簡(jiǎn)介：X1022674分類號(hào)密級(jí)G6337公開單位代碼學(xué)號(hào)寧夏大學(xué)學(xué)位論文中學(xué)物理新課程中科學(xué)探究的甲木目，C聲，L墨、觀點(diǎn)與策略研究107490203026ASTUDYONCONCEPT，VIEWPOINTANDSTRATEGYOFSCIENCEINQUIRYINPHYSICSCURRICULUMOFMIDDLESCHOOL研究指導(dǎo)教生閨齬室?guī)熅麦唪u副塾援申請(qǐng)學(xué)位門類級(jí)另IJ熬直堂亟稱遲程皇熬堂途向物理塾堂途院熬直型堂堂院2006年4月名方學(xué)業(yè)究在專研所寧夏大學(xué)碩士學(xué)位論文摘要ABSTRACTSCIENCEINQUIRYISNOTONLYCONLMONCONCERNINTHETEACHINGTHEORYOFPHYSICSCURRICULUMANDCURRICULUMREFORMPRACTICE，BUTALSOALLIMPORTANTANDSPECIFICGOALOFTHEFUNDAMENTALEDUCATIONREFORMITINTENDSTOCHANGETHEOVEREMPHASISONRECEPTIONLEARNINGANDMECHANICALTRAININGINCURRICULUMIMPLEMENTATION，幻ADVOCATESTUDENTS’INDEPENDENTABILITYTOLEARN，TOINQUIRYTOGATHERANDDEALWITHINFORMATION，OBTAINNEWKNOWLEDGE，TOANALYT∞ANDSOLVEPROBLEMS，IOCOMMUNICATEANDCOOPERATETHEREFORE，SCIENCELUQU的ISNOTONLYPUTFORWANT∞IMPORTANTIDEAANDTEACHINGADVICE，BUTALSOLISTEDASCURRICULUMGOALSANDSTANDARDSWHICHSHOULDBEOBLIGATORYIMPLEMENTEDHOWEVERTHELEARNINGANDTEACHINGOFSCIENCEINQUIRYISSTILLATPRIMARYSTAGEINOURCHINAAFTERALLTHEEDUCATIONALCIRCUMSTANCETHATSCIENCEINQUKYREQUIRES，SUCHASTRANSFORMATIONOFTEACHERS’EDUCATIONALCUNCEPT，TEACHERS’ABILITYOFCOMPREHENSION，ETCCALLNOTBERESOLVEDBYCURRICULUMSTANDARDSBASEDONVARIOUSCASES，QUESTIONNAIRES，INTERVIEWANDLITERATURERESEARCH，REFLECTIONONHISTORYANDREALITYTHISTHESISATTEMPTSTOINVESTIGATETHENATURE，F(xiàn)EATURESPRINCIPLESOFSCIENCEINQUIRYTHEWAYBYWHICHONEUTILIZESTHE∞NCC叫OFSCIENCEINQUIRYTOINSTRUCTPHYSICSTEACHINGREFOL“MANDSTRATEGIESWHICHCALLACHIEVETHREEDIMENSIONCURRICULUMGOALSINCLUDINGKNOWLEDGEANDSIDLLSPROCESSANDMETHODS，ATTITUDESANDVALUPSKEYWORDSCIENCEINQUIRY，PHYSICSCURRICULUM，TEACHINGSTRATEGYTEACHINGMODELS

簡(jiǎn)介：目的應(yīng)用系統(tǒng)綜合的評(píng)價(jià)方法、數(shù)理統(tǒng)計(jì)學(xué)方法和科學(xué)計(jì)量學(xué)方法構(gòu)建跨學(xué)科領(lǐng)域自然科學(xué)學(xué)術(shù)論文影響力綜合評(píng)價(jià)體系。該體系能在評(píng)價(jià)和比較跨學(xué)科門類、不同研究領(lǐng)域間學(xué)術(shù)論文影響力時(shí)較傳統(tǒng)他引量、發(fā)表期刊影響因子IF值更具客觀性、公正性、穩(wěn)定性，以達(dá)到科學(xué)評(píng)價(jià)學(xué)術(shù)論文學(xué)術(shù)影響力的目的，為科研績(jī)效評(píng)估提供了參考依據(jù)。方法本研究以2001年至2006年諾貝爾生理或醫(yī)學(xué)獎(jiǎng)獲獎(jiǎng)?wù)咄怀鲐暙I(xiàn)論文為參比論文，并與其同研究領(lǐng)域的相關(guān)論文劃分為論文樣本集合，來(lái)考察通過(guò)綜合評(píng)價(jià)理論和文獻(xiàn)計(jì)量學(xué)方法構(gòu)建的綜合評(píng)價(jià)體系。該體系通過(guò)論文他引量、發(fā)表期刊影響因子及派生出的年均他引量、三年他引量、最大年度他引量和IF值、年均他引量、三年他引量同年均值比共8項(xiàng)指標(biāo)將學(xué)術(shù)論文納入其發(fā)表時(shí)代、學(xué)科進(jìn)展、研究熱點(diǎn)、技術(shù)手段等背景之中考慮，綜合反映學(xué)術(shù)論文的影響力。論文樣本集合各項(xiàng)指標(biāo)經(jīng)數(shù)理方法處理后，利用逼近理想解的排序法TOPSIS法和因子分析法得出綜合評(píng)價(jià)值，將兩種方法結(jié)果同傳統(tǒng)他引量、IF值、年均他引量評(píng)價(jià)結(jié)果進(jìn)行比較，驗(yàn)證該綜合評(píng)價(jià)體系的客觀性、公正性。同時(shí)，在綜合評(píng)價(jià)體系下，利用SOM神經(jīng)網(wǎng)絡(luò)聚類和KMEANS兩種方法將論文樣本集合聚類，將其結(jié)果同TOPSIS法和因子分析發(fā)結(jié)果比較，以這四種數(shù)理模型不同的方法考察該學(xué)術(shù)論文影響力綜合評(píng)價(jià)體系的穩(wěn)定性。結(jié)果得到在該學(xué)術(shù)論文影響力綜合評(píng)價(jià)體系下TOPSIS法和因子分析法結(jié)果。與傳統(tǒng)上使用的評(píng)價(jià)指標(biāo)他引量等所得到樣本集合評(píng)價(jià)結(jié)果相比較在同一學(xué)科領(lǐng)域內(nèi)比較時(shí)，前者與后者評(píng)價(jià)結(jié)果秩次間具有正相關(guān)性，即不改變后者評(píng)價(jià)的總體趨勢(shì)；在多學(xué)科領(lǐng)域比較時(shí)，前者較后者在均衡學(xué)科間差異的基礎(chǔ)上能更加提升參比論文的顯示度。TOPSIS法和因子分析法綜合評(píng)價(jià)值呈非常顯著的正相關(guān)關(guān)系，并且與SOM聚類結(jié)果和KMEANS快速聚類結(jié)果間具有一致性。結(jié)論本研究針對(duì)現(xiàn)有跨學(xué)科多領(lǐng)域論文學(xué)術(shù)影響力評(píng)價(jià)和比較中常以論文他引量、發(fā)表期刊IF值作為評(píng)價(jià)標(biāo)準(zhǔn)的片面性，構(gòu)建了更趨公正性、客觀性、穩(wěn)定性及科學(xué)性的多維度論文學(xué)術(shù)影響力綜合評(píng)價(jià)體系。在該體系下應(yīng)用TOPSIS法和因子分析法產(chǎn)生的綜合評(píng)價(jià)值，在評(píng)價(jià)和比較同一學(xué)科內(nèi)論文時(shí)，不僅能保持與傳統(tǒng)評(píng)價(jià)指標(biāo)結(jié)果相同的趨勢(shì)，且提高了具有高學(xué)術(shù)影響力特征論文的顯示度，還與SOM神經(jīng)網(wǎng)絡(luò)、KMEANS聚類結(jié)果間有著良好的一致性；在不同學(xué)科領(lǐng)域間比較時(shí)，綜合評(píng)價(jià)值以其分布相似性，避免了由于他引量等統(tǒng)計(jì)參數(shù)在跨學(xué)科領(lǐng)域內(nèi)差異性較大而產(chǎn)生的評(píng)價(jià)結(jié)果的偏倚和失真，并在保持傳統(tǒng)指標(biāo)評(píng)價(jià)結(jié)果的趨勢(shì)下，進(jìn)一步突出高學(xué)術(shù)影響力特征的論文。該綜合評(píng)價(jià)體系可以作為跨學(xué)科領(lǐng)域?qū)W術(shù)論文影響力比較和評(píng)價(jià)的重要和科學(xué)的參考。

簡(jiǎn)介：學(xué)控代碼L絲鰻分類母籃3磷究生學(xué)號(hào)；照墅塑煦塑密數(shù)震③東壯埽茁埔碩士學(xué)位論文Y88233中學(xué)巍地理辯攀越維秒式瓿其培養(yǎng)研究THE；EOGR鑫PHYSCIEHTI弱C‰IN韜玨鏊垤O‘LESOFMLDDLESCHOOLSLUDENTSA玨D’】隆EIR】珀STE娃娃G’LHCTICS指導(dǎo)教師學(xué)科專監(jiān)研究方向?qū)W位類型柞毒韓盒蒙囊拳事教授幕稚每教學(xué)論擘科教學(xué)論縫瑾掌掰磋士東北9匿范大攀學(xué)位浮跫婺爨會(huì)2006牮5月莢鍵逶魂理科舉憨綴方式；象閽定鍵；蟪壤姆縫分櫥；區(qū)域麓菇魄較入與囂竣關(guān)系；認(rèn)識(shí)涎娩；綜合瞧；黧濯影蒙懋維LL

簡(jiǎn)介：Y827255學(xué)校代碼魚研究類型廛周壁窒浙江師范夫?qū)W教育碩士專業(yè)學(xué)位論文題目型堂豎猩旦盤整金魚魚盟童學(xué)科專業(yè)堂盤塑鱟塹堡2年級(jí)一2QQ2絲學(xué)號(hào)至QQ21垂壘研究生塹達(dá)指導(dǎo)教師盎堡盛F整蕉中圖分類號(hào)一魚魚33答辯時(shí)間盟年一旦一月驗(yàn)，突出科學(xué)探究，探究學(xué)習(xí)和接受學(xué)習(xí)相結(jié)合。科學(xué)課程目標(biāo)整合教學(xué)的理論基礎(chǔ)主要有馬克思實(shí)踐整合觀理論、后現(xiàn)代緘默知識(shí)理論、建構(gòu)主義理論，它們分別從哲學(xué)、知識(shí)觀、教育心理學(xué)的角度，為科學(xué)課程目標(biāo)整合教學(xué)奠定理論基礎(chǔ)。根據(jù)科學(xué)課程目標(biāo)整合教學(xué)的理論和初中科學(xué)教學(xué)實(shí)際，初中科學(xué)目標(biāo)整合教學(xué)要遵循主動(dòng)性原則、實(shí)踐性原則、開放性原則、情境性原則、協(xié)作性原則、發(fā)展性評(píng)價(jià)原則。實(shí)踐研究方面，在上述理論的指導(dǎo)下和總結(jié)已有的教學(xué)經(jīng)驗(yàn)的基礎(chǔ)上，對(duì)科學(xué)課程目標(biāo)整合教學(xué)進(jìn)行實(shí)踐探索，主要對(duì)初中自然科學(xué)概念、規(guī)律、實(shí)驗(yàn)教學(xué)三方面的整合教學(xué)主要過(guò)程和實(shí)踐案例進(jìn)行研究并實(shí)施教學(xué)實(shí)驗(yàn)。初中自然科學(xué)目標(biāo)整合教學(xué)的實(shí)驗(yàn)研究初步表明在初中自然科學(xué)進(jìn)行科學(xué)目標(biāo)整合教學(xué)對(duì)培養(yǎng)學(xué)生科學(xué)素養(yǎng)是基本有效的，尤其在科學(xué)知識(shí)技能和探究能力方面有顯著的作用。

簡(jiǎn)介：南京師范大學(xué)碩士學(xué)位論文利用生物科學(xué)史培養(yǎng)學(xué)生建模能力的教學(xué)模式研究姓名錢荷芳申請(qǐng)學(xué)位級(jí)別碩士專業(yè)學(xué)科教學(xué)生物指導(dǎo)教師張成軍20080428ABSTRACTONTHEBASISOFPSYCHOLOGYANDPEDAGOGYTHEORIES，PRESENTSTUDYEXPLORESTHECOMBINATIONOFBIOLOGYSCIENCEHISTORYANDINQUIRYLEARNING，INWHICHSOMETISSUESOFINQUIRYLEARNINGAREADDRESSEDBYMEANSOFBIOLOGYSCIENCEHISTORY。ANDSOMETEACHINGMODESAREPUTFORWARDINTHESEMODES，WITHBIOLOGYSCIENCEHISTORYASTHECARRIER，THEINQUIRINGLEARNINGWASACHIEVEDTHROUGHASERIESOFBASICUNITSINADDITION，AUTHORDESCRIBESTHETHEORETICBASE，IMPLEMENTINGPROCEDUREANDMATTERSNEEDINGATTENTION，ANDATTHESAMETIME，SOMETEACHINGCASESOFMODETEACHINGAREILLUSTRATEDATFIRSTBYREFERRINGANDSTUDYINGTHERELATIVETHEORIESONSCIENCEHISTORYANDMAKINGMODELSBOTHATHOMEANDABROAD；ANALYZINGTHEFUNCTIONOFBIOLOGICALSCIENCEHISTORYANDUSINGSCIENCEHISTORYTOFOSTERSTUDENTS’MINDOFPROBINGANDRESEARCHING；DEFININGTHEDEFINITIONOFTHEBIOLOGICALSCIENCEHISTORY，MAKINGMODELTEACHINGMODEANDANALYZINGTHETHEORIESOFLEARNING，LEARNINGPHILOSOPHY，INTERESTANDMOTIVATION，THEORETICALBASISOFTHETEACHINGMODEAREINITIALLYAPPROACBEDOFMAKINGMODELSANDUSINGBIOLOGICALSCIENCEHISTORYTOFOSTERSTUDENTS’ABILITYOFMAKINGMODELSTHEKEYELEMENTSOFTHOUGHTSHOWTOMAKEBIOLOGICALMODELSAREANALYZEDANDITISSTRESSEDTHATBIOLOGICALMODELSPLAYAVERYIMPORTANTROLEINBOTHTHEDEVELOPMENTOFBIOLOGYANDBIOLOGICALTEACHINGTHEGENERALTACTICSANDPRINCIPLESOFMAKINGBIOLOGICALMODELSAREGIVENHEREACCORDINGTOTHESETHEORIES，ITISANALYZEDTHECOMBINATIONOFBIOLOGICALSCIENCEHISTORYANDMAKINGBIOLOGICALMODELS，DEVELOPINGTHETEACHINGMODEOFUSINGBIOLOGICALHISTORYTOFOSTERSTUDENTS’ABILITYOFMAKINGBIOLOGICALMODELS“STUDYIMITATECREATE。ITMAKESCLEARTHATTHISTEACHINGMODESHOULDBEADAPTEDTHROUGHOUTTHETEACHINGPROCESSOFFOSTERINGSTUDENTS’ABILITYOFMAKINGMODELSTHROUGHPRACTICINGATSENIORHIGHSFHOOIINCHIN鞏THEAUTHORSUGGESTSFOSTERINGTHESTUDENTS’ABILITYOFPROBINGINTONEWTHINGSANDSCIENCEMINDOFINVENTIONBYFOSTERINGTHEIRABILITYOFMAKINGBIOLOGICALMODELSANDDIRECTINGTHEIRRESEARCHINGACTIVITIESKEYWORDSBIOLOGICALMODELS，BIOLOGICALSCIENCEHISTORY，MODELMAKINGABILITY

簡(jiǎn)介：湖南師范大學(xué)碩士學(xué)位論文物理教學(xué)中培養(yǎng)學(xué)生科學(xué)素養(yǎng)的研究姓名郭建軍申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育指導(dǎo)教師宋善炎20050401A8S’FL詛CTTHESCIENTIFICEDUCATIONALREFORMOFTHEMODEMWORLDAIMSTLLETRAININGOFALLSTUDENTS’GOODSCIENTIFICACCOMPLISHMENTASITSOWNGOAL．THEHIGHORLOWLEVELOFSCIENTIFICACCOMPLISHMENTOFTHENATIONALCITIZENSOFACOUNTRYAFFECTSDIRECTLYTHEDEVELOPMENTOFSCIENCEANDTECHNOLOGYOFTHECOUNTRY,THATIS，THESYNTHESISPOWEROFACOUNTRYL磁SCLOSERELATIONSWITHTHENATIONALCITIZENS’SCIENTIFICACCOMPLISHMENT．COMPAREDTOADEVELOPEDCOUNTRY，THESCIENTIFICACCOMPLISHMENTOFOURNATIONALCITIZENSSTILLREMAINSINABACKWARDSITUATION．CURRENTLY，THELOWLEVELOFOURNATIONALCITIZENS’SCIENTIFICACCOMPLISHMENTISBECOMIN垡ASERIOUSLAGFACTOROFRETARDINGTHEPROGRESSOFOURNATIONALSOCIETY,ECONOMYDEVELOPMENTANDINTEMATIONALCOMPETITION．SUPPOSINGACOUNTRYWANTSTOBEPOWERFULANDWANTSTODEVELOPITSRACE，ITISOFGREATURGENCYTORAISETHESCIENTIFICACCOMPLISHMENTOFNATIONALCITIZENS．INTHETEXT，F(xiàn)IRSTOFALL，ITHASDISCUSSEDWHATTHESCIENTIFICACCOMPLISHMENTIS，ANDONTHISBASIS，ITHASEXPLAINEDTLLECOMPOSITIONOFMIDDLESCHOOLSTUDENTS’SCIENTIFICACCOMPLISHMENTANDTHEIMPORTANTFUNCTIONINTRAININGMIDDLESCHOOLSTUDENTS’SCIENTI螽CACCOMPLISHMENTOFPHYSICSTEACHING．LAUNCHINGTHERESEARCHOFSCIENTIFICACCOMPLISHMENTEDUCATIONACCORDSWITHCULTIVATINGSTUDENTS’INITIATIVESPIRITANDTHEREQUESTFORPRACTICEABILITYPUTFORWARDATPRESENT．WHICHCANOFFERACERTAINBASISFORTHEPRACTICEOFQUALITY．ORIENTEDEDUCATION．INTHETHESIS，ITHASANALYSEDTHESITUATIONOFDOMESTICANDFOREIGNSCIENTIFICACCOMPLISHMENTEDUCATIONANDITHASALSOANALYSEDTHESTATUSOFSCIENTIFICCOURSEOFSUCHCOUNTRIESASGREATBRITAINANDAMERICA，THEREFORMSCHENLEOFSCIENTIFICEDUCATION，ANDTHECHARACTERISTICOFFOREIGNSCIENTIFICⅡ

簡(jiǎn)介：學(xué)校找碼I鰩照分類號(hào)鯉虬⑧Y888毒王7磅究生學(xué)號(hào)密級(jí)纛孽妊嶧蘊(yùn)戈謄碩士學(xué)位論文錦』¨師范．碧弘摶科學(xué)校教J雨職_匕倦怠調(diào)查研究0NTHERES黼RCHOFTEACHERS’洳BBUMOUTINJMZH伽TE鑫CHE貓墨蛹懿GC0騅EGE作者周彥良指導(dǎo)教師路海采副教授學(xué)辯專韭教騫擎囂理研究方向教師心耀健康學(xué)位類型高校教師東北師范大學(xué)學(xué)位評(píng)定委員會(huì)2006年5月ABSTRACTSOCIAL仃ANGFB肋撕ON，TECHILICALPMGRESSANDREN酬OFIDCABRINGNEWCHALLENGEWIMTHEEDUCAIIONALTBEORR粕DPM嘶CEINNEWCEN_TTLRY．NOTONLYTHE廿A衄F(xiàn)ONNATION劬MTHESYSTEMOFEDUCATIONALSTYLES，BLITALSO丘OMTHEIDEAOFEXMILI柵ONORIEⅡTEDEMLCATIONSYSTEMTOEDUCATIONFORALLR01MDDEVCLOPMEM．AUOF曲EMIILFLUENCE吐LETEACHERS’EMCIENCYAILDQLLALI哆OFLI丘．UNDER山E硼UENCEOFSOCI喲0SCHOOL粕D咖DENT鋤DSOON，METEACHERSSHOULDSETUPNEWIDEASOFTEACHERS，蚰UD廿1TSANDTEACHING．THEURGENTCHAILGEOFTHOSEWDUESAI】D卿INGTO吐LEREQUIRCMENTOFCHA唱ELEADTOTEACHERS’NCGATIVEPSYCHOLOGICALPROBLEMSINMANYASPECTS，BM‘伽FESSIONALB啪OUT’IS徹EOFTHETEACHERS’T，PICALPROBLEMS．NETEACHERS’PROFESSIOLLALBURNOMANDI乜EXPRESSIO地HAVEBADE婦融TONQUALITYOFEDL】CA_CION．THEYNOTONLYHINDERTHEDEVELOPMENTOF也ESTILDEN招’GROWTHBUTALS0ILLNUENCETHEDEVELOPME址OFHETEACHERS’MEN詛1鋤DPHYSICALHEAI饑INORDERTOUNDERGTAILD也EGENERALSINLATIONOF血EHI曲SCHOOLPROFESSIONALBUMOUT陽(yáng)D也ERELALIOLLSHIPBEMEENJOBBUM叫T鋤DSOMEA也ER謝ABLESSUCHASSEX，LENGTHOFTEACHING，TITLEANDSOON．INADDMON，IT哪LOYSDOCUMENTSEARMNGANDQUESTI01111AIREMEASUREANDSOFTEILSG嘧略西ESOFPMFESSIONAJBILRLLOUT．THESN塒YTAKESTO證IRARLDOMS卸1PLINGAS伍EMAINWAY趾DTAKES218TE虻HERSWBOCOME行0MJINZBOUTEACHERSTHJNILLGCOLLEGE嬲EX鋤1PLESA11DTAKE也EMBLWHICHBDONGSTOMASLACHTORESE孤CH．SEARCHINGE11DILLGSOFTHISSNLDY1．THELEVELOF也EEMOTIONALE【T1肌STIONOFⅡLE鈀ACHERS舶MHI吐SCHOOLISSERIOUS，DISINTE鯽EDPERSONAL時(shí)ISORD岫AILDTHESENSEOF眥CESSIS11I曲．2．PMFCSSIONALB啪OUTOFTEACHERS矗DMHI曲SCH00LSISCONNECTED塒T11SCHOOLAGE．TEACHERSWHOHAVEWORKEDFORSIXT0TENYEARSHAVCAHI曲CR1EVELON也EEMOTIONALEXLLAUSTIONT11ANT11E衄ICH盯SWBOHAVEWORKEDFORLESSTHAILFIVEYEARS．INF01】RG∞UPSOFME1ENGMOFTEACLLING，Ⅱ】EMOSTS嘶OUSOFTLLEEMODONALEXHAUSTIONISINPROCESSOF曲ETEACHERSWHOHAVEWORKEDFORSIXTOTENYEARS．晰血也EINCREASEOF血ELEN啦OFTEACHJNG血ESEⅡSEOFSUCCESSDOESINCREASE，TOO．AMONGMEM，THE10WEST1EVELBELONGSTOⅡLE掣OUPWHOSEWO越NGDMELESSTHANFIVEYEARS，THELESSLEVELISSIXT0TCNYEARS，MEHI曲ERLEVELIS11T015YEARSANDTHELLI曲ESTLEVELISMORETHAIL16YEARS．DI虢RENT1ENGTHOFTE礎(chǔ)．MG11ASNO工ILARKEDDI鼢ENCESON血ELEVELOFTHEDISINTEGRATEDPER80N“夠3．NDOESNOTHAVENOTICEABLEDI丘色RENCESATEACHASPECTEVENIFTHETEACHERS’鯽DERSAREDI腩REM．4．PROFESSIONAJBL】RNOMISCORULECTED、ⅣITLLMETITLEOFTEACH盯S．TCACHERSWHOHAVETLLEHI曲LCVELTINEAREHJ曲ERTLL紐ATHERSWHOHAVETHEINIDDLEORLO、VCRLCVELMLEINTIRESOMETT

簡(jiǎn)介：西南大學(xué)碩士學(xué)位論文科學(xué)意象教學(xué)對(duì)小學(xué)生概念學(xué)習(xí)影響的研究姓名郭彥霞申請(qǐng)學(xué)位級(jí)別碩士專業(yè)應(yīng)用心理學(xué)指導(dǎo)教師趙伶俐20070401西南大學(xué)碩上學(xué)位論文對(duì)實(shí)驗(yàn)班和對(duì)照班概念學(xué)習(xí)水平進(jìn)行前后測(cè)，結(jié)果分析表明1在概念學(xué)習(xí)各項(xiàng)成績(jī)上，實(shí)驗(yàn)班的平均分均顯著高于對(duì)照班；三年級(jí)實(shí)驗(yàn)班的成績(jī)已接近或達(dá)到五年級(jí)對(duì)照班水平，且在釋義精確性和概念關(guān)系理解上顯著高于五年級(jí)對(duì)照班。2在概念學(xué)習(xí)各項(xiàng)成績(jī)上，學(xué)業(yè)水平高的學(xué)生平均分最高其次是學(xué)業(yè)水平中等者，最后是學(xué)業(yè)水平低者；且在跨學(xué)科象遷移和意遷移成績(jī)上，實(shí)驗(yàn)班與對(duì)照班平均分的差異在高學(xué)業(yè)水平上較大，而在低學(xué)業(yè)水平上較小。3在概念釋義、遷移和學(xué)科間概念關(guān)系上，五年級(jí)各項(xiàng)平均分均顯著高于三年級(jí)。4在正確性釋義、跨學(xué)科象遷移、意遷流暢性、意遷廣闊性和跨學(xué)科意遷移上，年級(jí)與實(shí)驗(yàn)處理的交互作用顯著?？茖W(xué)意象教學(xué)對(duì)五年級(jí)的影響大于三年級(jí)。5在概念釋義和概念遷移上，各項(xiàng)具體性的平均分均高于相應(yīng)的抽象成績(jī)。6在概念遷移的流暢性、廣闊性、跨學(xué)科上，象遷移平均分均顯著高于相應(yīng)的意遷移。7在概念的象遷移和意遷移上，流暢性平均分最高，其次是廣闊性，最后是跨學(xué)科。8多元回歸和路徑分析結(jié)果表明，概念關(guān)系和概念遷移對(duì)小學(xué)生學(xué)業(yè)水平產(chǎn)生直接效應(yīng)，概念釋義對(duì)學(xué)業(yè)水平產(chǎn)生間接效應(yīng)，本研究所確定的概念學(xué)習(xí)水平各因素對(duì)學(xué)業(yè)水平的發(fā)展具有一定的統(tǒng)計(jì)預(yù)測(cè)力。本項(xiàng)研究的價(jià)值在于豐富和發(fā)展了心理學(xué)理論及應(yīng)用的研究，為教育技術(shù)體系建構(gòu)和學(xué)校課程建設(shè)提供理論和實(shí)踐支持，也為教師教育和發(fā)展提供策略和思路，對(duì)促進(jìn)學(xué)生科學(xué)認(rèn)知和創(chuàng)造性思維的發(fā)展具有積極意義。本研究的創(chuàng)新之處在于建構(gòu)了科學(xué)意象教學(xué)模式，并將其應(yīng)用教學(xué)實(shí)驗(yàn)中，同時(shí)編制了基本符合測(cè)量學(xué)要求的“概念學(xué)習(xí)水平”問卷。關(guān)鍵詞科學(xué)意象科學(xué)意象教學(xué)概念學(xué)習(xí)學(xué)業(yè)水平IL

簡(jiǎn)介：西南大學(xué)博士學(xué)位論文小學(xué)科學(xué)課程的科學(xué)哲學(xué)研究姓名蔡其勇申請(qǐng)學(xué)位級(jí)別博士專業(yè)課程與教學(xué)論指導(dǎo)教師靳玉樂20081101西南大學(xué)博十學(xué)位論文開發(fā)的具體內(nèi)容，通過(guò)課程資源開發(fā)，促進(jìn)小學(xué)科學(xué)課程的建設(shè)與發(fā)展。作為一種研究視角，當(dāng)前科學(xué)哲學(xué)的整體態(tài)勢(shì)是相對(duì)主義，這對(duì)小學(xué)科學(xué)課程改革提出了挑戰(zhàn)，本文所持的科學(xué)哲學(xué)觀點(diǎn)不是絕對(duì)的相對(duì)主義，而是溫和的相對(duì)主義。本文認(rèn)為，在科學(xué)哲學(xué)的相對(duì)主義指導(dǎo)下，未來(lái)小學(xué)科學(xué)課程改革需要處理好科學(xué)真理的絕對(duì)性與相對(duì)性、科學(xué)發(fā)展的階段性與連續(xù)性、個(gè)體的科學(xué)與公開的科學(xué)的關(guān)系。同時(shí)，科學(xué)方法的多元化，對(duì)小學(xué)科學(xué)課程也帶來(lái)了不小的沖擊。小學(xué)科學(xué)課程開發(fā)要堅(jiān)持科學(xué)方法的多元化，運(yùn)用新科學(xué)觀、新科學(xué)方法論指導(dǎo)小學(xué)科學(xué)課程改革，通過(guò)實(shí)施以“探究”為中心的科學(xué)教學(xué)，促進(jìn)小學(xué)科學(xué)課程走向科學(xué)與人文的融合，實(shí)現(xiàn)以培養(yǎng)學(xué)生科學(xué)文化素養(yǎng)為宗旨的小學(xué)科學(xué)課程目標(biāo)。II關(guān)鍵詞小學(xué)科學(xué)科學(xué)課程課程文化科學(xué)哲學(xué)

簡(jiǎn)介：蘇州大學(xué)碩士學(xué)位論文幼兒科學(xué)探究能力培養(yǎng)策略研究姓名何鳳莉申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育管理指導(dǎo)教師吳繼霞20090901THESUMMARYOFTHESTUDYINGMETHODOFTRAININGABOUTKIDS’SCIENTIFICEXPLORATIONABILITYTHESUMMARYOFTHESTUDYINGMETHODOFTRAININGABOUTKIDS’SCIENTIFICEXPLORATIONABILITYABSTRACTNOWTHEFASTDEVELOPMENTOFECONOMICSANDSOCIETYPROMOTESTHEPROGRESSOFEDUCATIONITHASBECOMEALLIMPORTANTAIMTOGETTHEABILITYTHATISGOODFORT11EIRALLLIFEDEVELOPMENTBYSTUDENTS’ACTIVELYSTUDYTOMAKEKIDSHAVETHEABILITYTOLEARNANDBEHAPPYTOLEARNANDGETTHEEXPERIENCEABOUTTHEMATERIALWORLDANDIT’SPERCEPTUALEXPERIENCE，WESHOULDTRAINTHEKIDSTOHAVETHEABILITYOFRESEARCHINGANDSTUDYINGANDLETTHEMTOEXPERIENCETHEPROCESSOFRESEARCHINGANDDISCOVERING“HOWTOCARRYONWITHTHERESEARCHINGEDUCATION”，‘HOWTOTRAINCHILDREN’SSCIENCERESEARCHINGABIFITY”THEYARCVERYGOODTOPICSTOATEACHINGWORKERTHISTHESISDISSECTINGFROMTHEORYANDPRACTICE，INDICATESTHATEXPLORINGISALSOONEWAYOFLEARNINGACTIVITIESWITHMULTIANGLES，WHICHHASFEATURESOFWATCHING，ASKING，PROVINGANDCOMMUNICATINGKIDSOWNBIRTHLYCURIOSITYANDEXPLORATIONWITHWHICHTHEYPERFORMANDEFFECTTHEIRENVIRONMENT，INWHICHTHEYAGAINANDAGAINDISPLAYWHATTHEY’VELEARNT，LEARNHOWTOSOLVEPROBLEMS，OBTAINSCIENTIFICEMOTIONANDMETHODSTHESECOULDBESCIENTIFICEXPLORATIONFORKIDS，WHICHISUSUALLYUNSTEADLY’ROUGHANDUNIQUETRAININGCHILDREN’SSCIENCERESEARCHINGABILITYISTHENEEDOFPROTECTINGMEIRCURIOSITYIT’SGOODTOMOTIVATECHILDREN’SPASSIONANDINITIATIVEITCANTRAINTHECHILDRENTESPECTTHEFACT，CHASETHEREALITYANDFORMTHEGOODLIVINGATTITUDEANDTHINKINGHABITIT’SALSOGOODFORTEACHERSTOGRASPTHECHILDREN’SSTUDYINGFEATURES，ANDDEEPLYCALTYONWITHTHEKINDERGARTEN’SSCIENCEEDUCATIONALACTIVITIESTHISPAPEREMPHASIZESATSTATINGTHEMETHODSOFTRAININGCHILDREN’SSCIENCERESEARCHINGABILITYTHROUGHTHECREATIONOFTHESCIENCEEDUCATIONENVIRONMENTTHATISGOODFORCHILDREN’SRESEARCHINGABILITY；CARRYINGONWITHTHESCIENCEEDUCATIONACTIVITYTHATISGOODFORTHEDEVELOPMENTOFCHILDREN’SRESEARCHINGABILITYANDTHEEXPLORATIONOFTHESCIENTIFICGUIDINGWAYSTHATISGOODFORTHEDEVELOPMENTOFCHILDREN’SRESEARCHINGABILITYITCLEARLYSTATESTHEVIEWSENCOURAGINGCHILDRENTOBEDARETORAISEDOUBTS，GUIDINGTHECHILDRENACTIVELYTAKEPARTINTHERESEARCHINGPROCESS，GRASPINGEVERYCHAINOFRESEARCHINGEDUCATION，PROVIDINGRICHRESEARCHINGMATERIALS，CARRYINGONWITHTHESUITABLEINTERFEREGUIDESITALSOSTUDIES，Ⅱ

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