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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(qǐng)學(xué)位級(jí)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(yùn)動(dòng)的圖像，但這還不夠。教師在講解基礎(chǔ)物理學(xué)的知識(shí)體系、研究方向時(shí)還應(yīng)當(dāng)結(jié)合～些具體的事實(shí)。對(duì)“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(shí)，其內(nèi)容在很大程度上反映了科學(xué)家的探究活動(dòng)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(jìn)行探究教學(xué)的“原型”。基于以上原因，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(shí)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(shí)驗(yàn)班的教學(xué)實(shí)驗(yàn)，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(shí)驗(yàn)班與對(duì)照班之間存在極其顯著性差異，實(shí)驗(yàn)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(diǎn)的能力；在學(xué)生的體驗(yàn)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(dòng)后，能注重學(xué)習(xí)物理時(shí)要多做實(shí)驗(yàn)，理論聯(lián)系實(shí)際，注重物理規(guī)律和方法的學(xué)習(xí)，體會(huì)到學(xué)習(xí)物理是開心、愉快的事情，增強(qiáng)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

簡介：0035567曲阜師范大學(xué)博士／碩士學(xué)位論文原創(chuàng)性說明在口劃“4”．本人鄭重聲明此處所提交的博士口碩士吵論文近代教會(huì)學(xué)?？茖W(xué)教育研究以1870年代至1930年代為中心，是本人在導(dǎo)師指導(dǎo)下，在曲阜師范大學(xué)攻讀博士口碩士留學(xué)位期間獨(dú)立進(jìn)行研究工作所取得的成果。論文中除注明部分外不包含他人已經(jīng)發(fā)表或撰寫的研究成果。對(duì)本文的研究工作做出重要貢獻(xiàn)的個(gè)人和集體，均已在文中已明確的方式注明。本聲明的法律結(jié)果將完全由本人承擔(dān)。作者簽名4日期,2．OLO．多方曲阜師范大學(xué)博士／碩士學(xué)位論文使用授權(quán)書在口劃“√”近代教會(huì)學(xué)?？茖W(xué)教育研究以1870年代至1930年代為中心系本人在曲阜師范大學(xué)攻讀博士口碩士圇學(xué)位期間，在導(dǎo)師指導(dǎo)下完成的博士口碩士母學(xué)位論文。本論文的研究成果歸曲阜師范大學(xué)所有，本論文的研究內(nèi)容不得以其他單位的名義發(fā)表。本人完全了解曲阜師范大學(xué)關(guān)于保存、使用學(xué)位論文的規(guī)定，同意學(xué)校保留并向有關(guān)部門送交論文的復(fù)印件和電子版本，允許論文被查閱和借閱。本人授權(quán)曲阜師范大學(xué)，可以采用影印或其他復(fù)制手段保存論文，可以公開發(fā)表論文的全部或部分內(nèi)容。作者簽名禾致科日期≯P厶≥．導(dǎo)師簽名取習(xí)U鈣灸日期ZQ卜．多多●ABSTRACTCHRISTIANEDUCATIONISANIMPORTANTASPECTOFMISSIONARIES’ACTIVITIESINMODEMCHINA．MEANWHILE，SCIENCEEDUCATIONACCOUNTSFORASIGNIFICANTPARTOFCHRISTIANEDUCATION．THERESEARCHONTHEEDUCATIONOFSCIENCECANREFLECTTHEDEVELOPMENTANDCHANGINGOFCHRISTIANINMODERNCHINAASALATERALPERSPECTIVE．BESIDES，THEVALUESANDEXPERIENCESCANALSOBENEFITOURCONTEMPORARYEDUCATIONGREATLY．BASINGONTHISREASONS，WESTARTEDTHISTHESIS．THISTHESISCONSISTSOFTHREECHAPTERSMAINLY．CHAPTERONEDISCUSSESTHESPREADINGOFCHRISTIANRELIGIONINMODEMCHINA，THERAISINGOFCHRISTIANSCHOOLSANDTHEREASONSOFSCIENCEEDUCATION．INTHISSECTION，THEREARETWOIMPORTANTPROBLEMS．THEAUTHORMAINTAINSTHATTHEFAILUREOFREPLACEMENTFORMANDCONSTRUCTIONOFFAITH．．ECOLOGYACCOUNTINGFORTHERAISINGOFCHRISTIANSCHOOLS．THESUBTLERELATIONBETWEENRELIGIONANDSCIENCE，THETHEORYOFEUROPEANEDUCATIONANDTHEWANTOFCHINESESOCIETYCANINTERPRETTHECAUSEOFSCIENCEEDUCATION．CHAPTERTWOFOCUSESONTHECHANGINGOFSCIENCEEDUCATION．THECOURSEOFSCIENCEEDUCATIONISDIVIDEDINTOTHREESTAGESPRELIMINARYDEVELOPMENTSTAGEFROM1870STOTHEBEGINNINGOF20MCENTURY．PERFECTIONANDTRANSFORMATIONSTAGEFROMTHEBEGINNINGOF20MCENTURYTO1920S，LOCALIZATIONSTAGEFROMTHELATEROF1920STO1930S．THEN，THETHESISANALYSESTHEREASONSABOUTTHEDIFFERENTCHANGES．CHAPTERTHREECOMMENTSONTHEEDUCATIONOFSCIENCEINCHRISTIANSCHOOLS．FIRSTLY,THECHARACTEROFSCIENCEEDUCATIONISRELIGIOUS，MODEMANDLOCAL．SECONDLY,SUCHEDUCATIONBENEFITSALOTTOTHEEDUCATIONANDSOCIETYOFMODEMCHINA．FINALLY,THISTHESISANALYSESTHEINCONSISTENCEOFCAUSEANDEFFECT，THEAUTHENTICITYOFSCIENCEANDTHERELATIONSHIPBETWEENLOCALIZATIONANDCHRISTIANITY．KEYWORDSCHRISTIAN；CHRISTIANSCHOOL；MISSIONARY；EDUCATIONOFSCIENCE；LOCALIZATION

簡介：遼寧師范大學(xué)碩士學(xué)位論文初中物理教材體現(xiàn)科學(xué)素養(yǎng)教育的評(píng)價(jià)研究姓名鄒愛玲申請(qǐng)學(xué)位級(jí)別碩士專業(yè)課程與教學(xué)論（物理）指導(dǎo)教師梁樹森20070602ABSTRACTCONTENTFACINGTHECHALLENGEOFTHE21STCENTURY,GOODSCIENTIFICLITERACYISNECESSARYFOREVERYONEANDREPRESENTATIVEAPCLSONSBASICCAPACITY．111EKEYEDUCATIONALPERIODISJUNIORHI曲SCHOOLSTAGE．ASANIMPORTANTSUBJEETINTHENATURALSCIENC圯,PHYSICSHAVEALLIMPORTANTFUNCTIONTOTHEMANKIND。ITISASTRONGREPRESENTATIREANDVISIBLEPREDOMINANCECOURSEINTRAININGSTUDENT’SSCIENCELITERACY．ASAMAINTEACHINGTOO，TEXTBOOKSNOTONLYEMBODYTHESCIENTIFICOFPHYSICS，BUTALSOIUNIORHIGHSCHOOLSTUDENT，SINTELLECT．ASTHEMOSTIMPORTANCE，THEAIMOFTEXTBOOKSISSCIENTIFICLITERACY．THEREFOREINTHEPERIODOFREFORMATION．IT’SNECESSARYFORUSTOKNOWHOWTOCOMPILEANDEVALUATETEXTBOOKS．ONTHEBASISOFELABORATINGTHEDEFINITIONANDCORMOTATIONOFSCIENTIFICHTERACYINALLUSIONTOOURCOUNTRYEDUCATIONALGOALSAND{UNIORMIDDIESCHOOLSTUDENTS’CHARACTERISTIC，ACCORDINGTOTHEEVALUATIONINDEXSYSTEMESTABLISHEDBY“2061PROJECT’，THEARTICLEESTABLISHESSECONDCLASSINDEXESANDGRADEPOINTSTOADAPTTOONRCOUNTYPHYSICSTEXTBOOKS．ACCORDINGTOTHEINDEXSYSTEM，THEARTICLEGRADESTHREETEXTBOOKSTOANALYZEANDPROVIDESUGGESTIONTOALLINDEXESINDETAIL．FORTHEOBJECTIVITYOFTHERESULTANDTHEAPPLICABILITYOFSECONDCLASSINDEXES，5JUNIORHIGHSCHOOLPHYSICALTEACHERSJOINTHISTASK；THEGRADEDIFFERENCEISLIGHTTHROUGHSTATISTICALMETHOD，PROVINGEVIDENCCTOTHEEFFECTIVEOFTHEGRADE．FROMTHEEVALUATIONRESULT，WEDISCOVERTHEGRADEOFTWOINDEXESISLOWER．ONEIS“TAKINGACCOUNTOFSTUDENTIDEAS”ANDTHEOTHERIS“PROMOTINGSTUDENTS’THINKINGABOUTPHENOMENON．EXPERIENCESANDKNOWLEDGE”．THETEXTBOOKSSHOULDCREATEPROBLEMSCENESTOSPURSTUDENTSPONDER．GENERALLYSPEAKING,THEPROBLEMISUSUALLYPRODUCEDINCONCRETESCENES，MARVELOUSPHENOMENON，STRANGETHINGS，INCONSISTENTIDEASANDPROBLEMTHATCANNOTBESOLVEDJNPRACTICEANDTHEORY．THREETEXTBOOKSDON’TPROVIDEENOUGHORIGINALPROBLEM．STUDENTS’IDEASWHICHHAVENOTEXCAVATEDINFURTHERISN’TCOMPAREDWITHSCIENTIFICCONCEPTSINTHETHREETEXTB00KS．THEREFORE，STUDENTSDON’TGIVEUPTHEIRIDEASFORWARDLYTOCONSTRUCTACCURATECONCEPTS．FORTHENEWELLRRICULUMCRITERIONANDTHEINNOVATIONOFTHEEVALUATIONSYSTEMOFSCIENCETEACHING,THEAUTHORPROVIDESOMENEWTHOUGHTSINTHELINKOFACONCRETETOPICANDPUTFORWARDSOMECONSTRUCTIVESUGGESTIONSTOTHEEVALUATIONANDCOMPILATIONOFPHYSICALTEXTBOOKSINTHEFUTURE．KEYWORDSCIENTIFICLITERACY；PHYSICSTEXTBOOKS；EVAUATION

簡介：大連理工大學(xué)碩士學(xué)位論文中國科學(xué)技術(shù)管理論文合著現(xiàn)象研究姓名劉雅潔申請(qǐng)學(xué)位級(jí)別碩士專業(yè)科學(xué)學(xué)與科學(xué)技術(shù)管理指導(dǎo)教師丁堃20071225大連理工大學(xué)碩士學(xué)位論文THESTUDYOFCOAUTHORSHIPONMANAGEMENTOFSCIENCEANDTECHNOLOGYINCHINAABSTRACTINTODAY。SERAOFBIGSCIENCESCIENTIFICCOOPERATIONHASINCRE叢INGLYBECOMCTHEMAINSTREAMOFSCIENTIFICRESEARCHSCIENTIFICCOOPERATIONACTIVITIESWITHTHESCALEANDSCOPEOFTHERAPIDDEVELOPMENTOFSCIENCEANDRAPIDGROWTHTHEERAOFSCIENTIFICRESEARCHCOOPERATIONISBECOMINGINCREASINGLYFREQUENT，REFLECTEDINTHEPERFORMANCEOFSCIENTIFICPAPERSFORAWHILEINTHEINCREASINGLYCOMNLONPHENOMENONALARGESCALEISINCREASINGSCIENTIFICCOOPERATIONINTHEIMPORTANTFIELDSTOACHIEVELEAPFROGDEVELOPMENT，ASWELLASTHESCIENTIFICBREAKTHROUGHISOFGREATSIGNIFICANCEITISAGAINSTTHISBACKGROUNDPAPERSONSCIENTIFICCOOPERATIONWITHTHEEXISTINGNETWORKANALYSISBASEDONTHERESEARCHRESULTS，THEUSEOFBIBLIOMETRICANDSOCIALNETWORKANALYSISMETHODTOSTUDYCHINESESCIENCEANDTECHNOLOGYMANAGEMENTINTHEAREASOFANALYSISOFTHESCIENCEANDTECHNOLOGYMANAGEMENTRESEARCHCOOPERATIONDEVELOPMENTLAW，ASWELLASCOOPERATIONINTHESTRUCTUREOFTHENETWORKFIRSTOFALLPAPERSFROMTHEPERSPECTIVEOFBIBFIOMETRICSTUDY，BASEDONCHINA’SSCIENTIFICANDTECHNOLOGICALMANAGEMENTOF10PUBLICATIONSIN1319942006，THESTATISTICSCONTAINEDINTHEPAPERSFORTHESAMPLES，THEMANAGEMENTOFCHINASSCIENTIFICANDTECHNOLOGICALCOOPERATIONINTHEPAPERSAUTHORTRENDTODYNAMICANALYSISANDRESEARCHMANAGEMENTWILLTHENDETERMINESCIENCEANDTECHNOLOGYCOAUTHOROFTHECORENETWORKTHEMANAGEMENTOFSCIENCEANDTECHNOLOGYTHROUGHTHEDRAWINGPAPERMAPOFTHENETWORKANDWORDFREQUENCYANALYSISCONFNMEDTHECOMBINATIONOFHIGHYIELDFROMFIELDSOFCOOPERATIONFINALLYTHEMANAGEMENTOFSCIENCEANDTECHNOLOGYPAPERSOFTHENETWORKMAP，NOTONLYDEMONSTRATESTHEAUTHORFROMTHECORESCIENCEANDTECHNOLOGYCONSTITUTETHEENTIREMANAGEMENTOFTHEMACROSTRUCTUREOFTHEINTEMETANDMICROSTMCTURE，BUTALSOTHEOVERALLSOCIALNETWORKANALYSISFROMTHEPERSPECTIVEOFTHESOCIALNETWORKINSPECTIONDISTRIBUTION，AGGREGATIONCOEFFICIENTANDCONNECTIVITY，SHOWINGTHATIN1994ANETWORKOF2006FROMTHEOTHERDISCRETESEVERALSMALLNETWORKINTERCONNECTIONGRADUALLYEVOLVEDINTOCOMPLEX，MULTICENTERANETWORKOFSCIENCEANDTECHNOLOGYFURTHERREVEALEDTHATTHEMANAGEMENTOFTHENETWORKWILLCONTINUETOCREATECLOSERCOOPERATIONRELATIONSTRENDTOSUMUP，OURCOOPERATIONNETWORKOILSCIENCEANDTECHNOLOGYMANAGEMENTCLEARLYSHOWSTHATSINCE1994，THEFIELDOFSCIENCEANDTECHNOLOGYMANAGEMENTAGOODMOMENTUMOFDEVELOPMENTCOOPERATION，ANDCOOPERATIONHAVEBEENEXPANDING。WITHTHECOOPERATIONOFBOTHII

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簡介：學(xué)校代碼10200分類號(hào)G427研究生學(xué)號(hào)密級(jí)東牡H爺葒大季碩士學(xué)位論文1212302203尢高中文科掌生數(shù)學(xué)學(xué)習(xí)的個(gè)案研究1MECASESTUDYOFLIBERALARTSSTUDENTS’MATHEMATICSLEARNINGINSENIORHIGHSCHOOL作者張艷紅指導(dǎo)教師學(xué)科專業(yè)研究方向?qū)W位類型孫連舉教授教育碩士學(xué)科教學(xué)數(shù)學(xué)教育碩士東北師范大學(xué)學(xué)位評(píng)定委員會(huì)2007年6月ABSTRACTINMODEMWORLDSCIENCEANDTECHNOLOGYADVANCESBYLEAPSANDBOUNDSANDCOMPETITIONAMONGCOUNTRIESISINCREASINGLYFIERCENLENATIONALPOWERDEPENDSONTHECHARACTEROFWORKERMOREANDMORETHEQUALITYANDQUANTITYOFWORKERSOFALLWALKSOFLIFETHEREFORMJNEDUCATIONTOBEDEEPENEDANDFORA11ROUNDDEVELOPMENTTOBECOMPLETELYFORWARDISDEMANDEDACCORDINGLYEDUCATIONFORALLSTUDENTSDEVELOPINGEACHSTUDENT’SPOTENTIAL、VITHMAXIMUMLIMITANDMAKINGEACHSTUDENTSBASICCHARACTERSGETEXALRATIONISNECESSARYSAISINGSTUDENT’SRESULTSESPECIALLYIUMATHEMATICSBECOMESANURGENTMISSIONTHECLASSTHATTHEWRITERISTEACHINGISARTSONE，MEANINGTHENOTHIGHQUALITYOFSTUDENTSESPECIALLYINMATHEMATICBASEANDLEARNINGABILITYINMATHEMATICSANDSOONNLEREBEINGSOMANYSTUDENTSHAVINGDIFFICULTYINMATHEMATICSLEARNING，ITISEXTREMELYIMPORTANTTOEXPLOREANEWWAYINWHICHTEACHERSCANHELPSTUDENTSTOLAYGOODFOUNDATIONTOMATHEMATICS，WHICHHELPSTODEVELOPSTUDENTSLEARNINGABILITYINMATHEMATICSDEVELOPSTUDENT’SMATHEMATICALTHINKINGANDIMPROVETEACHINGQUALITYLARGEAREANIEARTICLEISASTUDYOFACASEOFASTUDENT’SMATHEMATICS1EARNINGCONDITIONTHROUGHTHEWRITER’SOBSERVATIONINTERVIEWANDFACETOFACETALKTHEINFLUENCEFACTORSSUCHASTLLINKINGDISORDERANDJNCOHERENEEAREANFDYZEDANDCOUNTERMEASURETOENHANCEMATHEMATICSACHIEVEMENTPUTFORWARDINMATHEMATICSTEACHING，THETEACHERMUSTCONSCIENTIOUSLYGRASPSTUDENT’SLEARNINGMENTALITYCONFORMINGTOHISCOGNITIVESTRUCTURE，HELPINGHIMTOLAYGOODFOUNDATIONANDENHANCEHISABILITYINTEACHING，THEBREAKTHROUGHPOINTISCULTIVATINGSTUDENT’STHINKINGQUALITYINMATHEMATICSFROMTHEHEIGHTOFMATHEMATICSKNOWLEDGESYSTEM，THEDEVELOPMENTOFANDTHECULTIVATIONOFSTUDENT’STHINKINGISEMPHASIZEDI110RDERTOAROUSESTUDENT’SDRIVEINLEARNINGMATHEMATICS。MAKESTUDENTSTOEXPERIENCEPLEASUREINLEAMINGMATHEMATICSANDREMOVESTUDENT’SWORRYANDAPPREHENSIONABOUTMATHEMATICSLEARNING，MAKINGARTSSTUDENTTREATITCORRECTLY，MAKINGITAPROCESSOFNOTONLYDEALINGWITHTHEENTRANCEEXAMSTOCOLLEGE，BUTALSOFORMINGTHEINITIALMATHEMATICALLYCULTURALIDEATHESEAREBENEFICIALTOSTUDENTSLIFELONG，KEYWORDSSTUDENTDISABLEINMATHEMATICSLEARNINGMATHEMATICSTEACHINGMATHEMATICTHINKINGII

簡介：合肥工業(yè)大學(xué)碩士學(xué)位論文科學(xué)基金重大項(xiàng)目資助產(chǎn)出系統(tǒng)分析與績效評(píng)估研究姓名夏民申請(qǐng)學(xué)位級(jí)別碩士專業(yè)管理科學(xué)與工程指導(dǎo)教師嚴(yán)鴻和20040401RESEARCHONSUSTENTATIONOUTPUTANDPERFORMANCEEVALUATIONOFMAJORPROJECTOFNSFCABSTRACTAPPROPRIATESTEVALUATIONANDEFFECTIVESTMANAGEMENTCALLIMPROVEEFFICIENCYOFMONEYUSEDINSTRESEARCH，RAISETHEOUTPUTLEVELOFSTRESEARCHPROJECT，F(xiàn)INDOUTNEWSUBJECTDEVELOPINGPOINTSANDNEWRESEARCHFIELDSWITHBRIGHTTHTURE，SUPPLYSCIENTIFICBASISANDADVICEFORPOLICYMAKING、ADJUSTINGANDSUBJECTDISTRIBUTING，MATCHTHEDEVELOPMENTOFSOCIETYANDECONOMY．ASANIMPORTANTPARTOFSOFTPROJECTOFNSFCNAMED“RESEARCHONSUSTENTATIONPOLICYANDPERFORMANCEOFMAJORPROJECT，NSFC”，THISPAPERINTRODUCESRELEVANTTHEORIES、METHODSANDRESEARCHSTATUSOFTHEWORLD．BASEDOILRETROSPECTINGTHE15YEARS’SUSTENTATION，F(xiàn)ROMVIEWOFPROPERTYANDAMOUNT，BYAPPLYINGMANYMETHODSOFSTEVALUATION，THISTHESISDEEPLYANALYSESITSSUSTENTATIONPOLICYANDMANAGEMENTMODE，MAKESAMOUNTRESEARCHODSUSTENTATIONOUTPUT，SUMMARIZESTHEEFFECTANDPUTSFORWARDSOMEDEVELOPINGCOUNTERMEASURE，BASEDONSYNTHETICALLYANALYZINGSUSTENTATIONOUTPUTANDMANAGEMENTOFMAJORPROJECT，F(xiàn)INDOUTDEFICIENCYOFPOLICYANDMANAGEMENT，BRINGFORWARDSONICMANAGEMENTREFORMANDINNOVATION．SOTHISPAPERHASPRACTICALVALUEFORTHEENHANCINGTHELEVELOFMANAGEMENTOFMAJORPROJECT．ATTHESAMETIMEITUSESFORREFERENCETOMAKEPOLICYANDINCREASEMANAGEMENTLEVELOFOTHERNATIONALSTRATEGYBASICRESEARCHPLAN．KEYWORDSSTEVALUATIONSTMANAGEMENTMAJORPROJECTOFNSFC

簡介：浙江師范大學(xué)碩士學(xué)位論文ADISSERTATIONSUBMITTEDTOTHEACADEMICDEGREECOMMITTEEOFZHEJIANGNORMALUNIVERSITY基于反思的生物科學(xué)師范生教師職業(yè)技能培訓(xùn)的實(shí)踐與研究THEPRACTICEANDRESEARCHOFTEACHERSPROFESSIONALSKILLSTRAININGOFBIOLOGICALSCIENCESPRESERVICETEACHERSBASEDONTHEREFLECTION作者任麗AUTHORRENLI指導(dǎo)教師陳秉初教授SUPERVISERPROFESSORCHENBINGCHU學(xué)科專業(yè)課程與教學(xué)論MAJORCURRICULUMANDPEDAGOGY浙江師范大學(xué)化學(xué)與生命科學(xué)學(xué)院CHEMISTRYANDLIFESCIENCESCOLLEGEOFZHEJIANGNORMALUNIVERSITY二零一零年三月～苓一苓，牛二月MARCH，2010／，／／7／。／弦．Z，黟盯I_二N譬。JK∽齡，．葷毋．．0√}}●霸～≮強(qiáng)，O前Q事中兔薩■靜囂霧唯謄掣?！鼍疿；二眷卜。，筍I}I?，吾棼垮耄韻矽蚌麓，盤申I每0，，，，～●K基于反思的生物科學(xué)師范生教師職業(yè)技能培訓(xùn)的實(shí)踐與研究摘要當(dāng)今社會(huì)的發(fā)展，對(duì)教師提出了更高的要求，而教師培訓(xùn)卻存在很多問題，導(dǎo)致了教師培訓(xùn)的低效性，教師素質(zhì)難以提高。其內(nèi)在原因是當(dāng)前的教師培訓(xùn)忽視了教師在培訓(xùn)中主觀能動(dòng)性的發(fā)揮。如何才能發(fā)揮教師的主觀能動(dòng)性呢關(guān)鍵是教師能夠進(jìn)行自我反思，以反思促進(jìn)教師專業(yè)發(fā)展。反思能夠促進(jìn)師范生實(shí)踐知識(shí)的積累與實(shí)踐理論的形成；反思能夠促進(jìn)師范生自主發(fā)展；師范生的反思為職后教師培訓(xùn)奠定基礎(chǔ)。本文希望以反思實(shí)踐性這樣一種培訓(xùn)方式改進(jìn)生物師范生的教師職業(yè)技能。本研究以元認(rèn)知理論和建構(gòu)主義學(xué)習(xí)觀為基礎(chǔ)，在查閱相關(guān)文獻(xiàn)的基礎(chǔ)上，結(jié)合本校實(shí)際情況，構(gòu)建了“反思性實(shí)踐”師范生教師職業(yè)技能培訓(xùn)方案，方案包括現(xiàn)狀分析或培訓(xùn)需求分析；確定培訓(xùn)綱要或框架；規(guī)劃并開發(fā)詳細(xì)培訓(xùn)方案；實(shí)施培訓(xùn)方案；開發(fā)并完善評(píng)價(jià)體系。根據(jù)構(gòu)建好的培訓(xùn)方案，通過微格教學(xué)的方式對(duì)本校06級(jí)生物科學(xué)師范生進(jìn)行課堂教學(xué)技能的培訓(xùn)，內(nèi)容包括教學(xué)語言技能、板書技能和教態(tài)變化技能。同樣根據(jù)構(gòu)建好的培訓(xùn)方案，以自愿報(bào)名的形式選取個(gè)別師范生，對(duì)其進(jìn)行教學(xué)設(shè)計(jì)技能、多媒體課件制作技能和說課技能的培訓(xùn)。參考國內(nèi)外關(guān)于微格訓(xùn)練效果的調(diào)查問卷，設(shè)計(jì)相應(yīng)的題目。問卷分為五個(gè)維度，總體評(píng)價(jià)、培訓(xùn)內(nèi)容、培訓(xùn)環(huán)境、協(xié)作交流、評(píng)價(jià)反饋，以李克特量表作為主要回答形式。SPSS統(tǒng)計(jì)軟件對(duì)問卷的質(zhì)量評(píng)估結(jié)果表明問卷具有較高的信度和一定的效度。問卷調(diào)查結(jié)果表明在課堂教學(xué)技能中應(yīng)用反思策略使師范生清楚自己的技能狀況，能有效提高師范生的教學(xué)技能，并養(yǎng)成反思的習(xí)慣。參考國內(nèi)外關(guān)于教師培訓(xùn)的訪談提綱，設(shè)計(jì)相應(yīng)的題目，對(duì)參加個(gè)案培訓(xùn)的生物科學(xué)師范生進(jìn)行訪談，訪談結(jié)果表明所有師范生都認(rèn)為通過培訓(xùn)，自己的技能有很大提高。相較于以前的盲目培訓(xùn)，通過反思，現(xiàn)在更清楚自己的技能水平和改進(jìn)空間了。本次研究得出以下結(jié)論基于反思的生物科學(xué)師范生教師職業(yè)技能的培訓(xùn)是有效的；師范生在教師職業(yè)技能培訓(xùn)過程中進(jìn)行反思是必要的；基于反思的師范生教師職＼1■K盧

簡介：武漢理工大學(xué)碩士學(xué)位論文科學(xué)技術(shù)可持續(xù)發(fā)展及其倫理價(jià)值研究姓名饒欣申請(qǐng)學(xué)位級(jí)別碩士專業(yè)科學(xué)技術(shù)哲學(xué)指導(dǎo)教師楊懷中20040401武漢理工火學(xué)碩士學(xué)位論文體性等，即科技本身的可持續(xù)發(fā)展，而且從科技系統(tǒng)外部來研究科技系統(tǒng)相對(duì)其他系統(tǒng)的協(xié)調(diào)性、動(dòng)力性等，即科技可持續(xù)發(fā)展對(duì)人類社會(huì)可持續(xù)發(fā)展的價(jià)值。本文第1章通過分析可持續(xù)發(fā)展思想和科學(xué)技術(shù)發(fā)展的關(guān)系來說明現(xiàn)代科學(xué)技術(shù)需要可持續(xù)發(fā)展的科學(xué)技術(shù)；第2章具體分析了科學(xué)技術(shù)可持續(xù)發(fā)展的形成；第3章簡單分析了目前存在的不利于科學(xué)技術(shù)可持續(xù)發(fā)展的觀念誤區(qū)，并針對(duì)我國科技現(xiàn)狀試提出有利于我國科學(xué)技術(shù)實(shí)現(xiàn)可持續(xù)發(fā)展的建議；最后一章，著重分析了科學(xué)技術(shù)可持續(xù)發(fā)展的倫理意義。關(guān)鍵詞科學(xué)技術(shù)可持續(xù)發(fā)展科學(xué)技術(shù)可持續(xù)發(fā)展倫理價(jià)值Ⅱ

簡介：碩士學(xué)位論文論文題目新課程背景下科學(xué)探究教學(xué)實(shí)施研究以杭州市初中科學(xué)教師為例作者姓名劉希銀指導(dǎo)教師陳斌學(xué)科專業(yè)課程與教學(xué)論所在學(xué)院理學(xué)院提交日期2009年6月獨(dú)創(chuàng)性聲明獨(dú)創(chuàng)性聲明本人聲明所呈交的論文是我個(gè)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。盡我所知，除了文中特別加以標(biāo)注和致謝的地方外，論文中不包括其他人已經(jīng)發(fā)表或撰寫過的研究成果。對(duì)本研究做過貢獻(xiàn)的老師和同學(xué)均己在論文中作了明確的說明并表示了謝意。日期關(guān)于論文使用授權(quán)說明關(guān)于論文使用授權(quán)說明本人完全了解杭州師范大學(xué)有關(guān)保留、使用學(xué)位論文的規(guī)定，即學(xué)校有權(quán)保留送交論文的復(fù)印件，允許論文被查閱和借閱學(xué)校可以公布論文的全部或部分內(nèi)容，可以采用影印、縮印或其他手段保存論文。日期

簡介：南京師范大學(xué)碩士學(xué)位論文科學(xué)探究滲透元認(rèn)知要素的實(shí)踐與研究姓名瞿曉峰申請(qǐng)學(xué)位級(jí)別碩士專業(yè)物理教學(xué)法指導(dǎo)教師吳偉20040101摘要在當(dāng)前諜改背景下，科學(xué)探究已成為科學(xué)學(xué)科教學(xué)的主題。我國在新頒布的科學(xué)36年級(jí)課程標(biāo)準(zhǔn)實(shí)駿稿中明確把“偶撐探究性學(xué)習(xí)”作為課程理念之一，W見科學(xué)探究對(duì)于我困新課程改革的重要懣義。遺憾豹怒，教師往往機(jī)撥撼搔導(dǎo)學(xué)生進(jìn)行模式他、枕撼化的形式主義攆究過凄遙裘寵熬戇搽究過程，搽究綴式純羲自驥囂，教簿豹教學(xué)援詩嬡乏悉懲毪，對(duì)學(xué)生酶攢囂繪入良啟發(fā)靜內(nèi)容不多，學(xué)生交滾含髂蕊本上流于影式，學(xué)生的收獲顯得比較膚淺。教師只有增強(qiáng)自身的元認(rèn)知意識(shí)，才能有助于救師將學(xué)生的學(xué)習(xí)、記憶、理解、注意、交往、問題解決、社會(huì)認(rèn)知等各方面的滿勸作為一個(gè)完整的系統(tǒng)來研究，強(qiáng)調(diào)學(xué)繳在科學(xué)學(xué)習(xí)活動(dòng)避稷中的智力因素和囂智力因素之間的榴鬣作用方麓壽助予羧爆立足予學(xué)生豹凝綴心理囂動(dòng)，麩動(dòng)杰豹建度去認(rèn)識(shí)學(xué)裊學(xué)麓斃力、學(xué)習(xí)繁旗穩(wěn)實(shí)震及萁蕊律，整褥敦籟靜錚，薅學(xué)生髹究匏弓L導(dǎo)與癌發(fā)簧瓣學(xué)、更合理、燹炙活、更有效才能肖效指導(dǎo)學(xué)生自覺、不自覺地滲透元認(rèn)知簧索于科學(xué)探究的過程中去，引導(dǎo)學(xué)生從事類似科學(xué)工作者式的有效的科學(xué)探究。使得學(xué)生在自擻、有意識(shí)的宏觀調(diào)控下。逐漸提高探究思維的活躍程度，拓展發(fā)散思維的廣度，加深定向思維的深度，從而提高探究行為的多維有效性以及圈標(biāo)指向性。學(xué)生從蕊在真實(shí)、可信，爨主、有效的科學(xué)探究過程中，自覺建構(gòu)蠢意義的秘學(xué)知浚；澎艘多元夔疆學(xué)技麓；蘿耋納與辯學(xué)家類釹戇搽究方法；薅駿辯學(xué)搽究的樂趣；鑲糟科學(xué)思憋和耩靜。本研究以“恰當(dāng)滲透元認(rèn)知袋綮于科學(xué)探究過程”為主題，十多為科學(xué)教師組成了研究型的共同體，從理論與實(shí)踐相結(jié)合的角度進(jìn)行了為期一年的探索，在小學(xué)科學(xué)教學(xué)這一戰(zhàn)線上，經(jīng)歷了種種探索，取得了～定的成果。當(dāng)然，藏滿要對(duì)于目前研究中得到的體會(huì)積經(jīng)驗(yàn)避行反思，并為進(jìn)一步的深入硬突葜定蕊疆。學(xué)習(xí)無止境，實(shí)黢禿壹境，硬究蘢盤凌。關(guān)鍵詞犖萼學(xué)探究；元認(rèn)稚蠢我蘸控宦我調(diào)整；科學(xué)素養(yǎng)。ABSTRACTUNDERTHEBACKGROUNDOFTHEVARIATIONALEDUCATION，SCIENCEINQUKYHASBECOMETHETOPICOFSCIENCESTUDYINOURCOUNTRY’STHESTANDARDOFSCIENCESTUDYIN36GRADEEXPERIMENTALDRAFT，SCIENCEINQUIRYISCLEARLYAPOINTOFVIEWREGRETOFIS，THETEACHERUSUALLYGUIDESTHESTUDENTTOCARRYONTHEFORMALISTICANDMECHANICAIINVESTIGATIONBSCIEMIFICSEARCHOVERLYPULTUETHEWHOLESCIENCEINQUIRYFORMALISTICINCLINEISVERYOBVIOUS；DIDACTICALDESIGNISSHORTOFMENTALITY；TEACHER’SMENTALITYGUIDANCEISDEVOIDOFILLUMINATIONSTUDENTSINTERCOURSEALWAYSBEFORMALISTIC；STUDENT’SINCOMEISSHALLOWONLYSTRENGTHENTEACHER’SCONSCIOUSNESSABOUTMETACOGNITION，THEYCANCOMEINTOSTUDENT’SADVANCEDMENTALMOVEMENTANDTHEIRPERSONALLYCONTROLCHARACTERUNDERSELFCONSCIOUSMETACOGNITION，STUDENT’SSTUDYWILLBEMORELIKESCIENTISTS

簡介：華中師范大學(xué)碩士學(xué)位論文中小學(xué)科學(xué)課程中活動(dòng)設(shè)計(jì)的研究以“綠色植物的新陳代謝”為例姓名汪甜申請(qǐng)學(xué)位級(jí)別碩士專業(yè)課程與教學(xué)論生物指導(dǎo)教師劉勝祥20070501⑨碩士學(xué)位論文MASTERSTHESISABSTRACTACTIVITYDESIGNISANIMPORTANTPARTOFCURRICULUMDESIGNBECAUSEOFPEOPLE’SNARROWUNDERSTANDINGOFCURRICULUMANDMISUNDERSTANDINGOFTHENATUREOFKNOWLEDGE，THEPROBLEMOFDISCUSSINGACTIVITYDESIGNINVIEWOFCUNICULUMDESIGNHASBEENCONCEALEDANDNEGLECTEDFORYEARSTHISARTICLETAKE’’GREENPLANTS’METABOLISM”THISSUBJECTCONTENTASANEXAMPLE，THROUGHTOTHEDOMESTICANDFOREIGNOUTSTANDINGTEACHINGCASEANALYSIS，UNIFIESOURCOUNTRYNATIONALCONDITION。FINALLYINNARRATEDONEBYONETOTHESEACTIVITIESCOMMENTSREFINESTHEDESIGNWHICHINTHESCIENTIFICCURRICULUMMOVEDTOPROPOSETHEPRELIMINARYSUGGESTIONASWELLASTHEREQUIREMENTWHICHSHOULDFOLLOWINTHEACTIVEDESIGNTHETHESISCONSISTSOFFOURPARTSINPARTI，ITSHOWSCLEARLYTHEBACKGROUNDANDSIGNIFICANCEOFSELECTINGTHISTOPICINPUTTINGNEWCOURSESTANDARD’SINTOPRACTICEALLROUNDTODAYURGENTNEEDACCUMULATIONLARGEAMOUNTSOFTHECASCUSINGPERSONALINFLUENCESUCCESSFULLYHAVINGCHINESECHARACTERISTICST1LERESEARCHTHATTHEACTIVITYDESIGNSCAN”SCIENCE”PROVIDEDIRECTIONTOCURRICULUMDESIGNBUTTOSCIENCEINTHECOUR∞，THEACTIVITYDESIGNTHATTHEDISCIPLINECOURSEHITSTHETARGETOTHERISPROVIDEDDRAWINGLESSONS，ISDEEPENTHESCIENCEEDUCATIONREFORMSUFFICIENTEMBODYCREATEEDUCATIONALINNOVATIONEDUCATION，ANDBECONDUCIVETOAEARNOFTEACHERPUTNEWCOURSEINTOPRACTICEPART1IDESIGNSTLLATTHEGENERALSITUATIONHASBEENINPROGRESSTOACTIVITYINCOURSEINTRODUCETHATRESEARCHBEINGPROBLEMSTURNFACETOFACEINHOMEANDABROADSCHOLARREACHESTHEALTERNATIVEREQUESTUSINGPERSONALINFLUENCEINTHECOURSEONTHEBASISPARTMSTARTSOFFOWINGTOEXERCISINGTHEFUNDAMENTALGUIDINGIDEOLOGYDESIGNINGTHAT，THISONESUBJECTCONTENTCHOOSESOUTSEVERALEMPHASISESTHATUTENSILTYPICALNESSSCIENTIFICACTIVITIESDESIGNCASE。JOINSRATHERACCORDINGTOEACHWITH”GREENERY’SASSIMILATIONOFTHENEWANDEXCRETIONOFTHEOLD”FORTHEEXAMPLETHATTHISSEVERALCASEISPROBEDINTOMARKFORSCIENCE；SCIENCEKNOWLEDGEANDTECHNICALABILITY；SCIENTISM，EMOTIONANDOUTLOOKONVALUES；NISFOURTYPESNARRATESCIENCETECHNOLOGYANDSOCIETY。SRELATIONONEBYONEJUDGEPARTIVSUMSUPPRACTICEANDTHEANALYSISTOEXCELLENTHOMEANDABROADTEACHING

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簡介：學(xué)校代碼10200分類號(hào)魚塑研究生學(xué)號(hào)密級(jí)東牡知予葒大雪碩士學(xué)位論文10200200740287等蝌背景下的科掌教師專業(yè)適應(yīng)現(xiàn)狀調(diào)查與應(yīng)對(duì)策略研究一一基虧嶺墨州市初中科學(xué)教師的調(diào)查分析THESURVEYONSCIENCETEACHERS’CURRENTMAJORADJUSTMENTANDTHERESEARCHONITSCOMEBACKSTRATEGYBASEDONTHESURVEYANDANALYSISOFSCIENCETEACHERSINWENZHOUJUNIORMIDDLESCHOOL作者余雪棉指導(dǎo)教師于海波教授學(xué)科專業(yè)教育碩士研究方向?qū)W科教學(xué)物理學(xué)位類型教育碩士東北師范大學(xué)學(xué)位評(píng)定委員會(huì)2011年11月摘要浙江省作為國家級(jí)實(shí)驗(yàn)區(qū)已全面啟動(dòng)了基礎(chǔ)教育課程改革，我們?cè)谌》秶鷥?nèi)開設(shè)了所有的綜合課程。初中科學(xué)課程是新課程體系中橫跨學(xué)科最多物理、化學(xué)、生物、自然地理的一門綜合課程，自然成為最受關(guān)注的焦點(diǎn)。關(guān)注科學(xué)教師專業(yè)的適應(yīng)現(xiàn)狀以及如何促進(jìn)教師專業(yè)化的發(fā)展是基礎(chǔ)教育課程改革的迫切需要。本研究以實(shí)踐者的話語體系來解讀科學(xué)課程的實(shí)踐，以獨(dú)特的敘事方式闡述課程改革的理論與實(shí)踐話題。雖只涉及浙江省溫州市的一部分中學(xué)，但文中所述的問題與困惑卻是所有實(shí)踐綜合課程的學(xué)校都將遇到的，將使人們獲得較多的啟示。本研究是從教師個(gè)人信息、教師專業(yè)素質(zhì)結(jié)構(gòu)、學(xué)校教育資源配備等維度，考察教師的適應(yīng)程度、適應(yīng)比例；教師適應(yīng)過程的優(yōu)勢(shì)和問題；再者，教師對(duì)綜合課程的價(jià)值取向、知識(shí)掌握等方面，教師對(duì)分科教學(xué)與綜合課程優(yōu)缺點(diǎn)、難重點(diǎn)、適應(yīng)度等進(jìn)行研究。研究發(fā)現(xiàn)目前初中科學(xué)教師普遍接納新課程改革，樹立了新型的教育教學(xué)的新思想、新理念，業(yè)務(wù)能力普遍提高，但角色轉(zhuǎn)變困難，教研能力提高慢，知識(shí)與能力結(jié)構(gòu)的缺乏等。這些問題已經(jīng)成為影響綜合科學(xué)教師專業(yè)發(fā)展的主要因素。本篇論文由緒論、理論分析、現(xiàn)狀調(diào)查、敘事研究和結(jié)論建議五個(gè)部分構(gòu)成。論文主要采用文獻(xiàn)分析法、問卷調(diào)查法和訪談法。首先通過查閱學(xué)科背景科學(xué)教師專業(yè)適應(yīng)的國內(nèi)外現(xiàn)狀，根據(jù)獲得的資料進(jìn)行理論分析；然后在理論分析的指導(dǎo)下進(jìn)行現(xiàn)狀調(diào)查和訪談，對(duì)初中科學(xué)教師專業(yè)發(fā)展進(jìn)行剖析，并分析了現(xiàn)象背后隱寓的深層原因；最后根據(jù)現(xiàn)狀調(diào)查、訪談的結(jié)果，結(jié)合理論分析的相關(guān)內(nèi)容，從教師個(gè)體、教育主管部門和學(xué)校方面提出促進(jìn)初中科學(xué)教師專業(yè)發(fā)展的策略。關(guān)鍵詞學(xué)科背景；科學(xué)教師；專業(yè)適應(yīng)；應(yīng)對(duì)策略；專業(yè)發(fā)展