簡介：江西師范大學(xué)碩士學(xué)位論文農(nóng)村高中物理學(xué)困生歸因分析及有效轉(zhuǎn)化的實踐研究姓名黃永江申請學(xué)位級別碩士專業(yè)學(xué)科教學(xué)（物理）指導(dǎo)教師羅開基20070501ABSL骱玎ABSTRACTPHYSICSISAFUNDAMENTAL鯽BJECT，WHICHDEVELOPSANDIMPROVESTHESTUDENTS’SCIENTIFICQUALITY，METHODOFTHINKINGANDATTITUDE勰WELLASRESEARCHINGABILITY111EHI曲SCHOOLPHYSICS，ASTHEFOUNDATIONOFSCIENTIFICEDUCATION，UNDERTAKESEXLR衄AELYIMPORTANTRESPONSIBILITYHOWEVERPHYSICSHASBEENCONSIDERINGTHEMOSTDIFFICULTCURRICULUMFORSENIORHIGHSCH001ANDINSPITEOFTHEBACKWARDANDSERIOI塔TEACHINGCONDITIONSOFTHESENIORHIGHSCHOOLSINVILLAGE，MOREANDMORESTUDENTSALEENROLLEDONABIGSCALEASARESULTMOFEANDMORESTUDENTSFEELITDIFFICULTYTOLEARNPHYSICSWELLINTHERURALMIDDLESCHOOL，WHICHHASALREADYSEVERELYINFLUENCEDTHEREALIZATIONOFPHYSICALTEACHINGTARGETSTHEREFOREITISAHUGEANDHARDMISSIONFORRURALMIDDLESCHOOLTEACHERSTOCARRYOUTTHETRAILSFORMALIONOFTHESTUDENTSWITHSOMEDI佑CURIESINSTUDYINGPHYSICSNMOBJECTOFTHEARTICLEISPLACEDONTHEANALYSISOFATTRIBUTIONANDTHEMEASMESOFTRANSFORMATIONFORTHERURALMIDDLESCHOOLSTUDENTSWITHDIFFICULTYINPHYSICSANDSOMEWAYSAREADOPTEDSUCH勰THEMETHODOFDOCUMENTS’INVESTIGATION，OBSERVATIONMETHODQUESTIONNAIRESURVEYINTERVIEWMETHOD，INDIVIDUALTRACEANDCOMPARATIVEMETHOD，WHICHAIMTOFINDOUTTHEINTERNALANDEXTERNALFACTORSTHATLEADTOLEARNPHYSICSDIFFICULTLYANDTOEXPLOREMANYEFFECTIVECONVERTIBLESTRATEGIESTODIFFERENTATTRIBUTIONSINTHETEACHINGINTHEFIRSTCHAPTERTHEAUTHORINTRODUCESTHEBASISOFRESEARCHINGTOPIC，THESTUDYSITUATIONSOFSTUDENTS謝LHDIFFICULTIESINSTUDY砒HOMEANDABROADTHECONTENTMEANINGANDMETHODOFRESEARCHINCHAPTER2ONTHEBASISOFDOCUMENTS’STUDYTHEDEFINITIONOFTHESTUDENTSWITHDIFFICULTIESINSTUDY’ANDRELATEDCONCEPTSAREMADEELABORATETHETHEORETICBACKGROUNDOFRESEARCHANDRELATEDTHEORETICFOUNDATION；THETHEORYOFRECENTDEVELOPMENTDIS仃ICTSTRUCTURALISMSTIMULANTANDEDUCATIVETHEORYATTRIBUTIONTHEORY；INCHAPTER3THEAUTHORINDUCESTHECHARACTERISTICSOFSTUDENTSWITHLEARNINGDIFFICULTIESANDTHEINTERNALANDEXTERNALFACTO俗THATLEADTOLEARNPHYSICSWITHDIFFICULTICS，ANDENUMERATESCORRESPONDENTCONVERSIONSTRATEGY；INCHAPTER4THEAUTHORINTRODUCESMANYCONVERSIONMEASURESINTHETEACHINGPRACTICEOFTHEVILLAGESENIORHIGHSCHOOL，ANDTHERESULTOFCONVERSION，TEACHINGFEELINGSANDGIVESSOMEADVICEONEFFECTIVEACTIVITIESDURINGTHECOURSEOFTHECONVERSIONOFSTUDENTSWITHDIFFICULTIES；THELASTCHAPTERTHEAUTHORSUMMARIZESTHCRESEARCHINGRESULTS，ANDLOOKFORWARDTOTHISWORKKEYWORDSRURALMIDDLESCHOOLS；STUDENTSWITLLLEARNINGDIFFICULTIES；ATTRIBUTION；PHYSICS；TEACHING2

簡介：河北師范大學(xué)碩士學(xué)位論文基于多元智能理論的物理學(xué)業(yè)不良生研究姓名楊立普申請學(xué)位級別碩士專業(yè)學(xué)科教學(xué)（物理）指導(dǎo)教師苗俊輝20080401ABSTRACTLEARNINGDISABILITYREFERSTOSOCIOLOGYECONOMIES，PSYCHOLOGYEDUCATION，ANDOTHERFIELDSOFSTUDYSCHOLARSFROMDIFFERENTDISCIPLINESWIMDIFFERENTPOINTSWANTTOFINDTHEREASONSFORPOORACADEMICSTUDENTS，ANDPROVIDETHECORRESPONDINGEDUCATIONSTRATEGYINVESTIGATIONISBASEDONTHETHEORYOFMULTIPLEINTELLIGENCESANDOILTHEWAYOFSURVEYOFCLASS2，CLASSII，ANDCLASS20OF203STUDENTSTHERESULTSSHOWEDTHAT，THELOGICOFLEARNINGDISABILITYSTUDENTSISWEAKINLOGICALMATHEMATICALINTELLIGENCE，VISUALSPATIALINTELLIGENCE，INTERPERSONALINTELLIGENCELOGICALMATHEMATICALINTELLIGENCEISALLIMPORTANTINTELLIGENCETOLEARNPHYSICS，STUDENTSDOINGWELLINLOGICAREMOREPROMINENTINPHYSICSANDDISABLEDINLOGICUSUALLYHAVEBADSCOREINPHYSICALSTUDYBECAUSETHEYCANNOTLINKWHATTHEYLEARNWITHTHEKNOWLEDGEOFPHYSICSSTRATEGYFORTHEDISABLEDINPHYSICSSTUDYBASEDONTHETHEORYOFMULTIPLEINTELLIGENCESTOESTABLISHASCIENTIFICCONCEPTOFEDUCATION；BASEDONDIFFERENCESOFPERSONS，PLAYSMARTSTRENGTHSANDWEAKNESSESDRIVENSMART；DEVELOPVISUALSPATIALINTELLIGENCEINPHYSICALEDUCATION；PLAYINTERPERSONALINTELLIGENCE；LETTHEDISSATISFIEDSTUDENTSEXPERIENCESUCCESSFINALLYONTHEBASISOFMULTIPLEINVESTIGATIONS，WETAKETHESTRATEGYOFCHANGINGEVERYDISABLEDSTUDENTSKEYWORDSTHETHEORYOFMULTIPLEINTELLIGENCESLOGICALMATHEMATICALINTELLIGENCELEARNINGDISABILITYSTUDENTSINPHYSICS1LIGHSCHOOLPHYSICSTRANSFORMSTRATEGYIV

簡介：天津師范大學(xué)碩士學(xué)位論文高中學(xué)生物理學(xué)習(xí)自我監(jiān)控能力的調(diào)查與培養(yǎng)姓名趙瑾申請學(xué)位級別碩士專業(yè)學(xué)科教學(xué)指導(dǎo)教師郭龍健20030501ABSTRACTINORDERTOGUARANTEETHESUCCESSOFTHEPHYSICSLEARNINGANDATTAINTHEANTICIPANTSTUDYTARGET，THESTUDENTSMAKETHESTUDYACTIVITYASCONSCIOUSNESSOBJECTINTHEWHOLEPROEASSOFSTUDYATTHESAMETIME，THEYHAVETOOBTAINTHEABILIT3TOCONSTANTLYPROGRAM，CHECK，EVALUATE，REFLECTANDCONTROLTHATOBJECT，ANDTHISABILITYISWHATWECALLSELFREGULATIONABILITYINPHYSICSLEARNINGTHELEARNINGABILITYINPHYSICSSTUDYISIMPORTANTANDCOMPREHENSIVE，OFWHICHTHECOREISTHESELFREGULATIONABILITYINDHYSICSLEARNINGTHATISWHYDOINGARESEARCHONTHESELFREGULATIONABILITYINPHYSICSLEARNINGOFHIGHSCHOOLSTUDENTSPLAYSASIGNIFICANTROLEINDEVELOPINGTHELEARNINGABILITYOFTHESTUDENTSANDACHIEVINGTHEGOALOFPHYSITSTEACHINGINHIGHSCHOOLSTHESURVEYISCARRIEDOUTWITHINQUISITIONMETHOD，QUASIEXPERIMENTALDESIGNMETHODTOGETHERWITHGROUPDISCUSSIONSANDQUESTIONNAIRES450STUDENTSFROMGRADE10TO12ARECHOSENTODOTHESURVEYU口OLLWHICHTHERESEACCHISDONEINORDERTOINQUIREHOWTOIMPROVETHESELFREGULATIONABILITYINPHYSICSLEARNINGASWELLASSTUDYGRADESINPHYSITSDURINGTHEEXPERIMENT，THEFOLLOWINGMEASURESARETAKEN1HELPTHESTUDENTSTOESTABLISHANOBJECTIVEINTLLESTUDYINORDERTOMAINTAINANAIMSYSTETHINPHYSICSLEARNING；2TRYTOMASTERSTUDYSTRATEGYTOACHIEVETHEGOALINPHYSICSLEARNINGBASEDONTHESURVEYANDTHEEXPERIMENT，WECANDRAWTHECONCLUSIONS∞FOLLOWS1THESELFREGULATIONABILITYINPHYSITSSTUDYOFHIGHSCHOOLSTUDENTSCANBECLASSIFIEDINTO9ASPECTSASTARGET，PLAN，CONSCIOUSNESS，STRATEGYMETHOD，IMPLEMENT，F(xiàn)EEDBACK，REMEDYANDSUMMARY；2THESELFREGULATIONABILITYINPHYSICSSTUDYOFHIGHSCHOOLSSTUDENTSISPOSITIVERELATEDWITHTHEIRGRADESINPHYSICSLEARNING；3GENERALLYSPEAKING，THESELFREGULATIONABILITYINPHYSICSSTUDYOFHIGHSCHOOLSTUDENTSISNOTSATISLYINGTHEYDOBETTERINREMEDYBUTAREWEAKESTINIMPLEMENTDUETOTHEAGECHARACTERISTICSANDTHEDIFFERENCEOFTEACHERS’INFLUENCE；4GENDERISNOTADECISIVEELEMENTINSELFREGULATIONABILITYINPHYSICSSTUDYOFHIGHSCHOOLSTUDENTSYETDIFFERENTMETHODSSHOULDBEIMPLEMENTEDACCORDINGTODIFFERENTSCHOOLS，INDIVIDUALSTUDENTANDSTUDENTSOFDIFFERENTSTUDYLEVELS；5CONSCIOUSNESSOBJECTINLEARNINGANDSTUDYSTRATEGYCANHELPIMPROVETHESELFREGULATIONABILITYINPHYSICSSTUDYOFHIGHSCHOOLSTUDENTSASARESULTOFWHICHTHEGRADESOFPHYSICSLEARNINGISALSOIMPROVED；6THESTUDENTSWILLIMPROVETHEIRSELFREGULATIONABILITYINPHYSICSSTUDYWITHTHECONTINUOUSSTUDYOVERTHEYEARSINSCHOOL，BUTIFTHETEACHERSCANGIVETHEMPROPERGUIDANCE，THEYCANSURELYMAKEREMARKABLEPROGRESSTHERESEARCHABOVENOTONLYMAKESUPTHELACKOFTHEORYINTHERESEARCHOFSELFREGULATIONABILITYINPHYSICSSTUDYBUTALSOPROVIDESTHEORETICALFOUNDATIONFORHIGHSCHOOLTEACHERSTOHELPTHEMCARRYOUTTHENEWSTANDARDSINPHYSICSTEACHINGDUETOLIMITEDEXPERIENCEANDTIME，THEEXPERIMENTALSCALEISNOTLARGEENOUGHANDMOREMEASURESCOULDHAVEBEENTAKENTOHELPCONDUCTTHERESEARCHTHECONCLUSIONSMAYNOTCOVERTHEUNIVERSALITYOFTHETOPIC，SOWENEEDTOGOFURTHERWITHTHERESEARCHINTHEFUTUREKEYWORDS“HIGHSCHOOLSTUDENTSPHYSICSLEARNINGONECTIVECOLQSCIOTLSNESSLEARNINGSTRATEGIES

簡介：福建師范大學(xué)碩士學(xué)位論文初中物理學(xué)困生的情感特征及教育對策研究姓名施麗燕申請學(xué)位級別碩士專業(yè)學(xué)科教學(xué)（物理）指導(dǎo)教師林秀敏20090801禍建師范大學(xué)教育碩士學(xué)位論文中文文摘學(xué)生學(xué)習(xí)困難是普及九年義務(wù)教育階段普遍存在的問題，初中階段是普及九年義務(wù)教育的最后階段，轉(zhuǎn)化學(xué)習(xí)困難學(xué)生，有十分重大的現(xiàn)實意義。近來年，國內(nèi)物理教育工作者在這一領(lǐng)域不斷的研究，人們先是想到了教，如何教才能使學(xué)生感到學(xué)習(xí)物理不困難，但僅僅從教上找答案是片面的解決問題。正如喬際平教授所說“近二三十年來，國內(nèi)外的物理教育工作者己經(jīng)不滿足于只對物理教學(xué)規(guī)律的探討與掌握，而要求進(jìn)一步探究這些教學(xué)規(guī)律的微觀機(jī)理。這就必然要涉及到學(xué)科學(xué)習(xí)心理，因為教學(xué)中的很多問題，不從學(xué)習(xí)者的學(xué)習(xí)心理進(jìn)行探究，問題的本質(zhì)和癥結(jié)就很難抓住，研究工作就很難深入?！狙芯繌姆侵橇σ蛩刂械那楦薪嵌热胧?，情感因素存在于教學(xué)之中。在教育中強(qiáng)調(diào)情感的價值，在情感領(lǐng)域追求效應(yīng)，從中找到解決教育、教學(xué)的突破口。一本課題研究的必要性和價值情感因素是非智力因素中的一個重要方面。以往觀念認(rèn)為情感因素只適合于情感內(nèi)容豐富的學(xué)科如語文，英語。而對數(shù)理化等學(xué)科則“無能為力“。其實情感因素在物理教學(xué)中的作用同樣不可忽視。目前，從非智力因素的角度研究物理學(xué)困生的形成時，往往側(cè)重于學(xué)習(xí)興趣，，學(xué)習(xí)動機(jī)等方面，而缺乏情感因素對物理學(xué)習(xí)困難的影響的系統(tǒng)研究。新課程特別提出物理課程對學(xué)生科學(xué)情感培養(yǎng)的內(nèi)容，如能保持對自然界的好奇，具有科學(xué)的求知欲能體驗戰(zhàn)勝困難、解決物理問題時的喜悅等等。很難想象，物理學(xué)習(xí)困難的學(xué)生能夠產(chǎn)生這些情感。人的認(rèn)知、情感、意志是相互聯(lián)系，相互影響的，從情感方面研究學(xué)習(xí)困難，提出教育對策，對初中物理學(xué)困生物理學(xué)習(xí)將會有很大的幫助，因此，本研究是很有必要的。對比物理學(xué)優(yōu)生的情感特點，研究學(xué)困生的情感特征，尋求轉(zhuǎn)化學(xué)困生的方法、策略。加強(qiáng)學(xué)困生的轉(zhuǎn)化工作等具有一定的理論和現(xiàn)實意義。二本研究的主要內(nèi)容本研究通過文獻(xiàn)與問卷調(diào)查來研究初中物理學(xué)困生情感心理特征，并分析及提出教育對策，其主要內(nèi)容1通過文獻(xiàn)了解學(xué)困生國內(nèi)外的相關(guān)研究，對物理學(xué)困生進(jìn)行概述。就情感因素方面，闡述在物理學(xué)中的情感功能及初中物理學(xué)困生的情感特征。2通過問卷調(diào)查了解初中物理學(xué)困生情感特征3通過具體分析，得出初中物理學(xué)困生的情感特點，進(jìn)而為轉(zhuǎn)化工作制定相應(yīng)的情感培養(yǎng)對策。4制定出培養(yǎng)初中物理學(xué)困生積極情感的教學(xué)策略三結(jié)論本研究調(diào)查的對象涉及泉州地區(qū)的八所初中學(xué)校，因此具有一定的代表性，通過調(diào)查和訪談發(fā)現(xiàn)，初中物理學(xué)困生的情感特征如下所述1大部分初中物理學(xué)困生對物理課程的情感表現(xiàn)為對物理興趣不濃厚，學(xué)習(xí)物理的積極性不高，‘不喜歡純粹理論知識的學(xué)習(xí)，喜歡動手操作的實驗和把理論知識應(yīng)用III

簡介：學(xué)位論文使用授權(quán)聲明果。經(jīng)發(fā)了謝本人完全了解南京師范大學(xué)有關(guān)保留、使用學(xué)位論文的規(guī)定，學(xué)校有權(quán)保留學(xué)位論文并向國家主管部門或其指定機(jī)構(gòu)送交論文的電子版和紙質(zhì)版；有權(quán)將學(xué)位論文用于非贏利目的的少量復(fù)制并允許論文進(jìn)入學(xué)校圖書館被查閱；有權(quán)將學(xué)位論文的內(nèi)容編入有關(guān)數(shù)據(jù)庫進(jìn)行檢索有權(quán)將學(xué)位論文的標(biāo)題和摘要匯編出版。保密的學(xué)位論文在解密后適用本規(guī)定。研究生簽名壘篷苤EL期油B川、L鈿ABSTRACTWITHTHEDEVELOPMENTOFSOCIALANDEDUCATIONAL，IMPROVETHEEDUCATIONOFFOREIGNWORKERS’CHILDRENMAKEAPRACTICALSIGNIFICANCETOECONOMICDEVELOPMENTANDH鋤LOLLIOUSSOCIETYINDEVELOPEDREGIONSFTOMMANYYEARSTEACHINGPRACTICE，IRCCOGNIZETHATTOIMPROVETHOSECHILDREN，QUALITYOFTRAININGLSAKEYMETHODTOIMPROVETHETEACHINGEFFECTIVENESSINTHISPAPER，BASEDONTHE伽EON●SOFTRAININGQUALITY，IINVESTIGATEDANDANALYZEDTHESTATUSOFMYSTUDENTSINTHEJURAORSCHOOLPHYSICSTEACHINGPROCESS’IUSEDPHYSICSLEARNINGCONTACTBOOK，HOMEVISITS，MDIVLD刪GULDALLCEFORSTUDENTS，ETC，DESIGNEDTHEPHYSICSTEACHINGANDPRACTICEDPHYSICALEXPJORATLONI2UCHIEVEDGOODRESULTSANDSUMMARIZEDSOMEGOODWAYSFORCULTURINGPHYSICALKEYWORDSFOREIGNWORKERS’CHILDREN，THEQUALITYOFTHEPHYSIC繃LE鋤ING，INTERESTS，WILLPOWER，CONFIDENCEII

簡介：華中師范大學(xué)碩士學(xué)位論文知識管理在高中物理學(xué)習(xí)中的應(yīng)用研究姓名劉宇同申請學(xué)位級別碩士專業(yè)物理學(xué)科教學(xué)論指導(dǎo)教師韓可芳20050401ABSTRACTMANAGEMENTISTHEONEOFTOPICSEVERYONEMUSTFACEINDAILYLIFETEACHERSANDSTUDENTSALETHEMAINBODYOFTHESCHOOLINGTHEMANAGEMENTOFTEACHERSANDSTUDENTSBECOMESCHOOLINGTHEME，ANDKNOWLEDGEMANAGEMENTTOSTUDENTSWILLBECOMETHEMOSTPLEASANTMELODYINSCHOOLINGKNOWLEDGEMANAGEMENTISAKINDOFSILENTTRANSFORMINGEDUCATIONALPOWERAKINDOFSPECIFICCULTURALENVIRONMENT，WHICHFUNCTIONSASAGUIDER，ACONTROLLERANDANEDIFIERTOSTUDENTS’DEVELOPMENTSTUDENTSCANLEARNMORETHANFROMBOOKSBYHISPERSONALKNOWLEDGEMANAGEMENTATPRESENT，THERESEARCHONKNOWLEDGEMANAGEMENTTOSTUDENTSANDTOINSTRUCTIONISSTILLFUNDANLENTAL，ANDITSTHEORYCONSTRUCTIONISSTILLIMPERFECT，SHORTOFSUCCESSFULMODELSINPRACTICALOPERATIONSTHEPURPOSEOFTHISRESEARCHISTOTRYTOMAKETHEKNOWLEDGEMANAGEMENTINTEACHINGPROCESSBECONSCIOUSANDSYSTEMATIC；TOSUPPLYATHEORETICANDPRACTICALREFERENCEFORPHYSICSTEACHERS；TOQUICKENTHEKNOWLEDGEMANAGEMENT’SADVENTTOTHETEACHINGPROCESSMAINLYONTHEBASEOFMYMORETHANTENYEARSEXPERIENCESOFTEACHING，ACCORDINGTOPEDAGOGICALANDPSYCHOLOGICALTHEORY，ANDONTHEGUIDANCEOFHUMANISTICANDCONSTRUCTIVETHEORY，THISTHESISBRINGSFORWARDSOMEMANEUVERABLESTRATE；GIESOFKNOWLEDGEMANAGEMENTINTHETEACHINGPROCESSTHEBODYOFTHISARTICLECONSISTSOFFOURPARTSPARTIEXPOUNDSTHECORRELATIVETHEORIESABOUTKNOWLEDGEMANAGEMENTPARTIIINTEGRATESKNOWLEDGEMANAGEMENTINTOSCHOOLINGPARTⅡIPOINTSOUTSOMESTRATEGIESOFSTUDENT’SPERSONALKNOWLEDGEMANAGEMENTFROMTHEPERSPECTIVEOFPHYSICSLEARNINGPARTⅣPOINTSOUTSOMESTRATEGIESOFTEACHERSANDSTUDENTS’KNOWLEDGEMANAGEMENTINCLASSORGANIZATIONFROMTHEPERSPECTIVEOFPHYSICSTEACHINGKEYWORDSMANAGEMENT，KNOWLEDGEMANAGEMENT，IMPLICITKNOWLEDGE，SUBJECT，CONSTRUCTION，LEARNINGORGANIZATION

簡介：IO’≥≥、二‘蔓『孫。一’。，、≮’毫’，J”’、蠢T?！币唬??！魅√柣e3苤蘭』戴蔓塹毒潼綴二金；二凌；一。、J’，O。。。一、。。。、“警7，|≥≥‘一J。|。J南索撐赫表，掌J、‘。，。_I高彗警生物趣摹高習(xí)碡知晶質(zhì)的培霧≮。、、T，。ⅣJO?！獼摻|I謄J～”院系。_拶靜教熙。，，≥0擎較≮啦，R；。孫毓琴參二0?！诙訊橁佟荩揪F卷章0“1耢蘧辯學(xué)逡技米學(xué)院鼉。I～O?！萋癘、__。二_二；_訾三毒弩毒，二一，；、～一T侮捷劐秧壤J_。毫“?！?。一。一R一。、J學(xué)科教學(xué)。物遴’，～■。J、≤||≯，≯鬻J0≥IJ’乏。|0|||I一≯≥≯|II|JJ_T一、拳、II譬|J●≥J≥0誓≥0_I謄ABSTRACTWHETHERINWESTERNOREASTEMSOCIETIES，THEBASICTASKOFASCHOOLISTOIMPROVESTUDENTS’BASICQUAUTYTHEIMPROVEMENTINFINALLROUNDWAYOFSTUDENTS’QUAUTYLIESINGOODSTUDYINGANDBEHAVIORHABITSGOODSTUDYINGHABITSALENOTONLYALLESSENTIALCONDITIONTOACHIEVEEXCELLENTRESULTS，BUTALSOESTABLISHASOLIDFOUNDATIONFORSTUDENTS’LIFETIMESTUDYANDDEVELOPMENTPHYSICSLEAMINGOFSENIORHI曲SCHOOLCANDOGOODTOTRAINSTUDENTS’THINKINGSTYLE，IMPROVESTUDENTS’SCIENTIFICACCOMPLISHMENTANDCULTIVATESTUDENTS’INITIATIVESPIRITINMYTEACHINGPRACTICE，IHAVEFOUNDTHATCULTIVATINGSENIORHI曲SCHOOLSTUDENTS，ESPECIALLYSTUDENTSOFSENIORHI曲SCHOOLGRADEONE，ISTHEMOSTPRACTICALANDEFFECTIVEBASEDONFOLLOWINGCERTAINPRINCIPLESANDMETHODS，ITRAINEMPHATICALLYSTUDENTS’OBSERVINGANDTHINKINGHABITS，READINGANDSELFLEARNINGHABITS，SUMMINGUPANDARRANGINGHABITS，DISCUSSINGANDPONDERINGHABITS，DISPERSEASSOCIATIONHABITS，THEHABITSOFWORKINGOUTPROBLEMSINAPROPERWAYANDSOONKEYWORDSPHYSICSSTUDYINGHABITSCULTIVATETEACHINGPRACTICEIN

簡介：華中師范大學(xué)碩士學(xué)位論文高中物理學(xué)習(xí)策略的研究姓名陳紅飛申請學(xué)位級別碩士專業(yè)物理學(xué)科教學(xué)論指導(dǎo)教師熊水兵20050401ABSTRACTWITHTHECOMINGONOFTHESTANDARDOFHIGHSCHOOLPHYSICS，ITISIMPOTTANTTOBEMORECAREOFTHEPROCESSOFTHEKNOWLEDGEANDCAPABILITYTHENONLYGAININGTHEMITISUSEFULTOSTUDYTHELEARNINGSTRATEGYOFPHYSICSFORSTUDENTS’STUDYINGBYTHEMSELVESANDEFFECTIVESTUDYING．THISARTICLEUTILIZESTHESTRATEGIESOFANALYZINGLITERATURE，TEACHINGEXPERIMENT，SAMPLINGINVESTMENTANDTALKINGTOSTUDYTHELEARNINGSTRATEGYOFSTUDYINGANDTEACHINGINHIGHSCHOOLPHYSICS．ITISORGANIZEDASFOLLOWS．THEFIRSTPARTINTFODUCTIONISAINTRODUCTIONOFBASICTHEORYANDMOMENTEDSTUDYING．THESECONDPARTCHAPTER1GIVESTHEDEFINITIONANDTHESTRUCTUREOFLEARNINGSTRATEGY．THETHIRDPARTCHAPTER2STUDYINGTHESTRATEGYOFRECOGNIZATIONINCLUDINGTHECONCEPT，REGULATION，EXPERIMENT，ETCINPHYSICS．THEFOURTHPARTCHAPTER31STUDYINGTHESTRATEGYOFRESOURCEMANAGEMENTANDMACRORECOGNIZATION．THEFIFTHPARTCHAPTER4TELLSUSHOWTHETEACHERTEACHESTHELEARNINGSTRATEGY．THESIXTHPARTCHAPTER5ANALYZESANDREMARKSTHERESULTSOFPRACTICEANDGIVESAASSUMEOFTHEFUTURE．KEYWORDSTRATEGYLEARNINGSTRATEGYHIGHSCHOOLPHYSICSII

簡介：南京師范大學(xué)碩士學(xué)位論文在職高物理教學(xué)中滲透物理學(xué)史教育的理論與實踐姓名王國成申請學(xué)位級別碩士專業(yè)學(xué)科教學(xué)（物理）指導(dǎo)教師仲扣莊20070424ABSTRACTHISTORYOFPHYSICSISTHEHISTORYOFUNDEMANDINGTHEPHYSICALPHENOMENONITRESEARCHESTHEDEVELOPMENTOFCONCEPTS，THOUGHTSANDMETHODSOFPHYSICSTHEHISTORYOFPHYSICSHASMANYFUNCTIONSINPHYSICSTEACHINGEDUCATORSINCHINAANDFOREIGNCOUNTRIESMADEALARGENUMBEROFRESEARCHES，ACQNIDNGAPLENTIFULANDSUBSTANTIALRESULTSINOURCOUNTRYVERYFEWRESEARCHESPENE仃ATEPHYSICSHISTORYININTERMEDIATEEDUCATIONANDOVENLESSINTHEINTERMEDIATEV刪ONALEDUCATIONHEREBYTHISPAPERTAKESTHETOPICOFINVOLVINGPHYSICSHISTORYEDUCATIONINVOCATIONALSENIORMIDDLESCHOOLSTHERESEARCHDISCUSSESANDANALYZESTHEEXIST黜ANDSITUATIONOFTHERESEARCHESONPENETRATIONOFPHYSICSHISTORYINPHYSICSTEACHINGUNDERTHEGUIDANCEOFCONSTRUCTIVISMTHEORYANDHPSEDUCALIONTHEORYATTEMP虹NGTOCOMPOSEAMODELANDSTRATEGYOFPHYSICSTEACHING1ENETRATEDWI也HISTORYOFPHYSICSINTHEVOCATIONALSNIORMIDDLESCHOOLSAPRACTICALRESEARCHISMADEINTHEVOCATIONALSCHOOLTHATTHEAUTHORWORKSINTHEEXPERIMENTALRESULTSPROVEDINVOCATIONALSELLIORMIDDLESCHOOLSTHECONSCIOUSLYPENETRATIONOFPHYSICSHISTORYEDUCATIONINTEACHINGPHYSICSCANEXCITETHESTUDENTSINTERESTTOLEARNPHYSICS，F(xiàn)ACILITATETHESTUDENT’STHILLLDN99FOSTERTHESCIE蚯丘CSPIRITOFTHESTUDENTSANDUPGRADETHESTUDENTSSCIENTIFICACCOMPLISHMENTKEYWORDSHISTORYOFPHYSICSVOCATIONALSENIORMIDDLESCHOOLPHYSICSTEACHINGSCIENTIFICLITERACYⅡ

簡介：華東師范大學(xué)碩士學(xué)位論文臺州地區(qū)高中學(xué)生對物理學(xué)習(xí)態(tài)度的調(diào)查研究姓名楊曉慧申請學(xué)位級別碩士專業(yè)教育（物理）指導(dǎo)教師王世濤20070101BSTRACTDEVELOPINGTHEPOSITIVEANDACTIVELEARNINGATTITUDEISONEOFTHEGOALSOFTHENEWCURRICULUMREFORM．POSITIVEANDACTIVELEARNINGATTITUDEWILLLEADTOFORMINGAGOODPHYSICALLITERACY，WHICHISALSOAPROMOTIONOFSTUDENTS’SUSTAINABLEDEVELOPMENT．ITISTHECORECONTENTOFTRAININGTHEFEELINGS，ATTITUDESANDVALUESOFSTUDENTS．BESIDES，ITISMAINTEACHINGCONTENTOFSCHOOLEDUCATION．THEPURPOSEOFTHISSTUDYWASTOINVESTIGATELEARNINGATTIRUDETOWARDSPHYSICSSHORTFORLAPOFSENIORSCHOOLSTUDENTSINTAIZHOU，ANDTOEXPLORETHEINFLUENCEOFFACTORS．BASEDONTHEITSRESULTS，THISSTUDYWASTOOFFERPROPOSALSASHANDYREFERENCESOFPHYSICSTEACHING．THETHESISHADSIXPARTS．THEFOLLOWINGCONTENTWASTHESUMMARYOFEACHPART．INTHETIRSTPART．THEBACKGROUNDANDMEANINGOFLAPWASINTRODUCEDBRIEFLY．MEANWHILE，THESITUATIONSOFTHELEARNINGATTITUDESFIELDFROMHOMEANDABROADWASEXPLAINED．INTHESECONDPART，THEDEFINEDCONCEPTIONANDTHEORYOFATTITUDES，LEARNINGATTITUDESANDLAPRELATEDTOTHERESEARCHWEREDISCUSSEDINTHETHIRDPART。THERESEARCHPLANOFINVESTIGATIONONLAPWASEXPLORED．THEBRIEFINTRODUCTIONTOTHEPLANWASASFOLLOWSTHISRESEARCHWASTOUSEINQUESTIONNAIRESURVEYANDINTERVIEW．THESCALEOFLEARNINGATTITUDETOWARDSPHYSICSOFSENIORSCHOOLSTUDENTSINTAIZHOUSHORTFORSLAPMADEBYTHERESEARCHERWASUSEDASANINSTRUMENTININVESTIGATION。THERESEARCHTARGETSWERETHESENIORSCHOOLSTUDENTSFROMTAIZHOUSENIORSCHOOL，TIANTAISENIORSCHOOL，YUCHENGSENIORSCHOOL，DAXISENIORSCHOOL，YUANQIAOSENIORSCHOOLANDCHENGFENGSENIORSCH001．THEREWERE908STUDENTSOF18CLASSES．THE908SAMPLESWERERECEIVED,AMONGWHICHTHEREWAS803EFFICIENTONES．THEEFFECTIVERATEOFTHESAMPLESWAS88．4％．THESPSSL3WASUSEDTORUNTHEPROCEDURESFORDESCRIPTIVESTATISTICS，ONEWAYAN0VA，PRODUCTMOMENTCORRELATIONETC．

簡介：東北師范大學(xué)碩士學(xué)位論文研究性學(xué)習(xí)課程實施與物理學(xué)科能力培養(yǎng)的實踐研究姓名潘浩申請學(xué)位級別碩士專業(yè)教育指導(dǎo)教師孟昭輝20040401第三部分，闡述實施高中物理研究性學(xué)習(xí)課程是培養(yǎng)物理學(xué)科能力的有效途徑。通過結(jié)合研究性學(xué)習(xí)課程能力培養(yǎng)目標(biāo)與新課程標(biāo)準(zhǔn)下物理學(xué)科能力分層培養(yǎng)目標(biāo)，根據(jù)教學(xué)實踐提出分階段進(jìn)行的高中物理研究性學(xué)習(xí)課程實施模式。關(guān)鍵詞研究性學(xué)習(xí)PROJECTLEARNING物理學(xué)科能力PHYSICSCURRICULUMCOMPETENCE

簡介：貴州師范大學(xué)碩士學(xué)位論文中學(xué)生物理學(xué)習(xí)能力提高的理論及實驗研究姓名劉寧申請學(xué)位級別碩士專業(yè)課程與教學(xué)論指導(dǎo)教師令狐榮鋒20080422貴州師范大學(xué)碩士學(xué)位論文中學(xué)生物理學(xué)習(xí)能力提高的理論及實驗研究ABSTRACTINTODAY’SWORLD，WITHTHERAPIDDEVELOPMENTOFSCIENCEANDTECHNOLOGY，PROGRESSISMADEEVERYDAY，THISHASDRIVENNEWREQUIREMENTSFORCONTEMPORARYSKILLSOFPEOPLE，ATTHESAMETIME，THEEDUCATIONISGIVENANEWCHALLENGETHEHIGHERABILITYTOLEAMHASBECOMEAQUALITYREQUISITETOTHECONTEMPORARYTEENAGERSTHEREFORE，THEIMPORTANTOBJECTIVEOFTHEEDUCATIONMUSTBETODEVELOPTHESTUDENTS’LEAMINGABILITYANDTOTEACHTHESTUDENTSHOWTOLEAMTHISHASRECEIVEDUNIVERSALAPPROVALANDRECOGNITIONFROMALLCOUNTRIESINTHEWORLD，ANDHASBECOMETHETRENDOFTHEWORLDWIDEEDUCMIONALREFORMINRECENTYEARS，THEPHYSICSEXPERTSANDTEACHERSWHOAREWORKINGATTEACHINGREFORMHASDONECONTINUOUSSTUDYANDEXPLORATIONCOMBININGTHEKNOWLEDGEIMPARTINGWITHABILITYDEVELOPINGWHILETHETEACHERS’NOTIONOFEDUCATIONCHANGING，THEYMAKETHESTUDENTSCONCERNTHELEARNINGPROCESSANDMETHOD，ACQUIRETHEBASICKNOWLEDGEANDSKILLREQUISITETOTHELIFELONGLEARNINGBYDEVELOPINGTHESTUDENTS’LEARNINGABILITYTHEYHAVEMADEITANIMPORTANTTASKOFPHYSICSTEACHINGTODEVELOPSPIRITOFINNOVATIONANDPRACTICALABILITYINTHETHESIS，THEAUTHORWILLDISCUSSHOWTOENHANCETHEPHYSICSLEARNINGABILITYOFTHEMIDDLESCHOOLSTUDENTSONTHEBASISOFACHIEVEMENTSITHADATTAINEDINRESEARCHINTHETHESIS，BYANALYSISTHEPHYSICSLEARNINGABILITYTHEAUTHORHASPUTFORWARDFOURBASICLEARNINGABILITYREQUISITETOPHYSICSLEARNING，THEYAREOBSERVINGABILITYLANGUAGEABILITYTHINKINGABILITYANDOPERATINGABILITYANDTHETEACHINGMETHODTOENHANCETHEPHYSICSLEARNINGABILITYOFTHEMIDDLESCHOOLSTUDENTSWASEXPLOREDANDTESTEDINTHEPHYSICSTEACHINGRESULTSSHOWEDTHATTHETEACHINGMETHODWASABLETODEVELOPANDENHANCETHEPHYSICSLEARNINGABILITYOFMIDDLESCHOOLSTUDENTSEFFECTIVELYHOWEVERDUETOTHESPECIALNATUREOFPR枷CALEDUCATION，ANDLIMITEDABILITYTIME，CONDITIONSANDOTHERFACTORS，THISTHESISPRESENTSTHETEACHINGTHEORYANDTHETEACHINGMODEOFIMPROVINGTHEMIDDLESCHOOL

簡介：理學(xué)碩士學(xué)位論文性別差異對朝、漢高中生物理學(xué)習(xí)影響的比較研究THEEFFECTSOFGENDERDIFFERENCESONPHYSICSSTUDYOFHANKEANHIGHSCHOOLSTUDENTS樸鳳淑學(xué)科教育（物理）延邊大學(xué)學(xué)校代碼10184分類號分類號密級UDC學(xué)號延邊大學(xué)碩士（博士）學(xué)位論文性別差異對朝、漢高中生物理學(xué)習(xí)影響的比較研究研究生姓名樸鳳淑培養(yǎng)單位理學(xué)院指導(dǎo)教師姓名、職稱郭振平教授學(xué)科專業(yè)學(xué)科教育（物理）研究方向物理課程與教學(xué)論論文提交日期2009年5月16日

簡介：2003年教育部頒布的高中物理課程標(biāo)準(zhǔn)所倡導(dǎo)的學(xué)習(xí)方式有自主學(xué)習(xí)、合作學(xué)習(xí)、探究性學(xué)習(xí)等等實際物理教學(xué)中我們要結(jié)合教學(xué)內(nèi)容、學(xué)生實際、社會現(xiàn)實、生活現(xiàn)狀等具體情況確定學(xué)習(xí)方式如何適應(yīng)學(xué)生發(fā)展的學(xué)習(xí)方式人們正在提出、探討著許多新的學(xué)習(xí)方式我們應(yīng)該遵循哪些途徑注意哪些問題學(xué)習(xí)方式不僅對學(xué)習(xí)結(jié)果具有決定性的影響還對學(xué)生的未來發(fā)展產(chǎn)生重要的影響要使學(xué)生形成堅實的物理基礎(chǔ)知識發(fā)展創(chuàng)新思維形成終身學(xué)習(xí)的愿望和能力促進(jìn)學(xué)生有特色的可持續(xù)發(fā)展就必須構(gòu)建適應(yīng)學(xué)生發(fā)展的物理學(xué)習(xí)方式并不斷研究物理學(xué)習(xí)方式過程中出現(xiàn)的新問題、新方法通過對學(xué)習(xí)方式的含義研究對東方實驗中學(xué)高中生在學(xué)習(xí)物理學(xué)科時采用的學(xué)習(xí)方式的實際情況的調(diào)查探討轉(zhuǎn)變學(xué)生學(xué)習(xí)方式的有效途徑和注意事項引發(fā)學(xué)生學(xué)習(xí)物理的興趣和熱情同時也培養(yǎng)學(xué)生自主學(xué)習(xí)的能力

簡介：目錄中文摘要????????????????????????1ABSTRACT??????．??????????．．??????????????????????．?．．21引言???????????????????????????????41．1研究背景????????????????????????????41．2研究現(xiàn)狀????????????????????????????5的目標(biāo)、意義和創(chuàng)新點???????????????????7論基礎(chǔ)?????????????????????????一82．1學(xué)困生相關(guān)理論?????????????????????????82．2差異教學(xué)理論??????????????????????????102．3建構(gòu)主義學(xué)習(xí)理論????????????????????????123農(nóng)村高中物理學(xué)困生調(diào)查與分析??????????????133．1高中物理學(xué)困生調(diào)查???????????????????????133．2物理學(xué)困生的特點及成因分析???????????????????184農(nóng)村高中物理學(xué)困生差異教學(xué)實施的目標(biāo)、原則和策略????224．1買施目標(biāo)????????????????????????????224．2實施差異教學(xué)的基本原則?????????????????????224．3差異教學(xué)應(yīng)用于學(xué)困生的教學(xué)策略????????????????．23．L厶5農(nóng)村高中物理學(xué)困生差異教學(xué)實踐磚夠．Ⅳ???????????255．1物理學(xué)困生的差異教學(xué)實踐過程?????????????????．．255．2物理學(xué)困生的差異教學(xué)案例????????????????????295．3差異教學(xué)設(shè)計示例????????????????????????305．4差異教學(xué)星級作業(yè)示例??????????????????????365．5物理學(xué)困生差異教學(xué)實驗總結(jié)??????????????????．．QV參考文獻(xiàn)????????????????????????％附錄??????????????????????????????．致謝????????????????????為攻讀學(xué)位期間發(fā)表的學(xué)術(shù)論文目錄????????????????托2揚(yáng)州大學(xué)碩T學(xué)位論文ABSTRACTPHYSICSISABASICNATURALDISCIPLINE．SENIORHIGHSCHOOLPHYSICSISGENERALLYCONSIDEREDTHEHARDESTTERMINTENCOURSES．RURALORDINARYHIGHSCHOOLSTUDENTSAREMAINLYMEDIUMACHIEVEMENTSSTUDENTS．THEIRFOUNDATALKNOWLEDGEOFJUNIORMIDDLESCHOOLISVERYWEAK，LEARNINGMOTIVATIONISNOTSTRONG．THESESTUDENTSGENERALLYFEELDIMCULTINLEARNINGSENIORHIGHSCHOOLPHYSICS．INORDERTOACHIEVINGTHENEWCURRICULUMSTANDARDOF“COMPREHENSIVEDEVELOPMENT”AND“COMMONDEVELOPMENT”REQUEST，THISPAPERPROPOSESTHEDIFFERENCETEACHINGTOGUIDINGLEARNINGDISABILITYLDSTUDENTSINPHYSICSSTUDYING．INCLASSTEACHING．BASEDONTHENEEDSOFINDIVIDUALLEARNING．ITPROMOTESEVERYSTUDENTONORIGINALBASISTOOBTAINTHEFULLDEVELOPMENT．ALTHOUGHTHETRANSFORMATIONOFLDSTUDENTSANDDIFFERENCETEACHINGTHEORYINCHINAISPOPULAR．BUTTHEDIFFERENCETEACHINGTHEORYAPPLIEDTOTHETRANSFORMATIONOFLDSTUDENTSISSCANTY．THEREISNOTANYAPPLICATIONOFDIFFERENCETEACHINGINTOPHYSICSSTUDYYETNOW．THISPAPERONTHISISSUERESEARCHESDEEPLY．PUTSFORWARDTHECOUNTERMEASURE．THEAUTHERPUTSITINTOPRACTICEANDGETSGOODTEACHINGEFFECT．FIRSTLY．THROUGHACCESSINGTOTHEPRESENTINFORMATIONABOUTLDSTUDENTSANDRESEARCHINGDIFFERENCETEACHING，THEAUTHORINDEPTHSTUDIESTEACHINGTHEORY，LEARNINGTHEORYANDDIFFERENCETEACHINGTHEORY．THENTHROUGHTHESURVEYRESEARCH．THEAUTHERINTEGRATEDMANYELEMENTSANDVARIOUSADVANTAGESTOCOMPILEQUESTIONNAIRE．THENTHROUGHTHEINVESTIGATIONOFTHEDIFFERENCESANDCHARACTERISTICSOFTHESTUDENTS．GETTINGREADYFORTHEANALYSISOFSTUDENTS’CHARACTERISTICSANDTHEFORMATION．ALSOFORTHISDIFFERENCETEACHINGSTRATEGYTOLAYTHEFOUNDATION．THROUGHINVESTIGATIONOFSEVERALRURALORDINARYHIGHSCHOOLSINPIZHOU．IFOUNDTHATMOSTSTUDENTSARENOTENOUGHINTERESTINGINPHYSICS；HALFOFTHESTUDENTSHAVEDIFFERENTDEGREESOFPHYSICSLEARNINGDIFFICULTIES，THEIRLEARNINGINITIATIVEISPOOR,DONOTDEVELOPGOODSTUDYHABITS；NEARLYHALFOFTHESTUDENTSARENOTUPTOTHEPHYSICSTEACHINGSTANDARDS；CAUSEDUNDESIRABLEEFFECTTOTHESTUDENTS．FROMTHEFAMILY,1SCHOOLANDOTHERFACTORS。THEARTICLEANALYZESANDSUMMARIZESTHECHARACTERISTICSOFLDSTUDENTSINPHYSICSFROMTHINKING．EMOTIONTOPHYSICALABILITY．FROMTHEFAMILYFACTOR，SCHOOLFACTOR．TEACHERFACTOR．THEFACTOROFSTUDENTS．SOCIALFACTORANDOTHERASPECTSTOFORMREASONS．ITPUTSFORWARD4TEACHINGSTRATEGIESANDTHENPUTINTOPRACTICE．ITSUMMARIESUPTHEIMPLEMENTATIONOFDIFFERENCETEACHINGSTRATEGYOFFIVESTEPS．INTHEEDUCATIONEXPERIMENT．THEEXPERIMENTALCLASSANDCONTR01CLASSLEARNINGACHIEVEMENTINTHEFIRSTSEMESTERHADNOSIGNIFICANTDIFFERENCE．BUTINTHESECONDSEMESTEROFTHEEXPERIMENTALCLASSWASSIGNIFICANTLYBETTERTHANTHECONTROLCLASS．PASSRATESSIGNIFICANTLYHIGHERTHAN