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簡(jiǎn)介：內(nèi)容摘要清代乾嘉時(shí)期學(xué)者編纂的四庫(kù)全書總目是目錄學(xué)的集大成之作。史部“正史類”目錄是其中最具特色、最有代表性一個(gè)方面。總目“正史類”目錄的主要成就包含在提要之中。首先是四庫(kù)全書總目史部“正史類”的源流。包括“正史類”收錄書目的數(shù)量和“正史類”收錄書目的標(biāo)準(zhǔn)。其次是總目史部“正史類”提要編撰遵循的原則。史部“正史類”目錄遵循以表彰漢學(xué)為宗旨，以闡明史書的得失為主體的原則。再次是總目史部“正史類”提要內(nèi)容研究。這是中心部分。主要包括了史書修撰的前因后果、篇目卷數(shù)、并對(duì)著者加以考辨關(guān)于史書體例方面，闡明史書之體例、批駁體例混亂駁雜就對(duì)史料的辯駁而言，首要是對(duì)鬼怪史料持貶斥態(tài)度、論述史書史料傳承、來源關(guān)于?？钡膯栴}，包括表彰?？背晒?、闡明自相抵悟之論、明確輯錄佚書對(duì)考證的作用。最后是史部“正史類”提要的作用和意義。指出其體例方面包括倡導(dǎo)體例繼承并且鼓勵(lì)創(chuàng)新，體例分類明確，條例整齊，強(qiáng)調(diào)體例完備史料方面包括史料收集應(yīng)該以正史和實(shí)錄為主，并且擴(kuò)大了史料征集的范圍，史料采集秉持“寧繁毋漏”考據(jù)方面包括校勘文字，辨別版本，考證史實(shí)?？傊?，從各個(gè)角度探討了總目史部“正史類”目錄的學(xué)術(shù)價(jià)值，從而進(jìn)一步了解總目在學(xué)術(shù)史上地位和對(duì)學(xué)術(shù)的貢獻(xiàn)。關(guān)鍵詞四庫(kù)全書總目正史類提要OMISSIONWITHRESPEETTOTHETEXTUALERITIEISM，ITINELUDETHETEXTEOLLATIONANDDIFFERENTIATIONWITHVERSIONANDTHEEONFIRLNATIONOFHISTORIEALFAETSINAWORD，THEDISSCRTATIONDEMONSTRATEONTHEACADE們NIEALVALUEOFTHEHISTORICALBOOKINFONNOFBIOGRAPHIESELASSBELONGSTHEHISTORYOFTHEDEPARTMENTANDMOVEFWARDASINGLESTEPONTHEPOSITIONCONTRIBUTIONWITHTHEINVESTIGATYSUBJECTKEYWORDSTHEFOURBIBLIOGRAPHIECATEGORIESTABLEOFCONTENTSTHEEATALOGUEOFTHEHISTORIEALBOOKINFMOFBIOGRAPHIESELASSTHEEPITOME女

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簡(jiǎn)介：貴州師范大學(xué)碩士學(xué)位論文面向中學(xué)的高師數(shù)學(xué)史課程建設(shè)與教學(xué)設(shè)計(jì)案例研究姓名嚴(yán)虹申請(qǐng)學(xué)位級(jí)別碩士專業(yè)課程與教學(xué)論指導(dǎo)教師項(xiàng)昭20080401第四部分，課程建設(shè)的實(shí)證探索。從課程設(shè)計(jì)思路及框架、性質(zhì)及目標(biāo)、內(nèi)容及組織、教學(xué)及評(píng)價(jià)等方面進(jìn)行課程設(shè)計(jì)，選取面向中學(xué)數(shù)學(xué)教育的四個(gè)典型案例“三等分角”問題、“導(dǎo)數(shù)“概念問題、“概率論“起源問題、“數(shù)論知識(shí)在密碼學(xué)中的應(yīng)用”問題在高師進(jìn)行教學(xué)實(shí)驗(yàn)和案例分析，并對(duì)課程建設(shè)進(jìn)行初步評(píng)價(jià)。論文最后對(duì)研究中存在的問題進(jìn)行討論，提出若干尚待解決的問題。關(guān)鍵詞高師院校，數(shù)學(xué)史，中學(xué)數(shù)學(xué)教育，課程建設(shè)，教學(xué)設(shè)計(jì)案例II

簡(jiǎn)介：點(diǎn)擊查看更多西方哲學(xué)史有關(guān)“人的創(chuàng)造性”觀念形成淺析.pdf精彩內(nèi)容。

簡(jiǎn)介：分類號(hào)UDC密級(jí)編號(hào)學(xué)位論文中學(xué)古詩文與高三中國(guó)古代史教學(xué)THECHLNESEANCIENTPOETRYLNMLDDLESCHOOLANDTHETEACHINGOFTHECHINESEANCIENTHISTORYINSENIOYTHREE鐘阿蘭指導(dǎo)教師姓名方志遠(yuǎn)教授江西師范大學(xué)支旅學(xué)院申請(qǐng)學(xué)位級(jí)別碩士專業(yè)名稱學(xué)科教學(xué)歷史論文提交日期2006年9月論文答辯日期2006年12月2日學(xué)位授予單位和日期江西師范大學(xué)2006年月日答辯委員會(huì)主席評(píng)閑人二OO六年九月ABSTRACT”THECENTRALCOMMITTEEOFTHECCPSTATECOUNCILABOUTDEEPENEDEDUCATIONREFORM，COMPREHENSIVELYADVANCESEDUCATIONFORALLAROUNDDEVELOPMENTDECISION”0POINTOUTTHAITHECHANGECURRICULUMOVEREMPHASIZESTHEDISCIPLINESYSTEM，ISSEPARATEDFROMTHETIMEANDTHEDEVELOPMENTASWELLASSTUDENT’SACTUALCONDITIONGRASPSTOESTABLISHTHERENEWALCOURSECONTENTTHEMECHANISM，STRENGTHENSTHECURRICULUMTHECOMPREHENSIVENATUREANDTHEPRACTICALITYTHEHISTORICALDISCIPLINEISSTUDIESANDELABORATEDTHEHUMANSOCIETYDEVELOPSTHECONCRETEPROCESSANDITSRULEDISCIPLEARTICLESOCIALSCIENCES，INVOLVETHESCOPEINCLUDESTHEECONOMYTHEPOLITICS，CULTURE，SCIENCEANDTECHNOLOGYANDSOON，THISHASDECIDEDTHEHISTORICALDISCIPLINEANDOTHERDISCIPLINESARETHECLOSERELATIONTHISARTICLEWILLCHOOSETHESTUDENTACTUALLYMOSTFAMILIARMIDDLESCHOOLANCIENTPROSESOURCEMATERIALANDTHEANCIENTTIMESHISTORYRELATIONOBTAINS，WILLENHANCETHESTUDENTQUALITYREALIZATIONINTHEDAILYTEACHINGLJROMOTIONMIDDLESCHOOLHISTORYEDUCATIONALREFORM，WILLENHANCEBETWEENTHEHISTORICALTEACHERSLITERATUREELEMENTPROMOTIONDISCIPLINEMUTUALLYTOINFILTRATETHELITERATUREANDHISTORYTOBLENDCONSTRUCTSSTUDENT’SKNOWLEDGEBODYTOGETHERCONCRETESAIDTHAT，THISARTICLESELECTEDTHEQUESTIONNAIRESURVEYLAWTHEINVESTIGATION，CASEANALYTICMETHODHASCARRIEDONGRINDSITSGOALISUNDERSTANDINGTHESTUDENTKEEPSABREASTOFTHESITUATIONCOTHEMIDDLESCHOOLLANGUAGEMIDDLEAGESPROSE，F(xiàn)ORSHARPENSTHESTUDENTKNOWLEDGEMIGRATIONABILITYANDTHESYNTHESISQUALITYPROVIDESTHESENATETHISARTICLEALTOGETHERISDIVIDEDINTOSIXPARTSTHEFIRSTPARTOFFOREWORD，MAINLYISTHEBRIEFINTRODUCTIONTOPICGRINDSPUTSONTHESECONDPART，INTRODUCESTHEMIDDLESCHOOLANCIENTPROSETHEGRADETHREECHINESEANCIENTHISTORYTEACHINGTHENECESSITYTHISPARTMAINLYREFORMSTHENEEDFROMTHECURRICULUM，THEEDUCATIONFORALLAROUNDDEVELOPMENTREQUEST，ENHANCESTHEHISTORICALTEACHERLITERATUREACCOMPLISHMENT，BETWEENTHEPROMOTIONDISCIPLINEMUTUALSEEPAGEFOURASPECTS，ELABORATESTHISTOPICRESEARCHNECESSITYTHIRDPART，RELATEDTHEORYANDIIFIPLEMENTATIONSTEPMAINLYHASAMINDTHENEECONFUCIANISMSTUDYTRANSPORTTHEORYANDCONSTRUCTSCONSTRUCTIONSTUDYVIEWFOURTHPART，MIDDLESCHOOLANCIENTPROSEINTRODUCTIONHIGHSCHOOLCHINAANCIENTHISTORYTEACHINGPRINCIPLEMAINLYFORPRACTICALIZING，IDEOLOGICALNATURE，SUCCINCT，CONCISENESSPRINCIPLETHEFIFTHPART，THETEACHINGDESIGN，SPECIFICALLYANALYZESTHEMIDDLESCHOOLANCIENTPROSEANDTHEHIGHSCHOOLCHINAANCIENTHISTORYTEACHINGCONFORMITYTHESIXTHPARTISTHECONCLUDINGREMARKKEYWORDSCHINESEANCIENTPROSE，HIGHSCHOOL，ANCIENTHISLORY，TEACHING

簡(jiǎn)介：瑪湖一盆1井西地區(qū)是準(zhǔn)噶爾盆地富集油氣最多，也是目前勘探的最重要區(qū)域。本文在構(gòu)造、沉積和地化等分析的基礎(chǔ)上，研究了地下水化學(xué)場(chǎng)和水動(dòng)力場(chǎng)以及它們與油氣藏形成的關(guān)系，并且從盆地流體演化的角度，分析了油氣的成藏動(dòng)力學(xué)過程，及由此決定的環(huán)凹陷邊緣的油氣分布規(guī)律1在泥巖壓實(shí)排水淡化、粘土礦物脫水淡化、古、今大氣水下滲淡化、地下水蒸發(fā)濃縮和地下水滲濾濃縮等影響機(jī)制的作用下，瑪湖一盆1井西地下水化學(xué)具有垂直分帶性和平面分區(qū)性的總體分布特征。2腹部石炭系、二疊系、三疊系、侏羅系各個(gè)層位的碎屑巖類成巖方解石自生礦物的Δ18O和Δ13C值均明顯偏負(fù)，反映為淡水沉積環(huán)境。流體包裹體中的氘明顯偏輕也證明了這一點(diǎn)。腹部白堊系至三疊系均一溫度一致介于1444～1916℃，說明它們形成于相同的熱事件，斷裂的溝通作用使得深部流體運(yùn)移至白堊系，且可能是晚燕山期。同時(shí)，較高的地溫，氣液兩相含烴包裹體的氣相烴類中甲烷等烴類的含量高，且氣相甲烷含量大于水溶相甲烷，反映了包裹體捕獲流體時(shí)油氣成熟度較高。3建立瑪湖一盆L井西現(xiàn)今地下水動(dòng)力場(chǎng)模式，并劃分和總結(jié)了局部水動(dòng)力單元的分布特征?，敽慌鐻井西地區(qū)二疊系地下水動(dòng)力場(chǎng)較對(duì)稱，且在盆1井西凹陷內(nèi)屬于對(duì)稱型，大氣水下滲補(bǔ)給形成的向心流區(qū)存在于盆地西北緣的邊緣和陸梁隆起的東北部，凹陷區(qū)泥巖壓實(shí)水形成離心流區(qū)，在前兩者的過渡帶發(fā)育越流泄水區(qū)。侏羅系地下水動(dòng)力場(chǎng)明顯的不同，屬于不對(duì)稱型，現(xiàn)階段泥巖壓實(shí)離心流已經(jīng)退縮至盆參2井區(qū)及其以南地區(qū)，西北緣和陸梁隆起區(qū)的向心流往盆地內(nèi)較壓實(shí)流階段有所推進(jìn)，瑪湖地區(qū)至盆1井西地區(qū)地下水滯流。4在劃分瑪湖一盆L井西水文地質(zhì)旋回的基礎(chǔ)上，結(jié)合地下水化學(xué)分布和二疊系各地史階段的壓實(shí)流特征，分析了瑪湖一盆1井西地下水動(dòng)力場(chǎng)的形成與演化。結(jié)果表明，二疊系地下水動(dòng)力場(chǎng)的形成與演化具有典型的繼承性。而侏羅系的可以分成兩個(gè)階段第三紀(jì)以前在盆1井西地區(qū)地下水動(dòng)力為離心流，第三紀(jì)及其以后出現(xiàn)滯流特征。5地下水化學(xué)剖面分布闡明了瑪湖一盆1井西地下水化學(xué)、水動(dòng)力和油氣分布的相關(guān)性。越流泄水區(qū)是油氣聚集最有利區(qū)，離心流區(qū)次之，向心流區(qū)最差；地下水化學(xué)在三種不同水動(dòng)力單元里的特征亦不同，越流泄水區(qū)往往成為地下水的濃縮區(qū)，水型主要為表示水文地質(zhì)封閉環(huán)境良好的CACL2型。

簡(jiǎn)介：華東師范大學(xué)碩士學(xué)位論文新任教師個(gè)人實(shí)踐性知識(shí)建構(gòu)研究基于個(gè)人生活史的考察姓名曾慶彪申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育學(xué)原理指導(dǎo)教師周彬20080501ABSTRACTTHEDAILYTEACHINGWORKOFATEACHERISBASEDONITSSPECIALPRACTICALKNOWLEDGE，WHICHISTHECOMBINATIONOFPRACTICALWORDSANDTHINKINGSTYLESBELONGEDTOATEACHER,ANDWHICHISALSOTHENORMALCHARACTERASAPROFESSIONALTEACHER．BEFOREONENEWTEACHERTAKESHISPO甌HEALWAYSMEETSALOTOFDIFFICULTIESANDCRISESINREALITY,．THEKEYREASONISTHATHELACKSTHEPRACTICALKNOWLEDGEANDSKILLS．HOWEVER,THESTAGEASANEWTEACHERWILLDETERMINETHEPROFESSIONALDEVELOPMENTOFATEACHERANDHASALLIMPORTANTEFFECTONTHETEACHERSPROFESSIONALGROWTHANDTENDENCY．SOITISURGENTANDNECESSARYTODOSUCHKINDOFRESEARCHINORDERTOHELPTHENEWTEACHERTOCOPEWINLSUCHCRISESINTHISSTEP．THISRESEARCHSUBJECTISLIMITEDONTHECONSTRUCTIONRESEARCHOFPERSONALPRACTICALKNOWLEDGEOFNEWTEACHER．THERESEARCHMETHODISBASEDONQUALITATIVERESEARCHINORDERTOCHECKTHECONSTRUCTIONOFTHEPRACTICALKNOWLEDGETHROUGHTHEANALYSISOFTEACHERSPERSONALLIFEHISTORY．THISPAPERCANBEDIVIDEDINTOTWOPARTS．ONEISTHEORYEXPLORATION，THEOTHERISCASESTUDY．FIRSTLY,TOEXPLAINTHEPERSONALPRACTICALKNOWLEDGEOFANEWTEACHERWITHTHEORY．THISPARTWILLCONTAINTHEUNDERSTANDINGABOUTTHEBASICINTENTION,INDICATINGMETHODANDDEVELOPINGAPPROACHOFTHENEWTEACHER’SPERSONALPRACTICALKNOWLEDGEASWELLASTHEDISCUSSIONONTHECHARACTERISTICSOFSUCHKIILDOFKNOWLEDGE．THENTHEAUTHORWILLINDICATETHEPOSSIBLEAPPROACHOFTHERESEARCHONTHETEACHER’SPERSONALPRACTICALKNOWLEDGE．SECONDLY,TODOOBSERVATIONOFCONSTRUCTIONOFTHENEWTEACHER’SPRACTICALKNOWLEDGEBASEDONCASESTUDY．BYEMPLOYINGAUTOBIOGRAPHYMETHODSINLIFEHISTORYRESEARCH,COMBININGWITHINTERVIEWSANDCENTERINGONMRSMO’SPERSONALLIFEEXPERIENCE，PROFESSIONALLEARNINGEXPERIENCEANDWORKEXPERIENCE，THEAUTHORMAKESAPROBEINTOTHECONSTRUCTIONPROCESSOFTEACHER’SPRACTICALKNOWLEDGE．THELASTCHAPTERGETSACONCLUSIONACCORDINGTOTHEABOVEANALYSIS，POINTINGOUTTHESOURCES，F(xiàn)ACTORSANDTHEWAYOFDEVELOPINGTHENEWTEACHER’SPRACTICALKNOWLEDGE．SOMESTRATEGIESANDSUGGESTIONSOFDEVELOPINGTHENEWTEACHER’SPRACTICALKNOWLEDGEAREADDEDATPERSONAL，ORGANIZATIONALANDPROFESSIONALLEVELS．KEYWORDSPERSONALLIFEHISTORY；NEWTEACHERPRACTICALKNOWLEDGE；KNOWLEDGECONSTRUCTIONN

簡(jiǎn)介：學(xué)位論文獨(dú)創(chuàng)性聲明本人鄭重聲明所提交的學(xué)位是本人在導(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(shí)驗(yàn)、數(shù)據(jù)和有關(guān)材料均是真實(shí)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(duì)本研究所做的貢獻(xiàn)均已在論文中作了聲明并表示了謝意。學(xué)位論文作者簽名／彳露抑乞日期三口F／虧／鄉(xiāng)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(shí)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?jī)?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?guó)家有關(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，保密期限為年。學(xué)位論文作者簽名徊蚧吃指日期沙IF’5日導(dǎo)教師簽名期‘≮瑪，殳兒ABSTRACTABSTRACTTHISARTICLEISUNDERTHENEWCURRICULUMEDUCATIONALREFORMBACKGROUND，THERELATEDTEACHINGMATERIALQUESTIONLAUNCHESTHERESEARCHINVIEWOFTHEHIGHSCHOOLHISTORYTEACHING，TAKETHECHINESEMODEMHISTORY’SINANTIENEMYHISTORYASTHEEXAMPLETOTHECHINESEMODEMHISTORY’SINANTIENEMYHISTORYCONFORMITYRESEARCHSTRENGTHENSBETWEENTHECHINESEHISTORYPHENOMENONTHERESEARCHQUITE，ISADVANTAGEOUSINREALIZESTHEHISTORICALEDUCATIONFUNCTION，ISADVANTAGEOUSININTEGRATESTHECHINESEHISTORYTHEWORLDHISTORYINTHECATEGORYTOCARRYONTHEINSPECTIONISADVANTAGEOUSSETSUPTHE西OBALHISTORYVIEWPOINTINTHESTUDENT，CAUSESTHESTUDENTTOFORMTHEGLOBALHISTORYIDEAANDTHEUNIVERSALHISTORYIDEASHOULDTRANSFCLLTNTHEIDEADUTIFULLYASAHIGLASCHOOLHISTORYTEACHINGTEACHERSTUDIES，ACTUALAPPLIESINTHETEACHINGTHEHISTORYTHEORYINTHETEACHINGREALITYTHEARTICLELAUNCHESREGARDINGTHETEACHINGCONFORMITYQUESTION，MAINLYELABORATESFROMTHEFOLLOWINGSEVERALASPECTSFIRST，ELABORATESUNDERTHENEWCURRICULUMBACKGROUNDTHEHISTORICALTEACHINGMATERIAL’SCONFORMITYQUESTION；SECOND，TOTHECHINESEMODEMHISTORY’SINANTIENEMYHISTORYEONFORMITYRESEARCH；TLLIRD，PROBLEMSBETWEENCONFORMITYTEACHING；THESETHREEASPECTSCOMPLEMENTONEANOTHERTHEPRESENTHIGHSCHOOLHISTORYTEACHINGMATERIAL’SPRESENTSITUATIONNEEDSTHECONFORTUITYHOWTHEHISTORYRESEARCHANDTHETEACHINGMATERIALCONTENTRESEARCHENABLESTHETEACHERTOLEARNINTHETEACHINGPRACTICEACTUALUNIFIESTHEPERSPECTIVEHISTORICALTHEORYANDTHETEACHINGEXPLORESTHEFEASIBLETEACHINGSTRATEGYISTHISARTICLEKEYPOINTTHEANALYSISHISTORYEDUCATIONALWORLDABOUTTHECHINESEMODEMHISTORY’SINANTIENEMYRESEARCHRESULTS，TRACKSDOWNTHEHISTORYTHEORYACHIEVEMENTTOTHEHIGHSCHOOLHISTORYTEXTBOOKSEEPAGEAPPROXIMATEWAYTEALIZEINFINALLYTHEHIGHEDUCATIONHUMANISM，THEPEDAGOGUESELFPERFECTIONGOALSERVICEUNDERTHESITUATION，THETEACHERWANTSTOSTUDYUNCEASINGLYNOWCANUNDERTAKETHEHEAVYRESPONSIBILITYWHICHIMPARTSKNOWLEDGEANDEDUCATESPEOPLETOTHECHINESEMODEMHISTORY’STEACHINGMATERIALCONFORMITYQUESTION’SRESEARCHMAYSTRENGTHENTEACHER’SRESEARCHCONSCIOUSNESS，MAYRAISESTUDENT’SMODERNIZEDIDEAKEYWORDSTEACHINGMATERIAL，CHINESEANTIENEMYINMODERNHISTORYTEACHINGCONFORMITYN

簡(jiǎn)介：華東師范大學(xué)博士學(xué)位論文物理學(xué)史與物理教學(xué)結(jié)合的理論與實(shí)踐研究姓名侯新杰申請(qǐng)學(xué)位級(jí)別博士專業(yè)課程與教學(xué)論指導(dǎo)教師高文20050401第三章是物理學(xué)史與物理教學(xué)結(jié)合的方式、模式、原則和案例分析。論文首先根據(jù)中學(xué)生和低年級(jí)大學(xué)生的認(rèn)知水平以及物理學(xué)知識(shí)的類型探討了物理學(xué)史與物理教學(xué)結(jié)合的兩種方式。然后論文評(píng)述了國(guó)外HPS教育提出的科學(xué)教學(xué)改革的兩種新模式一蒙克與奧斯本的教學(xué)過程模式，二馬修斯的適度目標(biāo)模式，討論了這兩種模式對(duì)物理學(xué)史和物理教學(xué)結(jié)合的有益啟示。為了在教學(xué)實(shí)踐中充分發(fā)揮物理學(xué)史和物理教學(xué)結(jié)合的積極作用，論文闡述了物理學(xué)史和物理教學(xué)結(jié)合應(yīng)遵循的原則。作為前面理論研究的應(yīng)用，論文分析了教材中物理學(xué)史和物理教學(xué)結(jié)合的典型案例狹義相對(duì)論內(nèi)容的歷史考察和教材處理。論文考察了狹義相對(duì)論建立的歷史，調(diào)查統(tǒng)計(jì)了十套國(guó)內(nèi)外物理教材，發(fā)現(xiàn)大多數(shù)教材在狹義相對(duì)論內(nèi)容的處理上呈現(xiàn)實(shí)證主義的思維模式。論文進(jìn)一步闡述了相對(duì)論部分處理的意見，提出了相對(duì)論部分的內(nèi)容綱要。第四章是基于歷史探究的物理教學(xué)策略及實(shí)驗(yàn)研究。本章內(nèi)容分為三部分，第一部分是教學(xué)策略的提出。論文吸收認(rèn)知心理學(xué)、建構(gòu)主義學(xué)習(xí)理論、探究式學(xué)習(xí)理論、課堂教學(xué)理論，提出了基于歷史探究的物理課堂教學(xué)策略，包括一課堂教學(xué)的準(zhǔn)備策略；二探究式的教學(xué)策略；三課堂管理的策略；四課堂教學(xué)的評(píng)價(jià)策略。第二部分是教學(xué)實(shí)驗(yàn)實(shí)施。論文根據(jù)教學(xué)策略研究，設(shè)計(jì)了若干教學(xué)實(shí)驗(yàn)案例，選擇了一所高中進(jìn)行教學(xué)實(shí)驗(yàn)，開展科學(xué)方法教育，創(chuàng)造性思維能力培養(yǎng)，科學(xué)臻美方法教育，科學(xué)哲學(xué)觀滲透。第三部分是實(shí)驗(yàn)效果評(píng)價(jià)。實(shí)驗(yàn)效果的評(píng)價(jià)分為三個(gè)內(nèi)容①學(xué)生學(xué)習(xí)的形成性評(píng)價(jià)，包括科學(xué)方法和創(chuàng)造性思維知識(shí)和能力評(píng)價(jià)；②學(xué)生學(xué)習(xí)情感和體驗(yàn)評(píng)價(jià)；⑨教師體驗(yàn)評(píng)價(jià)。在評(píng)價(jià)方法上，論文使用了等價(jià)排除法分知識(shí)卷和能力卷、問卷調(diào)查和X2檢驗(yàn)、觀察訪談等多種方法。實(shí)驗(yàn)評(píng)價(jià)的結(jié)果表明，物理學(xué)史與物理教學(xué)結(jié)合對(duì)學(xué)生的認(rèn)知能力和學(xué)習(xí)情感都有積極作用。第五章是全文的總結(jié)結(jié)論和討論。論文對(duì)全文研究?jī)?nèi)容進(jìn)行了總結(jié)，從科學(xué)觀的嬗變對(duì)物理學(xué)史與物理教育結(jié)臺(tái)中遇到的深層次問題進(jìn)行深入分析，對(duì)教材編寫和教師培養(yǎng)提出了建議。關(guān)鍵詞物理學(xué)史物理教學(xué)科學(xué)素養(yǎng)科學(xué)本質(zhì)創(chuàng)造素質(zhì)科學(xué)精神