簡介：本文側(cè)重于從統(tǒng)計學(xué)角度出發(fā)對基礎(chǔ)科學(xué)領(lǐng)域核心期刊H指數(shù)的性質(zhì)加以分析。選取ISI、SCOPUS數(shù)據(jù)庫中六大基礎(chǔ)科學(xué)120種高影響力期刊作為分析基礎(chǔ)運用相關(guān)分析、回歸分析等統(tǒng)計學(xué)方法通過期刊H指數(shù)和影響因子、期刊引文總量的比照深入挖掘指標(biāo)量之間的關(guān)系。同時運用定性和定量相結(jié)合的方法構(gòu)造期刊H指數(shù)的公式歸一化和數(shù)據(jù)歸一化換算公式將不同領(lǐng)域期刊H值進(jìn)行歸一運算以實現(xiàn)H指數(shù)領(lǐng)域間可比的設(shè)想希望借此為學(xué)術(shù)評價工作提供參考依據(jù)并為期刊評測指標(biāo)體系的架構(gòu)提供可行性建議。文章首先對期刊H指數(shù)的起源、優(yōu)勢與不足、已有數(shù)據(jù)模型等現(xiàn)階段研究成果進(jìn)行歸納和闡釋。在此基礎(chǔ)上對同領(lǐng)域期刊H指數(shù)和影響因子、總被引次數(shù)等指標(biāo)進(jìn)行定量分析并根據(jù)實際情況選擇部分H指數(shù)公式進(jìn)行擬合。緊接著提出公式歸一化和數(shù)據(jù)歸一化兩種算法力求將不同學(xué)科領(lǐng)域之間的H指數(shù)進(jìn)行同一處理得到具有比較意義的統(tǒng)計量。最后筆者探究了兩種算法的數(shù)據(jù)差異產(chǎn)生原因并在剔除了客觀因素的干擾后得出兩種算法性質(zhì)相同、結(jié)論互相支持的結(jié)論。本文的創(chuàng)新之處在于運用兩種歸一化算法對不同領(lǐng)域期刊的H指數(shù)進(jìn)行換算得出具有學(xué)科問可比意義的期刊評價指標(biāo)HE和HF構(gòu)成學(xué)術(shù)期刊評價參考指標(biāo)體系。

簡介：浙江師范大學(xué)碩士學(xué)位論文初中科學(xué)學(xué)業(yè)不良學(xué)生成因與轉(zhuǎn)化研究姓名陸明忠申請學(xué)位級別碩士專業(yè)學(xué)科教學(xué)（化學(xué)）指導(dǎo)教師陳才锜20090522STUDYONCAUSESANDTRANSFORMATL0NOFUNDERACHIEVERSTUDENTS玳刪IORMIDDLESCHOOLSCIENCEABSTRACTUNDERACHIEVEMENTISACOLLLLTIONISSUEFORANYCOUNTRYIMPLEMENTINGUNIVERSALCOMPULSORYEDUCATIONSYSTEMINTHEWORLDUNDERACHIEVEMENTINACERTAINCOURSEINPARTICULARISALWAYSANUNAVOIDABLEPROBLEMINSCHOOLEDUCATIONWITHTHEPROMOTIONOFANEWROUNDOFCURRICULUMREFORM，UNDERACHIEVEMENTHASDRAWNINCREASINGCONCERNINTHISSTUDYITDISCUSSESMAINCAUSESOFUNDERACHIEVEMENTSOMECOUNTERMEASURESFORTHETRANSFORMATIONOFUNDERACHIEVERSTHROUGHTHELITERATUREAVAILABLETHENITANALYZESTHECAUSESOFSCIENCEUNDERACHIEVERSTUDENTSBYACTIONRESEARCH，OBSERVATIONANDINTERVIEWETCANDSTUDIESTHREESCIENCEUNDERACHIEVERCASESOFLZANDXFORCORECAUSESANDTRANSFORMATIONBYUSINGSUGGESTIONTHEORYANDINFORMATIONPROCESSINGTHEORYOFLEARNINGALTHOUGHTHECAUSESOFUNDERACHIEVERSTUDENTSVARYTHERESULTSOFUNDERACHIEVEMENTALEOFSIMILARITYSUCHASTHEBADCOGNITIVESTRUCTUREOFSCIENCE，LACKOFSUCCESSFULEXPERIENCE，LOWSELFEFFICACYETCONTHEBASISOFTHECORECAUSESOFTHOSESCIENCEUNDERACHIEVERS，ITUSESSUGGESTIONTHEORYANDINFORMATIONPROCESSINGTHEORYASTHERIGHTREMEDYCENTEREDBYOPTIMIZINGTHECOGNITIVESTRUCTURE，AIMEDFORENHANCINGTHETHREEOBJECTS’SELFEFFICACYOFSCIENCE，EVENTUALLYTOTRANSFORMTHEIRUNDERACHIEVEMENTINSCIENCE，SOASTOKEEPTHESUSTAINABILITYOFTHEIRSTUDYTHROUGHPOSITIVESELFSUGGESTION，WECONDUCTCOUNSELINGANDTRAININGFORLINCONCEPTSTUDYANDSTUDYHABITS；COUNSELINGFORZINCHEMICALFORMULASTUDY；COUNSELINGFORXINDECLARATIVEKNOWLEDGEANDPROCEDURALKNOWLEDGE。BYAONESEMESTERRESEARCHONTHETRANSFORMATION，THREECASESHAVEMADEPROGRESSLHASLOWLEARNINGMOTIVATIONBECAUSEOFTHEIMPACTOFTHECONCEPTIONTHAT“LEARNINGISUSELESS”，ANDTHETRANSFORMATIONEFFECTISNOTVERYOBVIOUS，ANDFOLLOWUPSTUDYISNECESSARY；XHASTHEBESTTRANSFORMATIONEFFECT，BUTALSORELAPSESINTHESECONDSEMESTERMAINLYBECAUSEHEHASLOWERCONSCIOUSNESSINTHEBEGINNINGOFTHESECONDSEMESTERHISPARENTSCAMETOSCHOOLTOEXPRESSTHEIRCONCERNII

簡介：河北師范大學(xué)碩士學(xué)位論文小學(xué)科學(xué)教學(xué)中學(xué)生問題意識培養(yǎng)策略的研究姓名武玲申請學(xué)位級別碩士專業(yè)學(xué)科教學(xué)（生物）指導(dǎo)教師付尊英20070901教育碗士學(xué)位論文；小學(xué)科學(xué)教學(xué)中學(xué)生目露童識培養(yǎng)瞄的研究摘要培養(yǎng)學(xué)生的創(chuàng)新精神和創(chuàng)新能力是素質(zhì)教育的重點。學(xué)生的問題意識，即能否敏捷地提出問題，特別是能否提出具有創(chuàng)意引發(fā)創(chuàng)造的問題，是使學(xué)生具有創(chuàng)新精神和創(chuàng)新能力的前提。本文僅就小學(xué)科學(xué)教學(xué)中如何培養(yǎng)學(xué)生的問題意識進(jìn)行探討。在建構(gòu)主義學(xué)習(xí)理論、認(rèn)知失調(diào)理論、信息加工理論的指導(dǎo)下，教學(xué)中培養(yǎng)學(xué)生問題意識的策略和教學(xué)程序，新形勢需要的教學(xué)策略。結(jié)合當(dāng)?shù)乜茖W(xué)課堂教學(xué)的實際，提出了科學(xué)并進(jìn)行了實驗研究，以期探討一種更能適應(yīng)第一部分問題的提出。綜述了中外教育家對于問題意識的研究現(xiàn)狀，并且結(jié)合小學(xué)科學(xué)課程標(biāo)準(zhǔn)，探究問題意識對于小學(xué)科學(xué)教學(xué)的重要性。在此基礎(chǔ)上，進(jìn)一步解讀問題意識的含義，為以后的研究做準(zhǔn)備。第二部分理論研究。在參閱大量文獻(xiàn)的基礎(chǔ)上，依據(jù)現(xiàn)代教育心理學(xué)與教育理論，結(jié)合認(rèn)知失調(diào)理論、建構(gòu)主義理論、信息加工理論與問題意識的關(guān)聯(lián)，進(jìn)行了問題意識的理論探究。第三部分調(diào)查研究。對于小學(xué)科學(xué)教學(xué)中學(xué)生問題意識的現(xiàn)狀進(jìn)行了調(diào)查研究，通過對學(xué)生調(diào)查問卷和教師調(diào)查問卷的分析，找出導(dǎo)致學(xué)生問題意識缺失的主要原因。第四部分實驗研究。根據(jù)以上的理論研究和調(diào)查研究，提出了培養(yǎng)學(xué)生問題意識的教學(xué)策略，并且進(jìn)行實驗研究。通過實驗的分析，證實有利于激發(fā)學(xué)生的學(xué)習(xí)興趣，突出學(xué)生的主體性，有效地提高了學(xué)生的提問題能力。第五部分反思。該部分對整個研究階段作一個小結(jié)，反思在實驗中出現(xiàn)的問題，并提出以后的研究方向。關(guān)鍵詞問題意識問題意識培養(yǎng)策略

簡介：中圖分類號G243UDC訝JI占解為密級學(xué)校代碼碩士學(xué)位論文同等學(xué)力公開10094邢臺醫(yī)學(xué)高等?？茖W(xué)校學(xué)生體育意識和體育行為研究STUDYONSPORTSCONSCIOUSNESSANDSPORTSBEHAVIORSOFSTUDENTSINXINGTAIMEDICALCOLLEGE作者姓名指導(dǎo)教師學(xué)科專業(yè)名稱研究方向論文開題日期褚立輝田菁副教授體育教育訓(xùn)練學(xué)學(xué)校體育學(xué)2007年10月20日二OO八年十J9十二日H事尢識和行為產(chǎn)生明顯促進(jìn)作用、女生比例偏大，體育情感、體育意志和體育行為較弱是邢臺醫(yī)專學(xué)生體育意識培養(yǎng)和體育行為實施過程中存在的主要問題。6改善邢臺醫(yī)專學(xué)生體育意識和體育行為水平的主要措施有糾正不良的教學(xué)觀念，保護(hù)體育教學(xué)；注意培養(yǎng)學(xué)生良好、均衡的體育意識創(chuàng)造一切有利條件切實保障學(xué)生體育意識的發(fā)展和體育行為的實施；發(fā)揮醫(yī)學(xué)院校的特色，將健康教育和醫(yī)學(xué)教育、體育教育進(jìn)行教育整合；提高體育教師自身的素質(zhì)；建立體育教師一輔導(dǎo)員協(xié)同體育教育模式；調(diào)動女大學(xué)生體育學(xué)習(xí)的積極性。關(guān)鍵詞邢臺醫(yī)學(xué)?？茖W(xué)校學(xué)生體育意識體育行為IV

簡介：Y】408907蠶悄犬誓。碩士專業(yè)學(xué)位論文2008屆初中物理幾個典型概念R力學(xué)J的前科學(xué)概念研究THEPRECONCEPTIONSRESEARCHOILSEVERALTYPICALPHYSICALCONCEPTMECHANICSOFJUNIORHIGHSCHOOL研究生姓名指導(dǎo)教師姓名專業(yè)學(xué)位名稱研究方向論文提交日期許麗軍陳鋼教育碩士學(xué)科教學(xué)物理2008阜9月英文摘要初中物理幾個典型概念力學(xué)的前科學(xué)概念研究THEPRECONCEPTIONSRESEARCHONSEVERALTYPICALPHYSICALCONCEPTMECHANICSOFJUNIORHIGHSCHOOLABSTRACTTHETEACHINGOFPHYSICSCONCEPTSISNOTONLYEMPHASISBUTALSODIFFICULTINMIDDLESCHOOLPHYSICSTEACHINGACCORDINGTOEXPERIENCEINLIFETHESTUDENTSHAVETHEIROWNUNDERSTANDINGOFAVARIETYOFPHYSICALPHENOMENAANDFORMEDANUMBEROFCONCEPTSANDREGULATIONSCONTRARYTOORNOTTHESAMETOTHESCIENTIFICKNOWLEDGETHERESEARCHOFPRECONCEPTIONHASBEENVERYCONCEMEDABOUTMIDDLESCHOOLPHYSICSTEACHERS，ITALSOHASBECOMEALLINTERNATIONALPHYSICSEDUCATIONOFTHEIMPORTANTISSUESCOVEREDINTHISPAPERCONSTRUCTIVISM，COGNITIVESTRUCTUREOFASSIMILATIONTHEORYCONCEPTFORMATIONANDSTRUCTUREOFTHETHEORYASAGUIDE，USETWOSTAGEDIAGNOSISOFINVESTIGATIONDESEARCHTOPRECONCEPTIONOFPHYSICSCONCEPTSABOUTTYPICALOFTHEFEWMECHANICSCONCEPTBASEDONTHERESULTSOFTHEQUESTIONNAIRE，TOUNDERSTANDTHEDISTRIBUTIONOFPRECONCEPTIONOFPHYSICSINTHEMINDSOFSTUDENTSTHROUGHTHESTUDENTSFORINTERVIEWSANDSTATISTICALANALYSIS，SUMMINGUPTHEWRONGREASONSBEFORETHEFORMATIONOFTHECONCEPTINADDITION，ONTHEBASISOFPREVIOUSSTUDIESAGGREGATETHECHANGESINSTRATEGYSHOWTHEPROBLEMEXPOSUREPRECONCEPTIONBYDISCUSSINGAMENDMENTTHEORIGINALCONCEPTTOCONSOLIDATETHECONCEPTOFSOLVINGNEWPROBLEMSINTEACHINGPRACTICEEDOEXPERIMENTSREFERREDTOTHETEACHINGSTRATEGIESACCORDINGTODATAANALYSISOFTHERESULTSSHOWSTHATTHECONCEPTOFCHANGEINSTRATEGYISSUPERIORTOTHETRADITIONALTEACHINGSTRATEGIESKEYWORDSPRECONCEPTIONCONSTRUCTIVISMMECHANICALCONCEPTTWOSTAGEDIAGNOSTICTESTCONCEPTTRANSFORMATIONTEACHINGSTRATEGIESIIWRITTENBYXULIJUNSUPERVISEDBYCHENGANG

簡介：浙江師范大學(xué)碩士學(xué)位論文利用信息技術(shù)手段提升農(nóng)村薄弱學(xué)校實驗教學(xué)質(zhì)量研究以初中科學(xué)虛擬實驗教學(xué)為例姓名戴紅斌申請學(xué)位級別碩士專業(yè)教育技術(shù)學(xué)指導(dǎo)教師熊才平20090522RESEARCHONPROMOTINGTHEQUALITYOFEXPERIMENTTEACHINGINRURALWEAKSCHOOLBYINFORMATIONTECHNOLOGYACASESTUDYOFⅥRTUALEXPERIMENTTEACHINGBASEDONSCIENCEINJUNIORHIGHSCHOOLABSTRACTAGAINSTTHEPROBLEMSOFDEFICIENTEXPERIMENTALTEACHINGCONDITIONS，WEAKQUALIFIEDTEACHERSINRURALWEAKSCHOOL，WHICHISUNABLETOMEETTHEREQUIREMENTSOFNEWCURRICULUMREFORM，THISPAPERPUTSFO吡ALLIDEAOFUSINGINFORMATIONTECHNOLOGYTOPROMOTETHEQUMITYOFEXPERIMENTTEACHINGINRURALWEAKWITHRESEARCHMETHODOFDOCUMENTTHISPAPERGIVESALLOVERVIEWOFTHEORYOFVIRTUALEXPERIMENTANDITSTEACHINGAPPLICATIONACCORDINGTOEDUCATIONALEQUITYTHEORY，INFORMATIONTECHNOLOGYANDCURRICULUMINTEGRATIONTHEORYANDEXPERIENTIALLEARNINGTHEORY，THISPAPERCONSTRUCTSAMODEL，WHICHISFROMFOURASPECTSOFUSINGOFMAINACCESSINGMETHOD，STYLESOFTEACHINGANDORGANIZATION，F(xiàn)UNCTIONANDROLE，F(xiàn)ORAPPLICATIONOFVIRTUALEXPERIMENTSBASEDONSCIENCETEACHINGINRURALWEAKJUNIORHIGHSCHOOLSTHISMODELISVERIFIEDFEASIBILITYANDPRACTICALMANEUVERABILITYBY‘‘MAIDAWEISIMULATIONSOFTWARE”INFJUNIORHI曲SCHOOLINYONGKANGCITY，ZHEJIANGPROVINCEFINALLY，、VITHQUESTIONNAIRESURVEYSANDINTERVIEWS，ITEVALUATESTHEEFFECTSOFAPPLICATIONOFVIRTUALEXPERIMENTSBASEDONSCIENCETEACHINGINRURALWEAKJUNIORHIGHSCHOOLSTHERESULTSSHOW恤TVIRNLALEXPERIMENTISCONDUCIVETOSAVEFUNDSFORLABORATORYEQUIPMENT，PROMOTESCIENCETEACHERPROFESSIONALDEVELOPMENTITALSOCANHELPSTUDENTSTOPROMOTETHEIRLEARNINGINTERESTANDMASTEREXPERIMENTALSKILLSTHISRESEARCHISAIMEDATPROVIDINGREFORMANDDEVELOPMENTOFEXPERIMENTTEACHING、噍THNEWWAYSINRURALWEAKSCH001THEPURPOSEOFTHISRESEARCHISTOSIMULATEPUBLICDISCUSSIONONTHEIDEATHATHOWTOIMPROVERURALWEAKSCHOOLANDENSUREASTARTINGPOINTFOREDUCATIONALEQUITYFORSTUDENTSININFORMATIONAGEKEYWORDSINFORMATIONTECHNOLOGY；RURALWEAKSCHOOL；VIRTUALEXPERIMENT；EDUCATIONALEQUITYⅡ

簡介：四川師范大學(xué)碩士學(xué)位論文高中地理教學(xué)中前科學(xué)概念的研究姓名閆錦先申請學(xué)位級別碩士專業(yè)學(xué)科教學(xué)地理指導(dǎo)教師徐留興20090310ABSTRACTGEOGRAPHYISANATURALANDCULTURALCROSSDISCIPLINARYINTEGRATION，INTHEMIDDLESCHOOLSTUDENTSTOSCIENCEEDUCATIONANDHUMANITIESEDUCMION。SECONDARYSCHOOLSTUDENTSCULTIVATESCIENTIFICLITERACYANDCULTURALLITERACY,ANDPROMOTEALL‘ROUNDDEVELOPMENTOFSTUDENTSHAVEAUNIQUEADVANTAGE．MANYGEOGRAPHICALCONCEPTSANDTHECONCEPTOFHUMANGEOGRAPHYSTUDENTSALEGEOGRAPHICALANDCULTURALQUALITYOFSCIENTIFICLITERACYANDIMPROVETHEBASICFORM，BUTALSOTOPROMOTETHEBASICALLROUNDDEVELOPMENTOFSTUDENTS．BEFORETHECONCEPTOFGEOGRAPHICALSCIENCEINEVERYDAYLIFETHROUGHTHEEXPERIENCEOFLONGTERMACCUMULATION，STUDENTSFORMEDARELATIVELYFIXEDNUMBEROFVIEWSANDOPINION，THESEALETHEVIEWSANDOPINIONOFTHINGSANDGEOGRAPHICGEOGRAPHICALSITUATIONOFTHESURFACEANDRECOGNIZEUNESSENTIALANDTHUSKNOWNASFORE．SCIENTIFICCONCEPTION．THECONCEPTREFERREDTOASTHEFORMER．INTHISPAPER,THECONCEPTOFAPREVIOUSSTUDYSOMEOFTHEPREVIOUSRESULTS，IN．THECONSTRUCTIVISTLEARNINGTHEORY,UND釘MEGUIDANCEOFSENIORHIGHSCHOOLSTUDENTSTHROUGHINTERVIEWS，QUESTIONNAIRESTFFVEYS，ASWELLASTHEIROWNTEACHINGPRACTICE，SUMMEDUPTHETEACHINGOFGEOGRAPHYCONLLTLONFORE。SCIENTIFICCONCEPTION，STUDENTSCONFIRMEDTHATTHEGEOGRAPHICBEFORETHECONCEPTOFWIDESPREAD，STUBBORN，SPONTANEOUS，NEGATIVETRANSFER,ANDCONFIRMEDBEFORETHESTUDENTSTHECONCEPTOFGEOGRAPHYANDTHEEXISTENCEOFTHECAUSESOFTHEPOSITIVEIMPACTANDNEGATIVEIMPACT，ANDTHEFORMERMETHODOFTEACHINGTHECONCEPTOFCHANGEINQUIRYPEDAGOGY；TEACHINGTHROUGHTWOEXAMPLES，THETEACHINGPROCESSANDTOEXPLORETHEUSEOFEXPERIMENTSTOEXPLORETEACHINGISSUES．THERESULTSSHOWTHAT，BASEDONTHECONCEPTOFCHANGINGTHEFORMERSTUDENTSTOEXPLORETEACHING，ASSISTSTUDENTSINTHECONCEPTOFCHANGESINTHEFORMERTHANTHETRADITIONALTEACHINGMETHODSMOREEFFECTIVE，ANDTHECOURAGETOCHALLENGESTUDENTSTOEXPLORETHEBOLDSPIRITOFSCIENCE，THEPROBLEMWITHTHEANALYSISOFTHEABILITYTOH

簡介：四川師范大學(xué)碩士學(xué)位論文八年級科學(xué)課程探究式學(xué)習(xí)的研究姓名孫明霞申請學(xué)位級別碩士專業(yè)學(xué)科教學(xué)化學(xué)指導(dǎo)教師彭蜀晉20090408四川師范大學(xué)教育碩士學(xué)位論文新課程指出科學(xué)探究是科學(xué)學(xué)習(xí)的中心環(huán)節(jié)。在科學(xué)課程的學(xué)習(xí)過程中不僅要使學(xué)生體驗到探究的樂趣，獲得自信，形成正確的思維方式，而且要使他們能夠識別什么是科學(xué)，什么不是科學(xué)。要讓他們經(jīng)歷一個個探究活動，養(yǎng)成良好的科學(xué)態(tài)度，這就需要在科學(xué)教學(xué)中有效地開展探究性學(xué)習(xí)，為學(xué)生營造一種良好的學(xué)習(xí)環(huán)境，引導(dǎo)學(xué)生去探索、去發(fā)現(xiàn)，以實現(xiàn)真正意義上的探究式學(xué)習(xí)，而不是形式化的。3科學(xué)課程探究式學(xué)習(xí)的實踐價值實施探究式學(xué)習(xí)，能使學(xué)生改變原來的單純接受式的學(xué)習(xí)方式，形成對知識主動探求，并注重對實際問題解決的科學(xué)素質(zhì)，有助于培養(yǎng)學(xué)生的創(chuàng)新精神與實踐能力。也有利于轉(zhuǎn)變教師的教學(xué)觀念，落實學(xué)生的主體地位，真正實現(xiàn)教學(xué)重心由“教“向“學(xué)“的轉(zhuǎn)移。4結(jié)語’主要采用的研究方法有文獻(xiàn)研究法、行動研究法和調(diào)查研究法。關(guān)鍵詞八年級科學(xué)課程探究式學(xué)習(xí)調(diào)查研究

簡介：合肥工業(yè)大學(xué)碩士學(xué)位論文大中型科學(xué)技術(shù)館評價模型及其應(yīng)用研究姓名譚岑申請學(xué)位級別碩士專業(yè)管理科學(xué)與工程指導(dǎo)教師方必和20100401RESEARCHONASSESSMENTMODELFORLARGEANDMEDIUMSIZEDSCITECHMUSEUMITSAPPLICATIONABSTRACTSCITECHMUSEUMASNATIONALPLATFORMFORPROMOTINGSCIENCEANDTECHNOLOGYPLAYSABIGROLLINPROMOTINGSCIENCEANDTECHNOLOGYYETUSCHINA’SSCITCCHMUSEUMISSUFFERINGMANYPROBLEMS，ESPECIALLYTHATLACKOFASETOFASSESSMENTINDICATORSBYWHICHTOEVALUATINGSCITECHMUSEUMCONSTRAINSITSDEVELOPMENTSOASFAILTOBETTERSERVESOCIETYTHETHESISATTEMPTSTOCONSTRUCTASETOFASSESSMENTINDICATORSSYSTEMSUITABLEFOREVALUATINGUSCHINA’SSCITECHMUSEUMBYVIRTUEIFASSESSMENTINDICATORSUSEDBYOTHERPUBLICSERVINGORGANIZATIONSWEFIRSTLYCONSTRUCTASSESSMENTMODELFORLARGEANDMEDIUMSIZEDSCITCCHMUSEUMBYMEANSOFAHPINLIGHTOFITSCHARACTERISTICSTOGETHERWITHSTANDARDSCITCCHMUSEUMCONSTRUCTIONRULES，WHICHCOVERFIVEDIMENSIONSAND22INDICATORS，THENAPPLYTHEASSESSMENTSYSTEMTOCONDUCTANASSESSMENTOFASCITECHMUSEUMTHERESULTSSHOWSTHATASCITCCHMUSEUMSCORES8222THATISCLASSIFIEDINTOEXCELLENTSCITECHMUSEUMKEYWORDSPUBLICSERVICE；SCITECHMUSEUM；ANALYTICHIERARCHYPROCESS；ASSESSMENTMODEL

簡介：西南大學(xué)碩士學(xué)位論文我國高師科學(xué)教育專業(yè)實驗類課程設(shè)置的調(diào)查研究姓名王銀桂申請學(xué)位級別碩士專業(yè)課程與教學(xué)論物理指導(dǎo)教師廖伯琴20090501兩南大學(xué)碩十學(xué)位論文摘要IMMNN皇曼曼皇曼曼曼曼曼曼曼曼曼曼曼曼曼曼蔓曼曼曼曼曼皇曼皇曼曼曼曼曼曼量皇曼曼曼曼曼曼皇曼曼曼曼曼曼曼曼皇曼曼曼曼曼曼曼去相應(yīng)學(xué)院借用實驗室目前僅了解到漳州師范學(xué)院成立了科學(xué)教育基礎(chǔ)實驗室，長春師范學(xué)院也建成了科學(xué)探究實驗室從問卷調(diào)查結(jié)果顯示，科學(xué)教育專業(yè)實驗課程評價方式趨于多元化，不再拘泥于試卷、試題，多數(shù)采用“筆試實際操作“的評價方式。6對于實驗課程的設(shè)置情況，反饋意見認(rèn)為整體設(shè)置情況“基本滿意”，其中，“化學(xué)類”實驗課程的滿意度要高于“生物類”、“物理類”等實驗課程；反饋意見還顯示出目前實驗課程的設(shè)置存在一定的“偏科”現(xiàn)象。7反饋意見認(rèn)為，實驗課程應(yīng)在現(xiàn)有開設(shè)數(shù)量基礎(chǔ)上，增加實驗課學(xué)時，調(diào)整實驗內(nèi)容，進(jìn)一步規(guī)范課程內(nèi)容結(jié)構(gòu)、優(yōu)化課程在各學(xué)科的組合；“地理類”和“綜合類”實驗課程是科學(xué)教育專業(yè)學(xué)生目前最希望增加的實驗類課程。關(guān)鍵詞高師科學(xué)教育專業(yè)實驗課課程設(shè)置調(diào)查II

簡介：四川師范大學(xué)碩士學(xué)位論文學(xué)前教育專業(yè)計算機課程的現(xiàn)狀與對策研究四川幼兒師范高等?？茖W(xué)校個案姓名蔣在強申請學(xué)位級別碩士專業(yè)現(xiàn)代教育技術(shù)指導(dǎo)教師黎明周雄俊20100310第三章四川幼專學(xué)前教育專業(yè)計算機課程現(xiàn)狀及問題，主要從教學(xué)內(nèi)容、課程設(shè)置、教學(xué)方法、教學(xué)模式、評價方法等方面進(jìn)行了闡述。第四章四川幼專學(xué)前教育專業(yè)計算機課程的改革對策，針對第三章找到的問題提出相應(yīng)的對策?？偨Y(jié)，對研究成果進(jìn)行了歸納總結(jié)、指出了不足及確定了本論文進(jìn)一步深入研究的方向。關(guān)鍵詞學(xué)前教育專業(yè)計算機課程信息技術(shù)現(xiàn)狀對策H

簡介：河北師范大學(xué)碩士學(xué)位論文任鴻雋科學(xué)體制思想研究姓名唐錫南申請學(xué)位級別碩士專業(yè)中國近現(xiàn)代史指導(dǎo)教師武吉慶20090915ABSTRACTRESEAR’HINGONRENHONG．|UAN’STHOUGHT0FSCIENCESYSTEM1NTHEDROCESSOFEXPLORINGTHEPROBLEMSOFMODERNIZATIONINCHINA．ZENHONGJUANT|ITCLAEDIDFLSTEADTHSTSUPPORTEROF‘‘SAVINGTHENATIONTHROUGHSCIENCE”FROMARADICALDEMOCRAT．HEHOLDSTHEOPINIONTHAT“SCIENCEISTHEFOUNDATIONOFACOFINTRY”．ANDTHERISEANDDCCLINEOI’ACOUNTRY。SPOWERANDPOLITICSASWELLASTHEWILLOFPEOPLEAREALLCLOSELYRELATEDTOT11CDCVCL‘PMENTOFSCIENCE．INFACT，HISIDEAOFSAVINGTHENATIONTHROUGHSCIENCEALSOCONTAINST11CNLCANINGOFBUILDINGANDBOOMINGOURCOUNTRYINTHEWAYOFDEVELOPINGSCIENCE．THAT’S、、H、HCSTILLPROPOSEDOLLRGOVERNMENTTO“TAKESCIENCEASOURNATIONALPOLICY”．ALTHOUGHHISIDCA、、ASIMPRACTICABLEUNDERTHESITUATIONOFHISTIMES．ITDIDHAVEHISTORICALANDPRACTICALSI址11ILICALLCCFTOLLLTHCANGLEOFTHECHINESEMODERNSCIENCEDEVELOPMENTHISTORYANDLINLIGHTCNMENTTHOUGHTMOTI、，ATEDBYTHEIDEAOFSAVINGTHENATIONTHROUGHSCIENCE，ZENHONGJUANHADBEENLLCVOTIILGALLHISLIFETOPONDERINGANDINQUIRINGINTOONEQUESTIONTHATISHOWTODEVELOPSCICNCCINCHINA．RECEIVEDMODERNSCIENTIFICDRILLSANDINFLUENCES，HEWASWELLAWARETHATTHESCIONTILICBASISWASSOWEAKINCHINATHATIFHEWASNOTDILIGENTENOUGHTODOSCIENTIFICRCSCARCH．ALLOFHISASPIRATIONSWOULDTENDTOBEUTOPIAN．INORDERTOORGANIZETHELIMITEDD‘MESTICRESOURCES．MAKINGTHEMPLAYTHEMAXIMUMROLETOGUARANTEESMOOTHPROGRESSOISCICLLTIFFCRESEARCH．HEBASEDUPONNATIVERESOURCES，REFERRINGTO．WESTERNRESULTS，F(xiàn)OUNDEDINSLI“LTESANDRESEARCHCENTERS．PAYINGATTENTIONTONOTONLYSELFDEVELOPMENTLAWOFSCIENCEBUTALSOCHINA’SSPECIFICCONDITIONS，ADVOCATINGFOCUSONPURESCIENTIFICRESEARCHANDDEVELOPMENTPRIORITIESOFLOCALSCIENCE．HECARRIEDOUTPOSITIVEANDBENEFICIALEXPLORATIONFORN．STCNLATIZATIONOFSCIENTIFICRESEARCHMECHANISM．INTODAY’SOPINION．H．C．ZEN’STHOUGHTOFIA、INQEMPHASISONBOTHAPPLICATIONSANDPURESCIENCE，PAYINGATTENTIONTONOTONLYLOCALSCICNCEBUTALSOGLOBALSCIENCE，STILLSHINESWITHWISDOMANDSENSE，WITHGREATCALLINGPOWER,‘ICSCRVESOURCONSIDERATIONANDLEARNING．HISUNIQUETHOUGHTONISSUESLIKESCIENTIFICRESEARCHLALCCHANISMSHOWSHISGREATSCIENTIFICSPIRITANDPATRIOTICSPIRIT．KCYWORDSII．C。ZENSYSTEMATIZATIONSCIENTIFICRESEARCHCHINESEASSOCIATIONFORTHEADVANCEMENTOL’SCIENCE2

簡介：西南大學(xué)碩士學(xué)位論文培養(yǎng)高職?？茖W(xué)生英語交際能力的策略研究以四川商務(wù)職業(yè)學(xué)院為個案姓名唐小濤申請學(xué)位級別碩士專業(yè)課程與教學(xué)論指導(dǎo)教師靳玉樂李寶慶20080901第二部分介紹我院非英語專業(yè)學(xué)生英語交際能力培養(yǎng)的現(xiàn)狀，通過該學(xué)院07級202名學(xué)生的調(diào)查，了解我院學(xué)生英語交際能力的基本情況第三部分找出影響學(xué)生交際能力提高的癥結(jié)所在，該部分分別從教學(xué)目標(biāo)、教師職業(yè)背景、學(xué)生學(xué)習(xí)情況等方面對教學(xué)過程中出現(xiàn)的問題進(jìn)深入分析。第四部分培養(yǎng)高職?？茖W(xué)生英語交際能力的策略研究，針對調(diào)查中發(fā)現(xiàn)的主要問題提出相應(yīng)的對策轉(zhuǎn)變英語教學(xué)觀念，關(guān)注學(xué)生英語交際能力的培養(yǎng)；加強高職學(xué)院“雙師型”隊伍建設(shè)；優(yōu)化教學(xué)環(huán)境、普及現(xiàn)代化教學(xué)設(shè)施；改革高職教育評價體系培養(yǎng)高職?？茖W(xué)生的跨文化交際能力。第五部分結(jié)束語。對本課題進(jìn)行總結(jié)，找出不足的地方以及今后努力的方向關(guān)鍵詞高職學(xué)生英語交際能力現(xiàn)狀培養(yǎng)策略文化教學(xué)玎

簡介：遼寧師范大學(xué)碩士學(xué)位論文小學(xué)科學(xué)教育中社區(qū)課程資源的開發(fā)與利用研究以大連市甘井子區(qū)小學(xué)為例姓名徐萍申請學(xué)位級別碩士專業(yè)教育管理指導(dǎo)教師蔡敏20090301

簡介：華東師范大學(xué)碩士學(xué)位論文教師科學(xué)本質(zhì)觀個案研究以一位初中理科教師為例姓名周巧學(xué)申請學(xué)位級別碩士專業(yè)學(xué)科教育指導(dǎo)教師李雁冰20100501ABSTRACTTODEVELOPCITIZENSWITHSCIENTIFICLITERACYISTHEULTIMATEGOALOFCURRENTSCIENCEEDUCATIONFORSTUDENTSINJUNIORHIGHSCHOOLS；ANDUNDERSTANDINGTHENATUREOFSCIENCEISONEOFTHEMAJORCOMPONENTSTHATCONSTITUTESSCIENTIFICLITERACYRESEARCHERSTHROUGHOUTTHEWORLDHAVEPAIDSPECIALATTENTION，BOTHTHEORETICALLYANDPRACTICALLYTOINVESTIGATETHECONCEPTIONOFSCIENCEEDUCATORS，TEACHERSANDSTUDENTS，TOWARDSTHENATUREOFSCIENCEREVIEWEDTHERELEVANTLITERATURESAVAILABLE，THISPAPERISTODEEPLYEXPLOREAJUNIORHIGHSCHOOLTEACHER’SVIEWPOINTOFSCIENTIFICNATURE，APPLYINGTHEMETHODOLOGYOFCASESTUDYANDRELYINGONVARIOUSDATAGATHERINGTECHNIQUESSUCHASSURVEYINTERVIEWANDNONPARTICIPATIVEOBSERVATION，THENTODISCLOSESOMEHIDDENREASONSANDTOMAKESOMEGENERALIZATIONTHEFINDINGSOFTHISRESEARCHAREASFOLLOWSTHEMAINCHARACTERISTICSOFTHECASETEACHER’SCONCEPTIONTOWARDSTHENATUIEOFSCIENCEAREASCIENCEASUNCHANGEABLETRUTH；BSCIENTIFICKNOWLEDGEANDLAWSARERELEVANTTOBUTSOMEWHATINDEPENDENTOFSOCIALCULTURE；CTHERE’SSOMETHINGWRONGWITHTHEEXPERIENCENATUREOFSCIENTIFICTHEORY；DCORRECTLYUNDERSTANDINGTHEMODELS，BUTHAVINGNOCLEARIDEAABOUTHOWTHEYAREPRODUCED；ENOSIGNIFICANTDIFFERENCEBETWEENOBSERVATIONANDDEDUCTION；FUNREASONABLECONCLUSIONSONHOWSCIENTIFICLAWSANDTHEORIESCOMEOUTANDTHERELATIONSHIPBETWEENTHEM；GCREATIONANDIMAGINATIONSHOULDBEABSENTDURINGDATACOLLECTION，WHEREASCONFIRMINGTHEIMPORTANCEOFTHEMINSCIENTIFICSTUDY；HCORRECTLYDESCRIPTIONOFHOWSCIENTIFICTHEORIESDEVELOPWHILEUNSUREOFEXPLICITREASONS；IASSUMINGTHELADENTHEORYOFSCIENTIFICKNOWLEDGE；JMODERNIZEDOPINIONSABOUTTHEPROCESSESOFSCIENTIFICRESEARCH；KCORRECTCOMMENTSONSCIENTISTSFACTORSAFFECTINGCASETEACHER’SCONCEPTIONOFTHENATUREOFSCIENCEAREASTUDYEXPERIENCE，INCLUDINGSCIENCEEDUCATION，BOOKSREADINGABOUTSCIENCE，THEHISTORYOFSCIENCEANDPHILOSOPHYOFSCIENCE，MATERIALISMEDUCATIONANDSOFORTH；BRESEARCHACTIVITIESOFEDUCATION；CEDUCATIONALPHILOSOPHYANDPEDAGOGICALMETHODS；DNATIONALCONTEXTSFINALLYSOMERECOMMENDATIONSFORTEACHEREDUCATIONANDTEACHINGMANUALⅡ