簡介：R一論文作者簽名指導(dǎo)教師簽名論文評閱人1評閱人2評閱人3評閱人4評閱人5答辯委員會主席委員L委員2委員3委員4委員5答辯日期＼刪愀科杭州師范大學(xué)研究生學(xué)位論文獨(dú)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)行的研究工作及取得的研究成果。除了文中特別加以標(biāo)注和致謝的地方外，論文中不包含其他人已經(jīng)發(fā)表或撰寫過的研究成果，也不包含為獲得揎塑I塑墊盤堂或其他教育機(jī)構(gòu)的學(xué)位或證書而使用過的材料。與我一同工作的同志對本研究所做的任何貢獻(xiàn)均已．在論文中作了明確的說明并表示謝意。學(xué)位論文作者簽名簽字同期年月同學(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一揎劌豎基盤堂有權(quán)保留并向國家有關(guān)部門或機(jī)構(gòu)送交本論文的復(fù)印件和磁盤，允許論文被查閱和借閱。本人授權(quán)墊J州豎蕉盤鱟．可以將學(xué)位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫進(jìn)行檢索和傳播，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。保密的學(xué)位論文在解密后適用本授權(quán)書學(xué)位論文作者簽名導(dǎo)師簽名簽字日期年月同簽字日期年月日

簡介：華東師范大學(xué)碩士學(xué)位論文師范院校美術(shù)史課程對小學(xué)美術(shù)教師專業(yè)素質(zhì)的影響姓名徐蘭蘭申請學(xué)位級別碩士專業(yè)美術(shù)教育指導(dǎo)教師錢初熹20061001THETEACHINGOFARTISTICAPPRECIATIONPLAYSANIMPORTANTROLEINARTISTICCURRICULUMOFMIDDLEANDPRIMARYSCH001SDURINGTHEREFORMOFNEWARTISTICCURRICULUMATTHEPRESENTSTAGE．HOWEVERTHEARTTEACHERSINMIDDLEANDPRIMARYSCHOOLSARENOTQUALIFIEDFORTHEJOB．ANDTHEREASONSFORTHATAREVARIOUS，THEMAINONE鯽ONGWHICHISTHATNORMALSCHOOLS，ASTHEBASEOFCULTIVATINGARTTEACHERSOFMIDDLEANDPRIMARYSCH。01S，DON’TPAYENOUGHATTENTIONTOTHESTUDENTS’EDUCATIONOFPROFESSIONALKNOWLEDGEANDCULTURALQUALITY，ESPECIALLYTHEPROPORTIONOFTHEHJSTORYOFARTWHICHISREGARDEDASAHUMANESUBJECTISQUITE10W，ANDIT’SCONTENTONLYFOCUSESONTHEARTISTICPHENOMENAIN01DANDMODERNTIMES，REGARDLESSOFTHOSEINPRESENTTIMESTHERESEARCHINGSUBJECTONLYFOCUSESONTHECLASSICWORKSINEUROPEANDSOMEOTHERDEVELOPEDAREAS，REGARDLESSOFTHEARTISTICWORDSOFNONMAINSTREAMCULTUREINSOMEUNDERDEVELOPEDAREAS．BESIDES，THEBORINGANDSIMPLISTICTEACHINGMETHODSCHARACTERIZEDINTEACHERS’TEACHINGANDCRAMⅢINGIGNORESTUDENT’SSELFSTUDYANDEXPLORATION，WEAKENSTHEUSAGEOFTHEHISTORYOFARTDEVELOPINGTHESTUDENTS’PROFESSIONALQUALITYANDAPPRECIATIONABILITYINNORMALSCHOOLS．TOCOUNTERTHISISSUE，THETHESISGRASPSSOMETEACHINGSITUATIONOFARTISTICAPPRECIATIONTHROUGHALOTOFFIELDWORK，INVESTIGATIONANDRESEARCHTOKNOWTHEPRIMARYSTUDENTS’1EARNINGSITUATIONANDTHEPRIMARYTEACHERS7TEACHINGSITUATIONOFARTISTICAPPRECIATIONANDTHENORMALSTUDENTS’LEARNINGSITUATIONOFTHEHISTORYOFART．0NTHEOTHERSIDETHETHESISALSOCLARIFIESTHEPOSITIVEEFFECTSOFTHEHISTORYOFATONCULTIVATINGTHEPROFESSION2LQUALITY，ESPECIALLYTHETEACHINGABILITYOFARTAPPRECIATLONOFTHEHISTORYOFARTINNORMALSCHOOLSONTHEBASISOFALARGEQUANTITYOFDATACOMINGFROMTHERELATIVERESEARCHOFTHERELATIVERESEARCHOFTHENORMALSTUDENTS1EARNINGSITUA七IONOFTHEHISTORYOFARTANDTHEIRTEACHINGPERFORMANCEOFARTISTICAPPRECIATIONDURINGTHETEACHINGPRACTICEPERIOD．

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簡介：Y1407616學(xué)校代碼10200分類號G427③研究生學(xué)號密級東北H予厄大季碩士學(xué)位論文1020064300玉高中化掌新舊教科書化掌史內(nèi)容的比較THECOMPARISONOFTHECONTENTSONTHEHISTORYOFCHEMISTRYINNEWTEXTBOOKSOFHIGHSCHOOLANDINTHEOLD作者沈曉燕指導(dǎo)教師董淑莉特級教師學(xué)科專業(yè)教育碩士研究方向?qū)W科教學(xué)化學(xué)學(xué)位類型教育碩士東北師范大學(xué)學(xué)位評定委員會2008年12月ABSTRACTTHENEWCURRICULUMREQUIRESTHECOMPAREHENRIVECULTIVATIONOFSTUDENT’SSCIENTIFICACCOMPLISHMENT．THEREFORE，THEINTRODUCTIONOFTHEHISTORYOFCHEMISTRYANDTHEENHANCEMENTOFTHEEDUCATIONABOUTIT．ISANEFFECTIVEWAYOFIMPLEMENTINGSCIENTIFICACCOMPLISHMENTEDUCATION．WHATARETHEMAINCHANGESOFTHEHISTORYOFCHEMISTRYCOVEREDINNEWTEXTBOOKSCOMPAREDWITHTHEOLDVERSION．FORPROMPTASSURANCEOFTHEBASICPHILOSOPHYOFNEWCURRICULUMREFORMINHIGHSCHOOL’SCHEMISTRYANDDISPLAYTHEFUNCTIONOFTHEHISTORYOFCHEMISTRYEDUCATION，THEPAPERFOCUSESONTHEFULLTIMEORDINARYHIGHSCHOOLTEXTBOOKSOFCHEMISTRYPEOPLEEDUCATIONPUBLISHINGCOMPANY．THEPAPERCOMPARESTHECONTENTSOFTHEHISTORYOFCHEMISTRYINBOTHTEXTBOOKSANDILLUSTRATESTHESIMILARITIESANDDIFFERENCES，ADVANTAGESANDDISADVANTAGESAIMINGATHELPINGCOMPILINGORCHOOSINGTHEHISTORYOFCHEMISTRY．ATTHESAMETIME，IALSOIHOPEITCANHELPTEACHERSTHEBASICPHILOSOPHYOFNEWCURRICULUMREFORM，CONFRONTINGTHECHALLENGESTHENEWTEXTBOOKSBRING，TEACHERSATTACHMOREIMPORTANCETOTHEHISTORYOFCHEMISTRYANDTAKEFULLYUSEOFITSFUNCTION．THEPAPERCONSISTSOFFIVEPARTSTHEFIRSTPARTISTHEINTRODUCTIONOFTHETOPICWITHTHECOMBINATIONOFPRESENTSTATEANDTHEREFORMOFTHEREFORMOFTHEHISTORYOFCHEMISTRYTEACHING，THEORIGN。NOFTHEPAPER,THEAIMANDRESEARCHINGMETHODSAREILLUSTRATED．THESECONDPARTISTHEEXPOUNDINGOFTHERESEARCHFOUNDATIONOFTHEPAPER．BASEDONTHEPRINCIPLEOFCOMPARATIVEPEDAGOGY’SRESEARCHLAURINDELEITEANALYSISMETERANDFORMERRESEARCHFOUNDATIONICONSTRUCTTHECOMPANIONMODELOFTHETEACHINGCONTENTSOFTHEHISTORYOFCHEMISTRY．THETHIRDPARTISTHEPAPERCOMPARISONOFTHEHISTORYOFCHEMISTRYANDTHEMAINBODYOFTHEPAPER．ACCORDINGTOTHEMODELCONSTRUCTED，F(xiàn)ORTHETEACHINGCONTENTSONTHEHISTORYOFCHEMISTRYINTEXTBOOKSOFHIGHSCHOOLAFTERTHEREFORM，WHICHAREBOTHPUBLISHEDBYPEOPLE’SEDUCATIONPUBLISHINGCOMPANY,IMAKEADETAILEDCOMPARISONFROMTHEPERSPECTIVEOFTHEPRESENTATION，ORGANIZATIONANDTHETUDINGMETHODSOFTHECONTENT．THEFOURTHPARTDRAMSACONCLUSION．BAREDONTHECOMPREHENSIVECOMPARISON．IDRAWACONCLUSION，ABOUTTHERESULTOFTHECOMPARISONABOUTTHETEACHINGCONTENTSOFTHEHISTORYOFHIGHSCHOOLANDANALYZETHEPOSSIBLEREASONS．THEFIFTHPARTISITSIMPLICATION．INTHISPARTTHESUGGESTIONSONCOMPILINGOFTHECONTENTSOFTHEHISTORYOFCHEMISTRYANDONTHETEACHER’STEACHINGKEYWORDSTHEHISTORYOFCHEMISTRY；COMPARISONRESARCH；CHEMISTRYOFHIGHSCHOOL；NEWCURRICULUM．II

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簡介：遼寧師范大學(xué)碩士學(xué)位論文新課程背景下物理學(xué)史和高中物理教學(xué)相結(jié)合的研究與實(shí)踐姓名杜玉娟申請學(xué)位級別碩士專業(yè)學(xué)科教學(xué)（物理）指導(dǎo)教師陳連松20070601學(xué)位論文獨(dú)創(chuàng)性聲明本人承諾所呈交的學(xué)位論丈是人在導(dǎo)師指導(dǎo)下所取得的研究成果。論文中除特別JⅡ以標(biāo)注和致謝的地方外，不包含他人和其他機(jī)構(gòu)已經(jīng)撰寫或發(fā)表過的研究成果，其他同志的研究成果對本人的啟示和所提供的幫助。均已在論文中做了明確的聲明并表示謝蓉。學(xué)位論文作者簽名痧；、茍日期學(xué)位論文版權(quán)的使用授權(quán)書1辛6庸本學(xué)位論文作者完全了解遼{2師范大學(xué)有關(guān)保留、使用學(xué)位論文的規(guī)定，及學(xué)校有權(quán)保留并向國家有關(guān)部門或機(jī)構(gòu)送交復(fù)印件或磁盤，允許論文被查閱和借閱。本文授權(quán)遼。JT師范大學(xué)，可以將學(xué)位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫并進(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。保密的學(xué)位論文在解密后使用本授硬書。學(xué)位論文作者簽名奉主、螭指導(dǎo)教師簽名／／螄日期0療‘莎

簡介：南京師范大學(xué)碩士學(xué)位論文在中國古代史教學(xué)中培養(yǎng)學(xué)生的民族認(rèn)同意識姓名孫華申請學(xué)位級別碩士專業(yè)學(xué)科教學(xué)（歷史）指導(dǎo)教師劉軍20080101INCREASINGSTUDENT，S●NATIONAIIDENTITYNTHETEACKINGOFTHEANCIENTEACHENTINGOTICHINESEHISTORYTHISARTICLETELLSUSWHATISTHENATIONALIDENTITYCONSCIOUSNESSATFIRSTTHENATIONALIDENTITYCONSCIOUSNESSHASTHREELAYERSOFMEANINGTHENITTELLSUSNATIONALIDENTITYCONSCIOUSNESSISTHEPREMISEOFTHEPATRIOTISMEDUCATIONTHEREFOREITHASVERYVITALTHEORETICALANDPRACTICALSIGNIFICANCETOINCREASESTUDENT’SNATIONALIDENTITYCONSCIOUSNESSANCIENTCHINESEHISTORYISEASIERTOINCREASESTUDENT’SNATIONALIDENTITYCONSCIOUSNESSTHANOTHERPARTSAFTEREIGHTHCURRICULUMREFORMATION，THENEWEDITION’STEXTBOOKHASTHESPECIALSUPERIORITYININCREASINGSTUDENT’SNATIONALIDENTITYCONSCIOUSNESSSOHOWTOINCREASESTUDENT’SNATIONALIDENTI哆CONSCIOUSNESSINACTUALHISTORICALTEACHINGISONEOFTHEIMPORTANTSUBSTANCESTHATTHISARTICLEINVESTIGATESKEYWORDSNEWEDITION’STEXTBOOKANCIENTCHINESEHISTORYNATIONALIDENTITYⅡ

簡介：東北師范大學(xué)碩士學(xué)位論文高中生物運(yùn)用科學(xué)史培養(yǎng)學(xué)生科學(xué)素養(yǎng)的探索姓名陳繼慧申請學(xué)位級別碩士專業(yè)學(xué)科教學(xué)（生物）指導(dǎo)教師王永勝20061201ABSTRACTTHEESSAYFOCUSESONTHEMEANINGANDCONTENTSOFSCIENCEQUALITYITSTRESSESTHATTHESCIENCEHISTORYOFBIOLOGYPLAYSANIMPORTANTROLEINEDUCATIONANDDEVELOPMENTOFSTUDENTS’SCIENCELITERACYINSENIORBIOLOGYITSHOWSTHATSCIENCEISAPROCESS，PROVIDESEXAMP01ESFORSTUDYINGANDCOMBININGSCIENCEANDHUNANEEDUCATIONSCIENCEHISTORYOFBIOLOGYUNCOVERSPEOPLE’STHINKINGPROCESSOFTHINGKINGOFANDSOLVINGBIOLOGYPROBLEMS；THEHISTORYOFDIFFERENTSUBJECTS’FORMINGANDTHECONNECTIONAMONGTHEMITTELLSUSTHATTHENATUREOFNATURALSCIENCEANDTHATTHEPROCESSOFEACHLANGUAGEPOINTISTHEPROCESSOFRESEARCHING，WECANLEARNSCIENTISTS’SCIENTIFICATTITUDESSPIRITSANDWORLDOUTLOOKSTHENBYMEANSOFMLATYZINGTHECASESINTEACHING，IPUTFORWARDTHEWAYSTODEVELOPSTUDENTS’SCIENCELITERACYTHROUGHSCIENCEHISTORYOFBIOLOGYITREPRESENTSANDANALYZESTHERESULTSOFEXPERIMENTS，WHICHSHOWTISPOSSIBILITYANDKEYROLEAIMSFIRST，ONTHEBASISOFSYSTEMATICSTUDIESANDSORTINGOUTTHETEACLFINGMATERIALS，ITFURTHERDIGSOUTTHESCIENTIFICELEMETNSSUCHASSCIENTIFICSPITIT，SCIENTIFICTHINGKING，SCIENTIFICMETHODSANDSOONANDHUMANEELEMENTSINCLUDINGDIALECTICALMATERIALISM，PATYRIOTISM，HARDSTRUGGLESPIRITCOOPERATIONSPIRIT，TREASURINGLIFE，LOVINGNATURE，ENVIRNMENTALPROTECTIONETC，ACCORDINGTOTHELACKOFSOMECONTENTSOFSCIENCEHISTORYOFBIOLOGYITCLEARLYSTATESORADDSFURTHERSOMEANDSTUDIESITSVALUEINEDUCATIONITEXPLORESTHEWAYSTODEVELOPSTUDENTS’SCIENCELITERACYINTEACHINGITALSOEXPLORESWHATROLESITPLAYSINTEACHINGTHROUGHTHECOMPARASIONANDANALYSISBETWEENTHEEXPERIMENTALANDCONNNONCLASSESINONEGRADE，WEDRAWTHEFOLLOWINGCONCLUSIONSFIRSTLYINFILTRATIONOFSCIENCEHISTORYOFBIOLOGYINTOTECHINGPROCESSCANOBBIOUSLYIMPROVESTUDENTS’GRADESSECONDLYITCANIMJPROVESTUDENTS’ABILITYTODOEXPERIMENTS，THIRDLYITCANMAKETHECLASSLIVELYFOURTHLYITCANLEADSTUDENTS’ACTSANDCONCEPTSTODEVELOPPOSITIVELYKEYWORDSSCIENCELITERACY；LITERACYOFBIOLOGY；SCIENCEHISTORYOFBIOLOGY；EDUCATIONVALUE；PROBINGSTUDY

簡介：東北師范大學(xué)碩士學(xué)位論文高中生物科學(xué)史教學(xué)現(xiàn)狀研究姓名張仁玉申請學(xué)位級別碩士專業(yè)課程與教學(xué)論指導(dǎo)教師曲鐵華20090501ABSTRACTTHEHISTORYOFBIOLOGICALSCIENCEREFERSTOTHEOCCURRENCEANDDEVELOPMENTOFBIOLOGICALSCIENCEANDHISTORY．”O(jiān)RDINARYHIGHSCHOOLBIOLOGYCURRICULUMSTANDARDS”PROPOSALINTHEBASICATTENTIONSHOULDBEPAIDTOSTUDYTHEHISTORYOFBIOLOGICALSCIENCES，WITHPARTICULAREMPHASISONSTUDENTSLEARNINGTHROUGHTHEHISTORYOFSCIENCETOIMPROVETHESCIENTIFICSPIRITANDEXPLORETHEABILITYTOGIVEFULLPLAYTOTHEBIOLOGICALSCIENCESTOEMPHASIZETHEEDUCATIONALVALUEOFHISTORY．THISPAPERCONSISTSOFFIVEPARTS．THEFIRSTPARTOFTHEINTRODUCTION，INCLUDINGTHEBACKGROUNDTOTHISISSUE．ONTHEPREVIOUSHISTORYOFSCIENCEINBIOLOGICALRESEARCHAREREVIEWED，THESTUDYEXPLOREDTHEVALUEOFTHISARTICLEBRIEFLYINTRODUCEDINTHISARTICLE，ASWELLASRESEARCHMETHODS，INCLUDINGLITERATURE，QUESTIONNAIRE，INTERVIEWANDOBSERVATION．THESECONDPARTOFTHEHISTORYOFBIOLOGICALSCIENCERELATEDTEACHINGOFTHETHEORY,INCLUDINGTHEHISTORYOFTHECONCEPTOFBIOLOGICALSCIENCES，HIGHSCHOOLBIOLOGYTEACHINGTHEVALUEOFTHEHISTORYOFSCIENCEASWELLASTHEHIGHSCHOOLBIOLOGYTEACHINGINTHEHISTORYOFSCIENCETHEORY．THETHIRDPARTISEMPIRICALSTUDIES，INCLUDINGBIOLOGICALSURVEYS，ASWELLASTHEHISTORYOFSCIENCETEACHINGINTHEBIOLOGICALCASEHISTORYOFSCIENCETEACHING．SURVEYOFTEACHINGHIGHSCHOOLBIOLOGYTEACHERSANDSTUDENTSCONDUCTEDAQUESTIONNAIRESURVEYANDINTERVIEWS．THESURVEYRESULTSSHOWSOMEOFTHEMAJOR,ASWELLASANALYSISOFDATA．PARTIVOFTHESURVEYRESULTSTHROUGHTHEANALYSISOFHIGHSCHOOLBIOLOGYTEACHINGINTHEHISTORYOFSCIENCETHEREISSUMMARIZEDTHEMAINISSUESANDCONCLUDED．FOUNDTHATTEACHERSOFBIOLOGICALSCIENCEANDUNDERSTANDINGOFTHEEDUCATIONALVALUEOFHISTORYISNOTENOUGLLTEACHERSOFBIOLOGICALKNOWLEDGEOFTHEHISTORYOFSCIENCE，NOTENOUGHRESERVES，TEACHERS，THELACKOFADVANCEDEDUCATIONANDTEACHINGPHILOSOPHY,TEACHINGTHEUSEOFTHEBIOLOGICALSCIENCESTOEXPLORETHEHISTORYFARENOUGH．STUDENTSINTERESTEDINTHEHISTORYOFBIOLOGICALSCIENCE，F(xiàn)OCUSEDONTHEUNDERSTANDINGOFKNOWLEDGE，STUDENTSARESELDOMHELDINEXTRACURRICULARREADING，STUDENTSINTHECLASSROOMTOPARTICIPATEINTHEWEAKSENSE．THEEXISTINGEDUCATIONSYSTEM，TEACHINGEVALUATIONMECHANISMS，SCHOOLRESOURCESAFFECTTHEHIGHSCHOOLBIOLOGYTEACHINGINTHEDEVELOPMENTOFTHEHISTORYOFSCIENCE。PARTVFORTHEINVESTIGATIONOFTHEMAINPROBLEMSFOUNDINTHECORRESPONDINGSOLUTIONS．KEYWORDSBIOSCIENCEHISTORY；BIOLOGYTEACHING；HIGHSCHOOL’SBIOLOGYII

簡介：隨著教學(xué)改革的不斷發(fā)展，以人為本的教學(xué)觀念深入人心，各種教育教學(xué)改革的嘗試方興未艾。在高中物理教學(xué)中滲透物理學(xué)史作為改革物理教學(xué)的一種手段，越來越受到國內(nèi)外教育工作者的廣泛重視，為了更好的在高中物理教學(xué)中滲透物理學(xué)史，本文從理論和實(shí)踐兩方面對這一問題進(jìn)行了研究，首先闡述了提出這一問題的緣由，介紹了課題研究的現(xiàn)狀，從理論與實(shí)踐兩方面分析了本課題研究的意義，接著通過問卷形式對高中物理學(xué)史的教學(xué)現(xiàn)狀進(jìn)行了調(diào)查，對造成這種現(xiàn)狀的原因進(jìn)行了分析，并指出了存在的問題。針對這些具體問題提出了在教學(xué)過程中引入物理學(xué)史的基本原則，分析了物理學(xué)史的教育功能。具體的介紹了四種在高中物理教學(xué)中滲透物理學(xué)史的方式。并且初步的探討了在高中物理教學(xué)中滲透物理學(xué)史的課堂教學(xué)模式，給出了概念教學(xué)和實(shí)驗(yàn)規(guī)律教學(xué)兩種教學(xué)模式的課堂操作程序。通過對研究結(jié)果的分析和討論，作者認(rèn)為在高中物理教學(xué)中滲透物理學(xué)史，在很大程度上改變了學(xué)生對待物理的態(tài)度，增加了教學(xué)的趣味性、知識性，使更多的同學(xué)對物理產(chǎn)生了興趣。利用物理學(xué)史來訓(xùn)練學(xué)生的科學(xué)方法是行之有效的。通過科學(xué)方法的教育帶動了知識教學(xué)。在課堂教學(xué)的某些部分引入物理學(xué)史內(nèi)容，使學(xué)生從另外的角度認(rèn)識物理概念和規(guī)律，降低了難度，有利于學(xué)生學(xué)習(xí)。教師為了更好的扮演起學(xué)生學(xué)習(xí)活動的組織者的角色，要求教師應(yīng)具有必要的物理學(xué)史素養(yǎng)。領(lǐng)悟物理學(xué)史中所蘊(yùn)含的辯證法思想。理解物理學(xué)基本概念建立過程中所包涵的方法論、思想論。了解物理學(xué)家的生平事跡。作者認(rèn)為滲透物理學(xué)史教育在具體實(shí)踐中依然存在著很多的問題，但是為了學(xué)生的終身發(fā)展，我們?nèi)匀恍枰訌?qiáng)物理學(xué)史教育，本文所總結(jié)出的教學(xué)模式并不是一成不變的，不能拿來生搬硬套。只能在具體的教學(xué)實(shí)踐中靈活運(yùn)用，此論文期望能夠拋磚引玉，使廣大教師在具體的實(shí)踐中有所啟示，促使他們自覺的在教學(xué)過程滲透物理學(xué)史，也就達(dá)到了本文的目的。

簡介：華中師范大學(xué)碩士學(xué)位論文化學(xué)教育中滲透化學(xué)史教育的研究姓名龐正龍申請學(xué)位級別碩士專業(yè)學(xué)科教學(xué)論化學(xué)指導(dǎo)教師孫錫鳳20070520⑥碩士擘位論文MASTERLSTHESISABSTRACTCULTIVATINGTHESTUDENTS’ACCOMPLISHMENTOFSCIENCEISTHEBASICGOALOFCHEMISTRYEOTTRSESREFORMATIONTOACHIEVETHISGOALNOTONLYSHOULDWETEACHSTUDENTSKNOWLEDGEANDLEARNINGSKILLSBUTTHELEARNINGPROCESSANDTECHNIQUESALSONEEDEMPHASIZINGASWELLASTHECULTIVATIONOFSTUDENTS’EMOTIONALATTITUDEANDTLLEIRVALUESTHEHISTORYOFCHEMISTRYISBOTHTHEHISTORYOFKNOWINGANDMETHODS，ANDALSOTHERESOURCESOFRICHMENTALTREASURE，WHICHHASITSOWNSPECIALFUNCTIONINCLASSROOMTEACHINGHOWEVER，THEPRESENTCHEMISTRYTEACHINGDOESNOTPUTENOUGHEMPHASISOILTHECHEMISTRYHISTORYEDUCATION，ACCORDINGTOTHESURVEYSFROMQUESTIONNAIRESCLOSELYCOMBINEDWITHPRACTICALCHEMISTRYTEACHING，THISPAPERHASMADEALOTOFARRANGEMENTSABOUTCHEMISTRYTEACHINGINSENIORMIDDLESCHOOLANDCREATIVELYPOINTSOUTTHATNOWTEACHINGCONTENTSOUGHTTOBEADDEDITPUTSMORESTRESSOLLHOWTOACHIEVETHETHREETEACHINGGOALSTHEFIRSTISAIMEDTOLETSTUDENTSKNOWABOUTTHEMAINCLUESOFCHEMISTRYDEVELOPMENT；THESECONDISTOLETSTUDENTSLEARNABOUTTHESCIENTIFICRESEARCHPROCESSANDACQUIRETHESCIENTIFICWAYOFSTUDY；THETHIRDISTOIMPROVESTUDENTS’SCIENCEEMOTIONANDCULTIVATETHEIRSCIENTIFICATTITUDEANDVALUESBASEDONTHETHREEGOALS，THISPAPERWORKSOUTSOMEAPPROACHESTOINFILTRATINGTHETEACHINGOFCHEMISTRYHISTORYINEVERYDAYCHENLISTRYTEACHINGANDALSOPOINTSOUTSOMEPROBLEMSWEOUGHTTOPLAYATTENTIONTOTHECHEMISTRYHISTORYEDUCATIONPLAYSANIMPORTANTROLEINCHEMISTRYTEACHING，WHICHSHOULDAROUSEMOREATTENTIONFROMCHEMISTRYTEACHINGKEYWORDSTHECHEMISTRYHISTORY；THECHEMISTRYHISTORYEDUCTION；CHEMISTRYTEACHING