簡介：2010年在職人員申請碩士專業(yè)學位論文分類號密級工9王838學校代碼10269學號61070103011犖泵吁箢不擎院系生僉型堂堂院類別教育碩士領(lǐng)域?qū)W科教學生物論文作者宋志中指導教師毖塞堡副塾握鑾蘊絲進垣2010年8月UNDERTHENEWCURRICULUMSTANDARDSFORTHEEFFECTIVENESSOFCLASSROOMTEACHINGHIGHSCHOOLBIOLOGYRESEARCHCOLLEGEORDEPARTMENTSCHOOLOFLIFESCIENCESPECIALTYMASTEROFEDUCATIONBIOLOGYRESEARCHDIRECTIONBIOLOGYTEACHINGAPPLICANTZHIZHONGSONGADVISERWENHUAZHANGASSOCIATEPROFESSORRUIHONGLUANLECTURERCOMPLETEDINAUGUST，20102

簡介：?R???ⅧY1532407H女目第中研裂火警碩士學位論文镕‰一主±皇蟄堂塞墜堡堡蘭垂堂里豎登魚墮盤學位申請人姓名盤墊壁申請碩士學位類別全里劌塑±申請學位專業(yè)方向塞塹堡壁生塾至疊指導教師姓名生鱉筮捶⑨碩士學位論丈MASTER’STHESISABSTRACTBIOLOGYISANATURALSCIENC圮WHICHISBASEDONEXPERIMENT．THEDEVELOPMENTOFBIOLOGYFAN’TDEPARTFROMEXPERIMENT,NEITHERTHEBIOLOGYTEACHING．BECAUSELEARNINGEVALUATIONOFTHEBIOLOGYEXPERIMENTALCURRICULAISALLIMPORTANTPARTINTHEEXPERIMENTALTEACHING．TOESTABLISHASCIENTIFICANDEFFECTIVELEARNINGEVALUATIONFORBIOLOGYEXPERIMENTALCURRICULAINSENIORHI曲SCHOOLWILLPROMOTETHEEXPERIMENTALTEACHING，SOASTOPROMOTETHEDEVELOPMENTOFEACHSTUDENTS．HOWEVER,INTHEACTUALEXPERIMENTALCURRICULALEARNING，ITISNOTENOUGHTOCARRYONTHEEVALUATION,SOTHELEARNINGEVALUATIONDOESN’TPLAYITSFULLVITALITY．INTHISRESEARCHWEPROPOSEAMULTIPLYLEARNINGEVALUATIONFORTHEEXPERIMENTALCURRICULAWITHTHEPURPOSEOFBETTERINGTHEFUNCTIONSOFEVALUATION,ANDTOGIVETHEREFERENCEINFORMATIONFORTHEREFORMSOLLLEARNINGEVALUATIONINBASICEDUCATIONALCURRICULA．BYREADINGANDSTUDYINGTHERELEVANTLITERATURE，WEDEFINEDTHECONCEPTIONSOFTHEEVALUATION,LEARNINGEVALUATION,MULTIEVALUATION,SUMMARIZEDTHEBASICPRINCIPLESANDCURRENTSITUATIONOFLEARNINGEVALUATIONANDANALYZEDTHEGENERALTYPESANDCHARACTERISTICSOFEXPERIMENTALCURRICULAINBIOLOGY．ONTHEBASICOFTHEORETICALRESEARCHES，WELEARNTTHECURRENTSITUATIONANDPROBLEMSOFTHELEARNINGEVALUATIONINBIOLOGYEXPERIMENTALCURRICULAINNO．49SENIORHIL西SCHOOLINWUHANVIAQUESTIONNAIRE．THUS，ACCORDINGTOTHETHREETYPESOFEXPERIMENTALCURRICULAI．E．BASICEXPERIMENTALCURRICULA,INVESTIGATIVEEXPERIMENTALCURRICULA，RESEARCHFULCURRICULA，WEDESIGNEDACORRESPONDINGMULTISUBJECTS，MULTIWAYANDMULTICONTENTLEARNINGEVALUATIONRESPECTIVELY．THISMULTIEVALUATIONWASDESIGNEDACCORDINGTOTHECHARACTERISTICSOFDIFFERENTTYPESOFEXPERIMENTALCURRICULAINSENIORHIGHSCHOOLANDEMPHASIZEDONSTUDENTS’LEARNINGPROCESS，BYWHICHTOPROMOTESTUDENTSTOKNOWTHEIRSTUDYSITUATIONANDDISADVANTAGES，SOASTOIMPROVEMOREEFFICIENTLYANDPROMOTETHEDEVELOPMENTOFEACHSTUDENT．KEYWORDSBIOLOGY,EXPERIMENTALCURRICULUM，MULTIEVALUATION

簡介：分類號G663．9L密級碩士學位論文緘默知識視角下的教師校本培訓研究一一以中學生物學教師的培訓為例指導教師姓名、職稱疊屋數(shù)援單位地址逝江痖堇盔堂他堂皇生盒抖堂堂醫(yī)申請學位級別娃專業(yè)邏貍皇教堂詮生物數(shù)直堂2論文提交時間2QQ亙生窆月論文答辯時間學位授予單位和日期2006．12答辯委員會主席論文評閱人2006年12月日合理地選擇培訓內(nèi)容和培訓方法。對于捕捉和挖掘生物學教學中的緘默知識、對師徒結(jié)X,J法的探索和創(chuàng)新、提供“反思支架”引導教師撰寫反思札記、教育敘事、如何培訓教師在與同事的交流中將自身的緘默知識顯性化、如何建設(shè)學習型教研組、如何制定“校本培訓選題指南”、如何有效地開展教育科研等幾個方面作了探索并積累了一些經(jīng)驗，具有積極的實踐參考價值。與以往校本培訓重視顯性知識的培訓不同，緘默知識視角下的校本培訓更加注重教師的自主學習、自主發(fā)展。通過在課題合作學校的實踐研究表明，這樣的校本培訓由于觸及到了深藏在教師內(nèi)心深處的緘默知識，能夠更有效地激發(fā)教師內(nèi)在的專業(yè)發(fā)展需求、提高教師的自我反思能力和自主培訓意識，更好地促進教師的專業(yè)發(fā)展。關(guān)鍵詞緘默知識，校本培訓，中學生物學教師，培訓自主性，反思，教師專業(yè)發(fā)展II

簡介：學校代碼10200分類號鯉生厶D2暑67，‘研究生學號10200200820039密級玉⑨東北知予范大莩碩士學位論文人教版高中生物學教科書人文價值取向研究THERESEARCHOFHUMANISTICVALUEORIENTATIONABOUTPEPHIGHSCHOOLBIOLOGYTEXTBOOKS作者鄧過房指導教師學科專業(yè)研究方向?qū)W位類型王永勝教授課程與教學論生物學教學論學歷碩士東北師范大學學位評定委員會2010年5月磐鼉爹舀1％，麓≯爭‘重墨蘿K羅體，均已在文中作了明確的說明。本聲明的法律結(jié)果由本人承擔。學位論文作者簽名卒墊2三日期皇壘F笸竺，學位論文使用授權(quán)書本學位論文作者完全了解東北師范大學有關(guān)保留、使用學位論文的規(guī)定，即東北師范大學有權(quán)保留并向國家有關(guān)部門或機構(gòu)送交學位論文的復印件和電子版，允許論文被查閱和借閱。本人授權(quán)東北師范大學可以將學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、縮印或其它復制手段保存、匯編本學位論文。保密的學位論文在解密后適用本授權(quán)書學位論文作者簽名疆日期摯L殳6印、學位論文作者畢業(yè)后去向工作單位通訊地址指導教師簽名2疊型蘭二日期趔之丘二壚電話郵編●●___●●●■__●_■__●●■_■■●■■一

簡介：單位代碼10445學號2009023179分類號G434G434學習方式高校教師高校教師教育碩士學位論文論文題目探究理念下的中學生物學教案設(shè)計探究理念下的中學生物學教案設(shè)計學科專業(yè)名稱學科專業(yè)名稱學科教學生物申請人姓名王愛梅指導教師陳繼貞教授論文提交時間論文提交時間2011年10月10日目錄中文摘要中文摘要ⅠABSTRACTABSTRACTⅡ第一章第一章緒論緒論111選題背景112問題提出2第二章第二章研究綜述研究綜述521相關(guān)概念的闡釋522課題研究的現(xiàn)狀823課題研究的主要理論依據(jù)1124研究方法12第三章第三章課題研究的內(nèi)容課題研究的內(nèi)容1331探究理念下中學生物學教案設(shè)計的原則1332探究理念下中學生物學教案設(shè)計的模型1533探究理念下中學生物學教案設(shè)計的要素1534探究理念下中學生物學教案設(shè)計的評價2035探究理念下中學生物學教案設(shè)計的實例2136探究理念下中學生物學教案實施程序35第四章第四章教學實驗的實施過程教學實驗的實施過程3641實驗內(nèi)容3642實驗對象的選擇3643實驗的準備3744實驗實施結(jié)果及分析39第五章第五章研究小結(jié)研究小結(jié)4551研究的結(jié)果結(jié)論4552研究的創(chuàng)新點4653需進一步研究的問題46參考文獻參考文獻47附錄附錄49致謝致謝56

簡介：曲阜師范大學碩士學位論文新課改下中學生物學教學場域中的師生沖突研究姓名臧家梅申請學位級別碩士專業(yè)課程與教學論生物學指導教師張祥沛20090401曲阜師范人學碩士研究生畢業(yè)論文ABSTRACTWITHTHETHOROUGHDEVELOPMENTOFCURRICULUMREFORMS，THENEWCURRICULUMHASBROUGHTTHENEWCHALLENGETOTHETEACHERSTUDENTRELATIONSHIPTRADITIONALRELATIONSHIPBETWEENTEACHERSANDSTUDENTSCANNOTADAPTTHENEWCURRICULUMREQUEST，THEREFORETOCONSTRUCTNEWTEACHERSTUDENTRELATIONSHIPOFDEMOCRACYHARMONYMUTUALCONFIDENCEANDCOOPERATIONISEXACTLYNECESSARYHOWEVERFROMTHEMASSIVEEDUCATIONFACTS，WECALLSEETHATTHETEACHERSANDSTUDENTSHAVETHEHARMONYCONSISTENTSIDEINEDUCATIONINTERACTIONRELATIONSHIP，ANDALSOHAVEDIVERGENT，THERESISTANTCONFLICTSIDETHROUGHTHELITERATURERESEARCH，QUESTIONNAIRESURVEYUNIONRESEARCHTECHNIQUES，CASEANALYSISANDINTERVIEWTHEAUTHORCARRIESONTHEDIAGNOSIS，ANDANALYSISONTHESITUATIONOFTEACHERSTUDENTCONFLICTINTHEPRESENTMIDDLESCHOOLBIOLOGYTEACHINGFIELDINSHANDONGPROVINCEANDDISCOVERSTHEREASONWHICHCAUSESTHETEACHERSTUDENTCONFLICTINTHEBIOLOGYTEACHINGFIELD，ACCORDINGTOTHESPECIFICREQUESTOFTHEBIOLOGYNEWCURRICULUMREFORMTOTHETEACHERSTUDENTRELATIONSHIP，ANDATLASTPROPOSESOMEEFFECTIVESOLUTIONSTRATEGIESANDTHESUGGESTIONS，WHICHWANTSTOCAUSETHEBIOLOGYTEACHERSTOAVOIDITSDISADVANTAGEOUSINFLUENCEASFARASPOSSIBLEINTHETEACHINGANDCONSTRUCTTHEHARMONIOUSTEACHERSTUDENTRELATIONSHIPTOIMPROVETHEBIOLOGYQUALITYOFTEACHINGTHISARTICLEALTOGETHERISCOMPOSEDOFFOLLOWINGSEVERALPARTSINTHESTRUCTUREPARTONEQUESTIONSTATEMENTINTRODUCINGTHEBACKGROUNDBRIEFLYOFSELECTINGSUBJECT，THERESEARCHPRESENTSITUATION，THERESEARCHGOALANDTHEMETHODSPARTTWOOUTLINESOFTHETEACHERSTUDENTCONFLICTEXPOUNDINGTHECONFLICT，THETEACHERSTUDENTCONFLICT，THEFIELDTHEORYTHEBIOLOGYTEACHINGFIELD，THEINFLUENCEFACTORTHERESEARCHRATIONALEANDTHENECESSITYPARTTHREEINVESTIGATIONANDANALYSISOFTHEPRESENTSITUATIONOFTHETEACHERSTUDENTCONFLICTINTHEMIDDLESCHOOLBIOLOGYTEACHINGFIELDWITHTHENEWCURRICULUMREFORMSCARRYINGONTHEBASICSITUATIONINVESTIGATIONFROMTHEOCCURRENCEFREQUENCYTHEFORM，THEEVENT，THEPROCESSINGMODEANDTHESPECIALDETAILSINVESTIGATIONFROMTHESCHOOL，THEBIOLOGYTEACHERTHESTUDENTANDTHEFAMILYINITIATEDTHEFACTORASPECTOFTHETEACHERSTUDENTCONFLICTINTHEBIOLOGYTEACHINGFIELDINSHANDONGPROVINCETHENPROPOSINGSEVENPOINTSWHICHAREWORTHPONDERINGTHESITUATIONOFTHETEACHERSTUDENTCONFLICTINTHEBIOLOGYTEACHINGFIELDWITHTHECURRICULUMREFORMISBOTHHAPPYANDWORDED；THETEACHERSANDSTUDENTS’UNDERSTANDINGABOUTTHETEACHERSTUDENTCONFLICTINTHEBIOLOGYTEACHINGFIELDISINCONSISTENT；THESCHOOL，THEEDUCATIONSYSTEMSCHOOLIDEAANDTHEAPPRAISALSYSTEMAREFARFROMTHEEDUCATIONFORALLAROUNDDEVELOPMENT；THEBIOLOGYTEACHERS’THOUGHTMORALSQUALITYISTHEMOSTBASICINTERNALREASONTOCAUSETHETEACHERSTUDENTCONFLICT；2

簡介：學位論文獨創(chuàng)性聲明學位論文獨創(chuàng)性聲明本人聲明所呈交的學位論文是本人在導師指導下進行的研究工作及取得的研究成果。據(jù)我所知，除了文中特別加以標注和致謝的地方外，論文中不包含其他人已經(jīng)發(fā)表或撰寫過的研究成果。也不包含為獲得直昌太堂或其他教育機構(gòu)的學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均已在論文中作了明確的說明并表示謝意。學位論文作者簽名手寫主、／。全蘭簽字日期乙，7；年／。月Z礦日學位論文版權(quán)使用授權(quán)書本學位論文作者完全了解南昌大學有關(guān)保留、使用學位論文的規(guī)定，有權(quán)保留并向國家有關(guān)部門或機構(gòu)送交論文的復印件和磁盤，允許論文被查閱和借閱。本人授權(quán)南昌大學可以將學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、縮印或掃描等復制手段保存、匯編本學位論文。同時授權(quán)中國科學技術(shù)信息研究所和中國學術(shù)期刊光盤版電子雜志社將本學位論文收錄到中國學位論文全文數(shù)據(jù)庫和中國優(yōu)秀博碩士學位論文全文數(shù)據(jù)庫中全文發(fā)表，并通過網(wǎng)絡(luò)向社會公眾提供信息服務(wù)。保密的學位論文在解密后適用本授權(quán)書學位論文作者簽名手寫主IJ全蘭導師簽名手寫簽字日期認I多年FO月2礦日簽字日期另配多年CD月2踮ABSTRACTABSTRACTA10NGWITHT11EIILCREASINGOF允NDII培FORMELABORATORYCONS仃UCTIONAJLDⅡLEGROWINGOF廿LE1ABORATO巧PERSORULEL，TLLECURRENTLABORATORYMAILAGEMENTCONCEPTHASALREADYH鋤PEREDSERIOUSLYTHEDEVELOPMENTOFLA_BTOWARDTHEHEAITHYANDRAPIDTERLDENCYSO，ITISNECESS砌YTOIN缸DDUCET1EADVMLCEDMAILAGEMEMCONCEPTSTHEFUILD鋤EN_TALBIOLOGYEXPERIMEMCENTERINNCUCREATEDIN2004，ISALABORATORYPROJECTBUILTBYJOINTE仃BCTORSOFCEN臼ALA11DLOCALALITBORITIESCURRENTLY，ITO仔ERSLABSEⅣICEFORMOREMAN2，OOOSTUDENTSEACHYEAR，ITS鋤UALNUMBEROFEXPERIMENTALHOURREACHES280，000，A11DITBECOMESANIMPONANTBASEFORUNDERGRADUATEBI0109ICALSLILLSTRAILLINGANDI11NOVATIVEEXPERIMENTINTHENUCMEANWLLILE，THETEACHERSINTHECENTER硼DERTAKEMAILYRESE羽CHPROIECTSINRECEMⅡMEEYEARS，THEYHAVETAKENCHARGEOF52嘶OUSRESEARCHPROECTS，SOMEOFWILICHWERETRANSFERREDTOTHEEX口ERIMENTTEACHINGPROIECTSA11DBENEFITEDSTUDENTSDIRECTLYINORDERTODEVELOPIABORATORYBETTERANDF瓠TER，TLLEINTRODUCTIONOFTLLERELATEDMEORIESINPROJECTMANAG鋤ENTFORTHELABORATORYCONSTMCTIONAJLDOPE嘣IONWILLPLAYANIMPORTARLTROLEINTHEPROMOTIONOFTHELABORATO珂DEVELOPMEMINTHISTHESIS，也EPROIECTMANAGEMEMISDEVELOPEDT0APPLYINTOTHE1ABORATORYMAILAGEMENT，鋤DTHESERESULTEDRESEARCHESAREEXPECTEDTOPROVIDEAREFERENCEVALUEFORSIMILARENGINEERINGTHISPAPERMAINRESEARCHRESULTSAREASFOLLOWS1INTHERESPECTOFMECURRENTCONSTN】CTIONSCALEOFTHELABORATORUTHEEXDALLSIONRATEOF1DBORATORYPERSONNELAND協(xié)ERA【PIDDEVELOPMENTOFI11|’0脅ATIONMEANS，ITISNECESSARYTOADOPTA“AJLCEDPROJECTMAILAGENLENTCONCEPTSINLABORATORYMANAGEMENTFORIMPROVINGTHEOPERATIONALE雎CIENCVOFTLLE1A_BORATO吼2THENCUBIOLOGYEXPERIRNENTCENTERMAILLLYFACESTHESEPROBLEMSTHEYMAILLLYINCLUDETHEOBSTACLEOFMANAGEMENTSYSTEM，THEISSUESOF1ABORATORYCONSTRUCTIONSCHEDULE，HUMANRESOURCESOFLABORATO盯AILDPROCUREMENTCOST，LABORA岫CONSTRUCTION，PROCUREMENTCOSTMAILAGEMENTISSUESA11DBIOLOGYEXPERIMENTRISKPROBLEM，H鋤PERINGTHEDEVELOPMENTOFT11ELA_BORATORY3ACCORDINGTOMEPMJECTELEMENTSINLABORATORY’TLLEPROBLEMSABOUTPROJECTMANAGEMENTINTHENCUBIOLOGYEXPERIMENTCENTERAREANALYZED，INCLUDINGTHEOBJECTIVEIMEGRATEDM鋤GEMENTAILDRISKCONTROL，THEPROIECTMANAGEMENTAILDSCHEDULECONTROL，THEHUMANRESOURCEMANAGEMENTANDTEACHINGQUALITYCONTROL，THEPURCHASEMANAGEMENTFOREQUIPMENTSUPPLYA11DITSCOSTCON扛OL，ANDTHERISKMANAGEMENT4THENCUBIOLOGICALLABORATORYISAPROJECTCOOPERATEDBYCENTRALAILD10CALGOVEMMENTS0NTHEBALSISOFITSCONS協(xié)】CTIONTARG乩T11EPROIECTMALLAGEMENTMODELISCONSTMCTED，INCLUDINGEXPERIMENTALCENTER’SQUALI夠CONSTNLCTIONMANAGEMENT，PURCNASMGMANAGEMEM，PENORMANCE印PRALSALMANAGEMENTAILDLE唧MGORGAILIZATIONCOMMUNICATIONMEASU陀KEYWORDSNCUFUND鋤ENTALBIOLOGICALEXPERIMENTLABORATORY；PROJECTMAILAGEMENT；MODELMEASURE；RISKCON仃OL工I

簡介：華東師范大學碩士學位論文復習策略在高中生物學教學中的行動研究姓名查全洲申請學位級別碩士專業(yè)學科教學（生物）指導教師張文華20090401ABSTRACTTHECOLLEGEENTRANCEEXAMINATIONBELONGSTOTHESELECTINGEXAM．FORALONGTIME，鷸ARESULTOFTHEGUIDEOFTHECOLLEGEENTRANCEEXAMINATION,TOOMUCHEMPHASIZINGONTHESCREENINGOFSECONDARYSCHOOLBIOLOGYTEACHINGHASHADAPROFOUNDIMPACTONTHREEBIOLOGICALREVIEWSHORTTERMEFFECT,ATTHESAMETIMETACTICALTITLESEAANDWEAKENEDTHEABILITYOFSTUDENTSTOLEARNINITIATIVEANDTHEFORMATION，RESULTINGININTELLECTUALRESOURCESINEDUCATIONTHEENORMOUSWASTE，WHICHHASBECOMEABIOLOGICALREVIEWOFTHREEMOREPROMINENTCONLNLONPROBLEMS．WITHTHECOLLEGEENTRANCEEXAMINATIONREFORILLSANDTHEIMPLEMENTATIONOFTHENEWCURRICULUNL．PROMOTINGTHEIRALLROUNDHARMONIOILSDEVELOPMENTOFTHEIROWNISBECOMINGTHESUBJECTOFBASICEDUCATION．EXAMREVIEWFORTHEEFFECTIVEGUIDANCE,ANDCOMPREHENSIVELYIMPROVETHESCIENTIFICLITERACYOFSTUDENTS，GRADEREVIEWMUSTBEINTEGRATEDINTOTHENEWCURRICULUMIDEAS，BASEDONTHEBASISOFOUTSTANDINGABILITY,KNOWLEDGEOFSTUDENTSTOPAYMOREATTENTIONTOTHEPROCESSOFAPPROACHOFTHEMASTER,ANDPROMOTETHELEARNINGABILITYOFSTUDENTSTOFORMTHEIROWNKNOWLEDGE．THISARTICLEISINTHISCONTEXTTHATTHETHIRDYEARREVIEWOFTHERESEARCHSTRATEGY．TTLREEBIOLOGICALREVIEWSINTHELIMITEDTIMEWILLBESUBJECTEDTHELAWOFTHEPROCESSANDCAPACITY．INTHISTOSYSTEMATICKNOWLEDGENETWORK,ANDPAPER,ATHEORETICALBASISFORTEACHINGSTRATEGIESFROMTHETHEMATICREVIEWOFTHEBUILDING,EXPERIMENTALDESIGNSTRATEGY,PREPARATIONANDEVALUATIONEXERCISES嬲ABREAKTHROUGHSTRATEGY,EMPHASIZINGTHEOPTIMIZATIONSTRATEGYREVIEW，TOENABLESTUDENTSTOBUILDTHEIROWNNETWORKSOFBIOLOGICALKNOWLEDGE，UNDERSTANDINGOFBIOLOGICALDISCIPLINESIDEOLOGICALIMPLICATIONMETHODS，THEREBYPROMOTINGSELFLEARNINGABILITY,FLEXIBLEANALYSISOFPROBLEMSANDPROBLEM．SOLVINGABILITYOFTHEFORMATION．FIRSTOFA11．ACCESSTORELEVANTLITERATUREINTHISARTICLE，BASEDONTHECOMBINATIONOFNEWCOURSESINBIOLOGICALSCIENCELITERACYGOALSANDTHETHREEDIMENSIONALDESCRIPTIONOFTHEREQUIREMENTSOFCOLLEGEENTRANCEEXAMINATIONTOESTABLISHTHETHREESTRATEGIESOFBIOLOGICALREVIEW．SECOND，REVIEWTHESTRATEGYDESCRIBEDINTHISARTICLE，THEFOCUSOFHI【GHSCHOOLBIOLOGYATALLSTAGESOFTHEREVIEWPARTOFTHECONTENTSOFTHEGUIDE．REVIEWTHESTRATEGY，INFORMATIVE，CLEARLEVELS．FINALLY,THEBIOLOGICALREVIEWOFTHETHREEEXERCISESINTHEPREPARATIONANDEVALUATIONISDESCRIBED，ANDTHEDIRECTIONOFDEVELOPMENTOFTHESTRATEGYREVIEWANDFURTHERPROSPECTSOFTHESTUDYBELIEVETHATTHISPAPEL“WILLREVIEWTHECURRENTTHREEBIOLOGICALTHEORIESANDTEACHINGPRACTICETOPROVIDEUSEFULLESSONS．KEYWORDSREVIEWSTRATEGY；BIOLOGICALTEACHING；SELFSTUDY；LEARNINGMETHODSEXERCISEARRANGEMENTSANDTEACHINGLECTURES．

簡介：上海師范大學碩士學位論文中美中學生物學教學的比較研究姓名陳時強申請學位級別碩士專業(yè)課程與教學論生物指導教師胡興昌20090401SUBJECTTHECOMPARATIVESTUDYABOUTTHEMIDDLESCHOOLBIOLOGYTEACHINGINCHINAANDTHEUNITEDSTATESMAJORCURRICULUMANDTEACHINGTHEORYCANDIDATECHENSHIQIANGTHESISSUPERVISORPROFESSORHUXINGCHANGTYPEOFTHESISTHEORETICALRESEARCHABSTRACTTHETEACHINGREFORMOFTHEUNITEDSTATESMOREEMBODIEDWESTERNTHOUGHTANDEXPERIENCE，ANDMAKEOPPORTUNITYTOINTEGRATEINTOTHEIROWNTRADITIONS，F(xiàn)ORMEDITSOWNCHARACTERISTICSANDADVANTAGES，BEOFGREATIMPORTANCETOTHEWORLDTHE21STCENTURY，THEBIOLOGYTEACHINGINSECONDARYSCHOOLABOUTTHETEACHINGPHILOSOPHY、THETEACHINGMETHODSANDSOONHAVESOMECHANGESINCHINAANDTHEUNITEDSTATESSO，ACOMPARATIVESTUDYABOUTBIOLOGYTEACHINGOFSECONDARYSCHOOLINCHINAANDTHEUNITEDSTATESISSUITABLETIMEANDISALSONECESSARYTHISPAPERISDIVIDEDINTOFIVESECTIONSTHEFIRSTPARTOFTHEPAPERISTHEPREFACE，MAINLYINTRODUCEDBIOLOGYTEACHINGSTATUSANDDEVELOPMENTTRENDSONTHECURRENTINTERNATIONAL，INPARTICULARINTHEUNITEDSTATES，ANDCOMBINEDWITHOURCOUNTRY’SCURRENTREALITYOFBIOLOGYTEACHING，EXPONDTHEMEANINGANDPURPOSEOFTHESTUDYSIMPLYTHECHAPTERIIOFTHEPAPERFROMTHETHEORYOFMODEMTEACHINGTOANALYSETHETHEORETICALBASISFORTHETEACHINGBIOLOGYINCLUDINGTHETHEORYOFCONSTRUCTIVISM，THEMEANINGFULLEARNINGTHEORYANDTHETHEORYOFMULTIPLEINTELLIGENCESSOASTOEXPLORETHEGUIDINGSIGNIFICANCETOTHEBIOLOGYTEACHINGPRACTICEANDTHECURRICULUMREFORMBYTEACHINGTHEORYTHECHAPTERIII，INACCORDANCEWITHTHEHISTORYOFTHEDEVELOPMENT，THETEACHINGAIM，THECONTENTSYSTEM，THETEACHINGSTRATEGIES，THETEACHINGMETHODS，THEEXPERIMENTALTEACHING，LHETEACHINGEVALUATIONANDSOON，TOMAKECOMPARATIVESTUDYDETAILEDANALYSISOFTHEDIFFERENCESANDCHARACTERISTICSABOUTTHEBIOLOGYTEACHINGOFSECONDARYSCHOOLINTHETWOCOUNTRIESTHECHAPTERIVOFTHEPAPERTOEXPLORETHESUPPORTINGROLEANDGUIDINGROLETOOURCOUNTRY’SBIOLOGYTEACHINGBYTHEADVANCEDPHILOSOPHYOFBIOLOGYTEACHINGANDTHESUCCESSFULTEACHINGEXPERIENCEINTHEUNITEDSTATESTHECHAPTERVISTHEENDOFTHEPAPER，THROUGHTHEFULLRANGEOFCOMPARATIVESTUDYABOUTSECONDARYSCHOOLBIOLOGYTEACHINGINTHETWOCOUNTRIES，COMBINEDTHEREFORMOFTHEBIOLOGYCURRICULUMREALITYINOURCOUNTRYPUTFORWARDANUMBEROFCONSIDERANDSOMESUGGESTIONSKEYWORDSTEACHINGMETHODSTEACHINGGOALTHESUBJECTRESOURCESWEBQUESTWEBCOLLABORATION

簡介：浙江師范大學碩士學位論文中學生物學教師實驗教學能力發(fā)展研究姓名滕艷申請學位級別碩士專業(yè)課程與教學論（生物教育）指導教師邵晨20091102NEWCURRICULAREFORMINEXPERIMENTALTEACHINGABSTRACTBROUGHTFORWARDMOREDEMANDTOBIOLOGYTEACHERS，ESPECIALLYFACINGTHECHALLENGESSUCHASTHEEXPERIMENTALQUANTITYINCREASES，SYNTHESISTYPES，THECONTENTANDTECHNOLOGYRENEWAL，THETEACHERS’CAPACITYTOTEACHEXPERIMENTALLYHASBECOMEONEOFTHEKEYFACTORSDETERMININGTHEEFFECTIVENESSOFTHEBIOLOGYCURRICULUMREFORMINHIGHSCHOOLSTHEREFORE，HOWTODEVELOPEXPERIMENTALTEACHINGABILITYTOADAPTTHENEWCURRICULUMBECOMESAREALISTICPROBLEMTAKINGTHETEACHERS’EXPERIMENTALTEACHINGABILITIESINBIOLOGY嬲OURSUBJECT，WEEXPLOREDTHEAPPROACHESOFCULTIVATINGANDIMPROVINGTHETEACHERS’COMPETENCE，BOTHINTHEO巧ANDPRACTICE，BYREFERRINGTOLITERATURES，DOINGINTERVIEWANDCASESTUDYFIRSFL％WEMAKETHEORETICALINVESTIGATIONONTHECONSTRUCTIONOFTHEEXPERIMENTALTEACHINGABILITY，HOWTODEVELOPBIOLOGYTEACHER’SEXPERIMENTALTEACHINGABILITIESANDANALYZETHEINFLUENCEFACTORSECONDLYWEDOPRACTICALINVESTIGATIONBASEDONTHEORETICALINVESTIGATIONWEDOQUSTIONAIRESURVEYSONTHEINFLUENCEOFDIFFERENTPATHSANDDIFFERENTFACTORSINDEVELOPINGBIOLOGYTEACHER’SEXPERIMENTALTEACHINGABILITYTHENWEUSECASESTUDYANDFOCUSOURATTENTIONONTHEXTEACHERWEANALYZETHATHEISHOWTODEVELOPHISOWNTEACHINGABILITYOFTHEEXPERIMENTUNDERNEWCURRICULUMREFORMSITUATIONWEHOPETHROUGHTHECOMBINATIONBETWEENPOINTANDSURFACE，WILLIMPROVETHEDEVELOPMENTOFBIOLOGYTEACHER’SEXPERIMENTALTEACHINGABILITYFINALLYWEVESOMESUGGESTIONONPROMOTETHEDEVELOPMENTOFTEACHINGABILITYBASEDONTHEORETICALRESEARCHANDPRACTICALSTUDYTHESTUDYCONSIDERSTHETEACHERS’EXPERIMENTALTEACHINGABILITYINBIOLOGYISASYSTEMATICPROJECTTHEREISMUSTBEACERTAINDE伊EEOFPOWERASSUPPORT，PLANNINGASADEVELOPMENTGOALTAKINGFULLUSEOFBIOLOGYTEACHERS’SUBJECTIVITYTRAININGTEACHERS’REFLECTION，DEVELOPMENTOFSKILLSANDEXCHANGESANDCOOPERATIONSKILLS，THEN，ULTIMATELYITPROMOTETEACHERS’EXPERIMENTALTEACHINGABILITIESINBIOLOGYKEYWORDSEXPERIMENTALTEACHINGCAPACITYDEVELOPMENT；EXPERIMENTALTEACHINGABILITY；BIOLOGICALNEWCURRICULUM；BIOLOGYTEACHERSII

簡介：中國海洋大學碩士學位論文髖受力后蹬式WINGATE無氧功率測試法的生物學特征分析姓名陳波申請學位級別碩士專業(yè)體育教育訓練學指導教師洪濤20090601電持續(xù)時間順序依次是股二頭肌一一股直肌一一臀大肌。主動蹬伸階段的起始膝、髖關(guān)節(jié)角度分別為50。和135。，結(jié)束膝、髖關(guān)節(jié)角度分別為180。和210。。股直肌在髖受力后蹬運動形式下的主動蹬伸階段前已開始放電，放電較早，波幅在膝關(guān)節(jié)、髖關(guān)節(jié)角度分別為85。和145。時達到最高，且在主動蹬伸階段結(jié)束之前完成放電，結(jié)束放電時的膝關(guān)節(jié)、髖關(guān)節(jié)角度分別為170。和175。。股二頭肌放電比股直肌略晚，放電波幅最高，在受試者膝、髖關(guān)節(jié)角度分別為85。和145。時開始放電，波幅在膝關(guān)節(jié)、髖關(guān)節(jié)角度分別為160。和165。時達到最高，并保持較高放電波幅直至主動蹬伸階段結(jié)束。股二頭肌到主動蹬伸階段結(jié)束時還未完成放電。臀大肌放電最晚，波幅最小，在膝、髖關(guān)節(jié)角度分別為100。和160。時開始放電，至主動蹬伸階段結(jié)束時完成放電，此時膝、髖關(guān)節(jié)角度分別為1800和210。。結(jié)論1髖受力后蹬式WINGATE無氧功率測試法測試出的無氧功率數(shù)值比傳統(tǒng)自行車WINGATE無氧功率測試法測試出的數(shù)值低，提示受試者后蹬運動能力低’于前蹬能力，說明目前所普遍采用的訓練方法不利于后蹬后扒能力的發(fā)展，應設(shè)法改進。2傳統(tǒng)自行車WINGATE無氧功率測試法能較好的反映短跑運動員下肢的前蹬式周期運動的無氧工作能力。3髖受力后蹬式WINGATE無氧功率測試法能較好的反映短跑運動員下肢的后蹬、后扒式周期性運動的無氧工作能力。4髖受力后蹬式WINGATE無氧功率測試法在主動用力方向、工作肌參與程度配比及參與工作的時間、順序與短跑的相關(guān)技術(shù)參數(shù)更接近，因此比傳統(tǒng)WINGATE無氧功率測試法有更好的短跑項目適宜性。關(guān)鍵詞髖受力后蹬式無氧功率測試生物學特征

簡介：四川師范大學碩士學位論文初中生物學探究性實驗的有效性教學策略研究姓名鐘敏鈿申請學位級別碩士專業(yè)學科教學（生物）指導教師劉剛20100518本研究包括以下三個方面創(chuàng)新性成果提出了以初中教材為依據(jù)，關(guān)于探究性實驗的有效性教學策略實施的課堂教學活動和教學設(shè)計；如何在課堂教學中實施探究性實驗的有效性教學策略用心理測評法和考試測評法對探究性實驗的有效性教學策略進行數(shù)理統(tǒng)計研究。關(guān)鍵詞中學生物探究性實驗有效性教學策略

簡介：四川師范大學碩士學位論文農(nóng)村高中生物學實施生命教育的實踐研究姓名毛俊申請學位級別碩士專業(yè)學科教學（生物）指導教師徐作英20090410PRACTICALSTUDYOFAPPLYINGLIFEEDUCATIONFORHIGHSCHOOLBIOLOGYTEACHINGINTHECOUNTRYSIDEMAJORSCIENCEEDUCATIONBIOLOGYGRADUATESTUDENTJUNMAOSUPERVISORZUOYINGXUABSTRACTTHISSTUDYBASEDONTHEOBJECTIVESOFAPPLYINGLIFEEDUCATIONFORLLI曲SCHOOLBIOLOGYTEACHINGINTHERURALAREASANDTHESITUATIONSANDCHARACTERISTICSOFLIFEEDUCATIONWEREANALYZEDBYFILLINGOUTTHEQUESTIONNAIRESTHEPRACTICALSTUDYFORLIFEEDUCATIONDURINGTHEBIOLOGYTEACHINGINHIGHSCHOOLWASCONDUCTEDIHOPEITCANPROVIDEAMODELFORⅡ1ELIFEEDUCATIONINRURALHIGHSCHOOLBI6109YTEACHINGIMPLEMENTATIONTHEPAPERCONSISTSOFFOURSECTIONSSECTIONONEINTRODUCEDTHEBACKGROUNDOFTHISSTUDYANDGAVEBRIEFDEFINITIONTOTHECONCEPTOFLIFEEDUCATIONSECTIONTWOWASABOUTTHESITUATIONOFAPPLYINGLIFEEDUCATIONINHIGLLSCHOOL，ANDSUMMARIZEDTHELIFEEDUCATIONATHIGHSCHOOLSTAGESINTHREEREGIONSBETWEENTHEMAINLANDTHESTRAITS，ANDALSOINTWOCOUNTRIES，UKANDUSASECTIONTHREEDESCRIBEDTHECURRENTSTATUSOFLIFEEDUCATIONFORBIOLOGYTEACHINGINTHECOUNTRYSIDEHI曲一SCHOOLS，ANDTHERESEARCHWASCARRIEDOUTINTHE11LRALHIGHSCHOOLSATTHENORTHEASTPARTOFSICHUANPROVINCEBYCOLLECTINGTHEQUESTIONNAIRESSECTIONFOURFOCUSEDONTHEAPPLYINGMETHODSFORLIFEEDUCATIONOFBIOLOGYTEACHINGINTHERURALHIGHSCHOOLSTHEGOALANDMATERIALCHOOSINGFORLIFEEDUCATIONDURINGBIOLOGYTEACHINGINHIGHSCHOOLWEREDISCUSSED，ANDTHEPOTENTIALOFSOMEOTHERRESOURCESFORLIFEEDUCATIONWASPROPOSEDACCORDINGTOTHEREALITYII

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簡介：2011屆研究生碩士學位論文學校代碼10269學號51081300002生物學綜合實踐活動模式的調(diào)查及案例研究院系生金型堂堂院‘專業(yè)堂科教直生物2研究方向生翅堂數(shù)直理論貍?cè)`指導教師瑟塞垡副數(shù)拯碩士研究生工臻2011年4月完成MASTERTHESIS，2011UNIVERSITYCODE10269STUDENTID51081300002EASTCHINANORMALUNIVERSITYRESEARCHANDCASESTUDYABOUTTHEMODESOFBIOLOGYSYNTHETICPRACTICEACTIVITIESDEPARTMENTSCHOOLOFLIFESCIENCEMAJORCURRICULUMANDPEDAGOGYBIOLOGYSPECIALIZATIONTHEORYANDPRACTICEOFBIOLOGYEDUCATIONSUPERVISORASSOCIATEPROFWENHUAZHANG，MASTERDINGJINGAPRIL，2011