUESTIONNAIREANDTALKRESULTSINDICATEN】CYCANNOTONLYADAPTTOTHECONCEPTTEACHINGOFMATHSHISTORYBUTALSOIMPROVETHEIRINTERESTINSTUDYTHEACHIEVEMENTTESTBETWEENTHEACADEMICCLASSANDCONTRASTCLASSINDICATETHEREISOBVIOUSDIFFERENCIBETWEENTHEMTHEREFORE，CONCEPTTEACHINGOFMATHSHISTORYISHELPFULINUNDERSTANDINGANDSEIZINGTHECONCEPTDIFFCULTIESALSOAPPEARINTHEEXPERIMENTSSOMESTUDENTSCAN’TTAKEPARTINTHE2

簡介：西北大學(xué)碩士學(xué)位論文當(dāng)代中國科技史科研人員與機構(gòu)的學(xué)科排名一種基于中文期刊信息的統(tǒng)計學(xué)分析方法姓名劉旻申請學(xué)位級別碩士專業(yè)科學(xué)技術(shù)史（科技史與科技政策）指導(dǎo)教師曲安京20070401研單位和機構(gòu)在某一學(xué)科的競爭力度模型，并以科學(xué)技術(shù)史學(xué)科為例作了實證研究，給出了該學(xué)科強競爭力的科研機構(gòu)排名。5通過對我國科學(xué)技術(shù)史期刊文獻的現(xiàn)狀研究分析，找出存在的問題，提出了促進該學(xué)科的研究、推動其科學(xué)管理的發(fā)展思路和建議。關(guān)鍵詞科學(xué)史統(tǒng)計學(xué)計量學(xué)期刊文獻評價作者科研機構(gòu)N

簡介：“中文摘要論文題目美國中學(xué)歷史教科書史料運用研究一以發(fā)現(xiàn)美國的過去從史料中進行探究為例學(xué)科專業(yè)學(xué)科教學(xué)歷史，新一輪基礎(chǔ)教育課程改革以下簡稱“新課改”是一個系統(tǒng)工程，其中重要的一環(huán)就是對教科書的改革。新課改為了適應(yīng)新時代的需求和學(xué)生的發(fā)展需要，強調(diào)學(xué)生的學(xué)習(xí)方式和教師的教學(xué)方式要進一步得到改善甚至變革，更加注重對學(xué)生探究能力和創(chuàng)新能力的培養(yǎng)。歷史教科書作為歷史課程內(nèi)容基本的也是主要的載體，作為師生教與學(xué)的基本依據(jù)，在學(xué)生學(xué)習(xí)方式、能力培養(yǎng)諸方面有著不容忽視的重大影響。本文選取了具有典型意義以及顯著特色的發(fā)現(xiàn)美國的過去從史料中進行探究DISCOVERINGTHEAMERICANPAST爿LOOKATTHEEVIDENCE教科書為例，對美國中學(xué)歷史教科書中史料的運用情況進行了考察和研究，這對于我國新時期中學(xué)歷史教科書改革及歷史教學(xué)改革有一定的借鑒和啟發(fā)作用。本文主要采用文獻研究和比較研究的方法。通過對發(fā)現(xiàn)美國的過去從史料中進行探究的考察，論文指出該教科書以史料運用為特色，把史料作為全書的主體內(nèi)容，即主要組成部分，強調(diào)通過對歷史材料的解析來學(xué)習(xí)歷史。該教科書不僅在每一章布置了大量豐富多彩的史料供給學(xué)生分析研究，而且還在每一章給學(xué)生提供了有針對性的方法指導(dǎo)以幫助學(xué)生對史料進行分析研究。每一章，從問題起，到相關(guān)歷史問題的背景介紹，再到有針對性的方法指導(dǎo)，最后對史料進行探究，直至問題的解決，完成了對史料探究的基本步驟。美國國家歷史科課程標(biāo)準(zhǔn)所規(guī)定的各項能力目標(biāo)的要求可以在這一邏輯過程中達成。論文第三章，把該教科書與美國其他三個版本的中學(xué)歷史教科書進行了比較，通過比較，更凸現(xiàn)IABSTRACTNEWBASICEDUCATIONCURRICULUMREFORMHEREINAFTERREFERREDTOASTHE“NEWCURRICULUM“ISASYSTEMATICPROJECTANDONEIMPORTANTPARTOFTHEPROJECTISTHEREFORMOFTEXTBOOKSINORDERTOADAPTTOTHENEWERAANDTHEDEVELOPMENTNEEDSOFSTUDENTS，THENEWCURRICULUMEMPHASIZESTHECHANGESOFTHEMETHODSOFLEARNINGANDTEACHINGITALSOTAKEMOREEMPHASISONTHEABILITYOFSTUDENTSTOEXPLOREANDINNOVATIVEABILITYHISTORYTEXTBOOKSASTHEBASICCONTENTSOFTHECARRIEROFHISTORYCURRICULUM，ARESIGNIFICANTINTHELEARNINGANDTEACHINGTHISARTICLEHASRESEARCHED9ISCOVERINGTHE／ANERICANPASTALOOKATTHEEVIDENCE。ATYPICALHISTORYTEXTBOOKSOFTHEUNITEDSTATESMIDDLESCH001ANDTHISRESEARCHWI11BEAREFERENCEFORUSTHISPAPERUSESLITERATUREANDCOMPARATIVERESEARCHMETHODSTHROUGHTHEINVESTIGATIONOFDISCOVERINGTHEA腳ERICANPASTALOOKATTHEEVIDENC島THEPAPERPOINTEDOUTTHEUSEOFTHEEVIDENCEISTHEFEATURE，ANDTHEMAINCONTENTOFTHEBOOKARETHEEVIDENCE，ANDSHOWEDTHATSTUDENTSCANSTUDYHISTORYTHROUGHTHEANALYSISOFPRIMARYSOURCESNOTONLYINTHELAYOUTOFTHETEXTBOOKCHAPTERSUPPLIESALARGENUMBEROFPRIMARYSOURCES，BUTALSOINEACHCHAPTERPROVIDESTUDENTSWITHTHEMETHODSOFTARGETEDGUIDANCETOHELPSTUDENTSSTUDYFORANALYSISOFTHEEVIDENCEINEACHCHAPTER，STARTINGFROMTHEPROBLEMTOTHERELEVANTHISTORICALBACKGROUNDISSUES，TOGUIDEATARGETEDAPPROACH，ANDFINALLYTOEXPLORETHEPRIMARYSOURCESUNTILTHEPROBLEMSARESOLVEDANDTHOSEARETHEBASICSTEPSOFHISTORICALINQUIRYTHELOGICOFTHEPROCESSANDSTANDARDSOFTHENATIONALHISTORYCURRICULUMOBJECTIVESASSTIPULATEDINTHEABILITYTOACCESSTHEIHH『≯；；‘T日OT謄

簡介：西北師范大學(xué)碩士學(xué)位論文2003年版與1992年版高中中國古代史教材的比較研究姓名汪永臻申請學(xué)位級別碩士專業(yè)學(xué)科教學(xué)歷史指導(dǎo)教師姬秉新20061101ABSTRACTINRECENTYEARS，OURCOUNTRYMIDDLESCHOOLHISTORYTEACHINGHASRAISEDTHENEWREFORMTIDETHEGENERALHISTORYEDUCATOREXPLORESPOSITIVELYINTHEHISTORICALTEACHINGTHEORYINNOVATION，THEHISTORICALCURRICULUMESTABLISHMENT，THEHISTORICALTEACHINGMATERIALCOMPILATION，HISTORYTEACHINGMETHODASPECTSANDSOONIMPROVEMENTHASALLCONDUCTEDTHETHOROUGHRESEARCH，HASOBTAINEDMANYRESULTHOWEVERINTHEREFORMPRACTICE，THEMIDDLESCHOOLHISTORYEDUCATIONWASSTILLFACINGMANYPUZZLESANDTHEQUESTIONFORINSTANCE，THEHIIGHSCHOOLHISTORYTEACHINGMATERIALCONSTRUCTIONSTEPSTEPSNOTTHEMAJORPROBLEM，THETRADITIONALCULTUREINSIDESTORYSINCERECHINAANCIENTHISTORYTEACHINGMATERIALCONSTRUCTIONLAGQUESTIONANDSOON，WAITSFORINPARTICULARFURTHERSOLVESTHISARTICLESTHROUGH2003THEVERSIONTEACHINGMATERIALWITH1992THEVERSIONTEACHINGMATERIALCOMPARISONRESEARCH，MAINLYDISCUSSEDTHREEISSUESFIRSTPARTIN2003VERSIONTEACHINGMATERIALADJUSTMENTCHANGETHISPARTTHROUGHTWOKINDOFEDITIONTEACHINGMATERIALCOMPARISON，ELABORATEDIN2003VERSIONTEACHINGMATERIALSOMECHANGES，SUCHASNEWCLASSINCREASE，TEACHINGMATERIALSTRUCTURECHANGE，TEACHINGMATERIALCONTENTASPECTSANDSOOLLADJUSTMENT，THUSPROMULGATEDTHEVERSIONTEACHINGMATERIALALREADYGOTOLDERIN1992，THENEWCURRICULUMSTANDARDTEACHINGMATERIALNOTYETWASCOMPREHENSIVEINTHESITUATIONWHICHSHOVEDOPEN，IN2003THEVERSIONTEACHINGMATERIALCARRIEDONTHETASKTHETRANSITIONALCHARACTERISTICNAMELYITBOTLLRETAINEDPLACEOFTHESUCCESSWHICHIN1992THEVERSIONTEACHINGMATERIALCOMPILED，BUTANDHASMANIFESTEDTHENEWCUIRICULUMSTANDARDREQUESTINMANYASPECTSSECONDPANIN2003THEVERSIONTEACHINGMATERIALEXISTENCEAWAITEDIMPROVEMENTSQUESTIONTHISPARTOFCONTENTSMAINLYFROM2003THEVEMIONTEACHINGMATERIALANDJUNIORMIDDLESCHOOLTEACHINGMATERIALLINKINGUPAFTERTHEPROMOTIONQUESTION，THECONTENTINDICATEDTHEQUESTION，THETEACHINGREFERENCEBOOKWHICHTHEINSUFFICIENTSCIENCEACCURATEQUESTION，THECLASSTHEEXERCISESDESIGNWASUNSATISFACTORYAWAITIMPROVEMENTSASWELLASTHEABSORPTIONHISTORYSTUDYNEWACHIEVEMENTLAGASPECTSANDSOONQUESTIONTOOBTAIN，HAVEANALYZEDTHEPLACEWHICHIN2003THEVERSIONTEACHINGMATERIALNEEDEDTOIMPROVETN

簡介：華中師范大學(xué)碩士學(xué)位論文特教師范生教師專業(yè)認同的敘事探究基于個人生活史視角姓名李戰(zhàn)營申請學(xué)位級別碩士專業(yè)特殊教育學(xué)指導(dǎo)教師鄧猛20100501⑨碩士學(xué)位論文MASTER’STHESISABSTRACTTEACHERPROFESSIONALIDENTITYREFERSTOTHETEACHERSOVERALLVIEWABOUTTHEVALUEANDSIGNIFICANCEOFBEINGATEACHERITISTHECOREOFTHEWHOLEPROCESSINWHICHTHETEACHERPERCEPTINGTHEWORKINGSITUATION，GIVEMEANINGTOITANDTAKINGACTION，ANDALSOAPLURALISTIC，DYNAMICDEVELOPINGSELFRECOGNITIONPROCESSFORSTUDENTTEACHERWHOWILLBEASPECIALTEACHERTEACHERPROFESSIONALIDENTITYISAPROCESSWHICHINTEGRATESTHEVALUE，SIGNIFICANCEOFTHEINDIVIDUALANDTHEIRPROFESSIONALITISTHEMOSTENDURINGSOURCEOFEMOTIONALPOWEROFBEINGATEACHERORTOBEATEACHERWHICHDIRECTLYDETERMINESTHEINDIVIDUAL’SCAREERMOTIVATIONINTENTIONOFBEINGATEACHERTHECULTIVATIONOFPROFESSIONALAWARENESS，ANDEVENTHEFUTUREOFTHETEACHINGETHICSSTANDARDSTHETHESISUSESNARRATIVEINQUIRYMETHOD，INVITESASENIORSPECIALEDUCATIONSTUDENTTEACHERUNDERTHEPSEUDONYMOFBIAOBIAOASACASE，ANALYZESTHEMEANINGOFTEACHERPROFESSIONALIDENTITYTHROUGHTHESTORYTHATTHECASENARRATEDANDTHENREVEALESTHEDEVELOPMENTPROCESSANDINFLUECINGFACTORSTHETHESISPRESENTSACASEHISTORYOFTEACHERPROFESSIONALIDENTITYFROMTHEFAMILYBACKGROUND，STUDENTEXPERIENCE，PROFESSIONALLEARNING，TEACHINGPRACTICE，CAREERCHOICES，F(xiàn)UTUREPROSPECTSANDDESCRIBESTHECONTENTOFTEACHERPROFESSIONALIDENTITYFROMCAREERMOTIVATIONPROFESSIONALRECOGNITIONPROFESSIONALPREPARATION，SELFIMAGINEANDTHENANALYZEDTHEGROWTHTRAJECTORYANDINFLUECINGFACTORSOFTEACHERPROFESSIONALIDENTITYOFTHECASEFINALLYTHETHESISPUTSFORWARDSUGGESTIONSTOPROMOTETHESPECIALEDUCATIONSTUDENTTEACHERSPROFESSIONALIDENTITYFROMTHEPERSPECTIVESOFSPECIALEDUCATIONSTUDENTTEACHER，SPECIALTEACHERTRAININGINSTITUTIONS，SPECIALSCHOOLS，THESTATEANDSOCIETYINORDERTOPROVIDEAREFERENCEANDBASISFORIMPROVINGTEACHINGANDCULTIVATIONOFSPECIALEDUCATIONSTUDENTTEACHERKYEWORDSTEACHERPROFESSIONALIDENTITY；PERSONALLIFEHISTORY；SPECIALEDUCATIONSTUDENTTEACHER；NARRATIVEINQUIRY

簡介：浙江師范大學(xué)碩士學(xué)位論文科學(xué)史融入高中物理探究式教學(xué)的策略研究姓名彭小華申請學(xué)位級別碩士專業(yè)學(xué)科教學(xué)（物理）指導(dǎo)教師程燕平20090501的了解，在頭腦中已初步建立了關(guān)于物質(zhì)運動的圖像，但這還不夠。教師在講解基礎(chǔ)物理學(xué)的知識體系、研究方向時還應(yīng)當(dāng)結(jié)合～些具體的事實。對“物理文化重演論“的研究發(fā)現(xiàn)，學(xué)生學(xué)習(xí)物理的過程重演著～部微型的科學(xué)發(fā)展史?？茖W(xué)史是關(guān)于科學(xué)發(fā)展歷史的學(xué)科，有大量豐富的歷史事實，其內(nèi)容在很大程度上反映了科學(xué)家的探究活動與方法，是學(xué)生理解科學(xué)探究、掌握科學(xué)探究方法的良好范例，教師可以從科學(xué)史中找到進行探究教學(xué)的“原型”?；谝陨显?，論文提出將科學(xué)史和高中物理探究式教學(xué)相結(jié)合正好可以為探究教學(xué)提供可行的方式。論文根據(jù)高中學(xué)生的知識基礎(chǔ)與物理學(xué)習(xí)的思維水平、新課程的具體教學(xué)內(nèi)容與三維目標(biāo)，依據(jù)“探究式教學(xué)論”、“物理文化重演論”等理論的基礎(chǔ)上提出了科學(xué)史融入高中物理探究式教學(xué)的具體策略。通過實驗班的教學(xué)實驗，本研究獲得了初步的結(jié)論在學(xué)生學(xué)業(yè)成就方面，科學(xué)史輔助下探究式教學(xué)的實驗班與對照班之間存在極其顯著性差異，實驗班較好在課堂表現(xiàn)方面，學(xué)生在課堂中表現(xiàn)出“探究”的積極性，學(xué)生的思維活躍，初步養(yǎng)成了“合作“精神和“交往”能力，以及發(fā)現(xiàn)問題、提出問題、解決問題和交流觀點的能力；在學(xué)生的體驗方面，學(xué)生歷經(jīng)科學(xué)史輔助下的物理探究教學(xué)活動后，能注重學(xué)習(xí)物理時要多做實驗，理論聯(lián)系實際，注重物理規(guī)律和方法的學(xué)習(xí)，體會到學(xué)習(xí)物理是開心、愉快的事情，增強了學(xué)習(xí)物理的興趣。關(guān)鍵詞探究式教學(xué)；模擬；科學(xué)探究；簡約一復(fù)演；教學(xué)策略ILL

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簡介：湖南大學(xué)碩士學(xué)位論文大陸網(wǎng)絡(luò)惡搞視頻十年發(fā)展史姓名黃云霞申請學(xué)位級別碩士專業(yè)新聞學(xué)指導(dǎo)教師崔煉農(nóng)20100406碩‘I學(xué)位論文ABSTRACTTHERESEARCHWASBASEDONTHETHEREPORTSANDVIDEOESAVAILABLEONTHEINTERNET．ANDTHEPURPOSEOFTHESTUDYWASTOINVESTIGATETHECHARACTERISTICANDDEVELOPENTOFKUSOVIDEOINMAINLANDINTHEPASTDECATE．IFINDTHATKUSOVIDEOFOLLOWEDDEMONSTRATEDAGROWTH，RISEANDFALLCOURSEOVERTHEYEARS．ITHINKTHEFACTOROFKUSOVIDEOPOPULARRECENTLYWASTHEINFLUENCEOFINTERNET．FURTHERMORE，NETFRIENDSWHOWEREBROUGHTUPINTHEMULTI．CULTUREINCLINEDTOENTERTAINMENTSSIMILARTOKUSO．IFINDTHATKUSOVIDEOREACHEDTHETOPSYMBOLIZEDBYTHEEVENTOFSTEAMEDBREADIN2006．BYTHEWAY，KUSOVIDEOINMAINLANDENTEREDTHEFIRSTYEAROFANERAORTHEREIGNOFANEMPERORBECAUSEOFTHEIRRATINGFROMYOUTUBEWHICHWASAFAMOUSVIDEONETINUSAATTHESAMETIME．ANDITPROMOTEDKUSOVIDEOINDUSTRYMUCHLATER．IFINDTHATKUSOVIDEOINDUSTRYEXPERIENCEDEVELOPSZIGZAGFORTWOREASONSINMAINLANDSINCE2007．ONTHEONEHAND，MASSMEDIACRITICIZEDANDPAIDLESSATTENTIONANDTHEGOVERNMENTSTRENGTHENEDTHESUPERVISIONONKUSOVIDEOBECAUSEOFSOMEDEVIATIONSTOWARDSTHECONTENTAFTER2006．ONTHEOTHERHAND，THEPEOPLEONINTERNETWEREINGREATNEEDOFKUSOVIDEO，SOTHEINDUSTRYTAPPEDWITHEFFORTSTHEPOTENTIALVALUEOFKUSOVIDEOTOSATISFYTHENETFRIENDSTOREACHTHEMAXIMIZEPROFITS．ITHINKTHEDEVELOPMENTOFKUSOVIDEOREVEALEDNETWORKMEDIAAGAIN。KUSOVIDEOWILLBEMOREPOPULATEDFORTHEINCREASEDSENSITIVITYTOADVERTISEMENTEXPENSESAFTERTHEFINANCIALCRISISIN2008．IALSOBELIEVETHEKUSOVIDEOWILLGETAGOODOPPORTUNITYFROMTHE3RDGENERATIONANDHASABRIGHTFUTURE．KEYWORDSKUSOVIDEO；HISTORY；INTERNETINMAINLANDIII

簡介：廈門大學(xué)學(xué)位論文原創(chuàng)性聲明本人呈交的學(xué)位論文是本人在導(dǎo)師指導(dǎo)下，獨立完成的研究成果。本人在論文寫作中參考其他個人或集體己經(jīng)發(fā)表的研究成果，均在文中以適當(dāng)方式明確標(biāo)明，并符合法律規(guī)范和廈門大學(xué)研究生學(xué)術(shù)活動規(guī)范試行。另外，該學(xué)位論文為課題組的研究成果，獲得課題組經(jīng)費或?qū)嶒炇业馁Y助，在實驗室完成。請在以上括號內(nèi)填寫課題或課題組負責(zé)人或?qū)嶒炇颐Q，未有此項聲明內(nèi)容的，可以不作特別聲明。聲明人簽名坼W，≥年OF月D乒日摘要世界上很多國家都很重視本國語言的推廣，建立了很多語言推廣機構(gòu)，例如歌德學(xué)院、法語聯(lián)盟和英國文化委員會等。中國政府從2004年開始在全球開設(shè)孔子學(xué)院，其在傳授漢語知識、傳播中國文化和促進世界各民族之間相互了解等方面發(fā)揮了重要的作用。最近幾年隨著孔子學(xué)院在世界各個國家如雨后春筍般地興起，對孔子學(xué)院的研究與討論也進行的如火如荼，其中一個熱點問題就是孔子學(xué)院的績效評估?？鬃訉W(xué)院作為這樣一個新生事物，學(xué)術(shù)界對其興起背景、發(fā)展現(xiàn)狀、教學(xué)內(nèi)容以及經(jīng)驗總結(jié)方面的討論已經(jīng)有了相當(dāng)?shù)纳疃龋顷P(guān)于績效評估方面的討論還相對比較少。本文基于筆者在孔子學(xué)院一年的任教經(jīng)歷從專業(yè)角度對孔子學(xué)院的績效評估進行一個探析。本文以孔子學(xué)院績效評估作為研究對象，綜合采用歷史文獻法、比較分析法、個案分析法和調(diào)查研究法，闡述了孔子學(xué)院設(shè)立背景、發(fā)展現(xiàn)狀和屬性等內(nèi)容，說明孔子學(xué)院績效評估的必要性。在此基礎(chǔ)上結(jié)合360?？冃гu估、關(guān)鍵指標(biāo)法、平衡計分法和CIPP評估等評估模式的特點和孔子學(xué)院績效評估的特點，選擇適合孔子學(xué)院績效評估的模式CPP模式。采用CIPP模式，結(jié)合現(xiàn)有CIPP模式下教育機構(gòu)評價模式，分析孔子學(xué)院績效評估維度，構(gòu)建孔子學(xué)院績效評估三級指標(biāo)體系，并簡單探討了孔子學(xué)院進行績效評估的組織實施。在績效指標(biāo)體系的基礎(chǔ)上，筆者認為孔子學(xué)院的文化傳播效果評估是CIPP模式下孔子學(xué)院績效評估的結(jié)果評估中最重要的內(nèi)容，因為孔子學(xué)院的最終目的是傳播中國文化，加之筆者條件及時間所限制，故運用調(diào)查研究的方法對CIPP模式下非洲孔子學(xué)院績效評估的一個方面即文化傳播效果進行一個初步的評價。本文的創(chuàng)新之處在于首次將CIPP這種教育評價模式應(yīng)用到孔子學(xué)院績效評估領(lǐng)域，并對其評價維度、指標(biāo)體系就行了一個簡單的探索，分析孔子學(xué)院進行績效評估的組織實施情況。并在此基礎(chǔ)上，結(jié)合筆者的工作經(jīng)歷，對CIPP模式下非洲孔子學(xué)院的績效評估中的效果評估的文化傳播效果進行了一個實證研究。關(guān)鍵詞孔子學(xué)院；績效評估；CIPP評價；文化傳播效果