簡介：學號研究婁型玨蕉盟基⑩朋』匕Z‘薌碩士學位論文。學科門類學科專業(yè)指導教師研究生論文題目LFAS把R’STHESIS教育學課程與教學論章天金教授毛鴻“固體物理學網絡課程的設計與實現(xiàn)A黏S鬻裝轟CTAIMINGATTHETEACHINGCHARACTERISTICSANDTHESTATUSOFTHETRADITIONALTEACHINGOFSOLIDSTATEPHYSICSTHEBACKGROUNDANDSIGNIFICANCEOFDEVELOPINGTHENETWORKCOURSEOFSOLIDSTATEPHYSICSWEREANALYZED；THEEDUCATIONALTHEORIESOFTHENETWORKCOURSEANDTHETECLMIQUEBASISOFWEBSIRECONSTRUCTIONWEREDISCUSSEDINTHISPAPERTHEDESIGNANDREALIZATIONPROCESSOFTHEUNITSOFTHENETWORKCOURSESUCHASTHETEACHINGCONTENTSEXERCISESDATABASES，IMITATINGEXPERIMENTSETCWEREALSOCONCRETELYDESCRIBEDTHEWEBSITE’SMAINTENANCEWORKANDTHEEVALUATIONOFTHENETWORKCOURSEWEREREVIEWEDINDETAILSTHEEVALUATINGINDEXSYSTEMSOFNETWORKCOURSEATHOMEANDABROADWEREANALYZEDANDCOMBININGTHENETWORKCOURSEOFSOLIDSTATEPHYSICSPRACTICALSITUATION，THEEVALUATINGINDEXSYSTEMSOFTHENETWORKCOURSEOFSOLIDSTATEPHYSICSWEREPUTFORWARDPRIMARILYANDPUBLISHEDTOTHEINTERNELTHEEVALUITIONWASDONEBYTHESTUDENTSTHERESULTSSHOWTHATTHENETWORKCOURSEHASGOODLVIEWS，RICHCONTENTS，REASONABLEDESIGNOFUNIT，ETCHOWEVER，OWINGTOTHELIMITATIONOFTIMEANDTECHNIQUE，THEREARESOMESHORTCOMINGSINOUTNETWORKCOURSEOFSOLKLSTATEPHYSICSFOREXAMPLETHEPLUGININSTALLATIONHASTROUBLEINSOMESORT，THEIMITATINGEXPERIMENTSHASNOTENOUGHDIVERSIFICATION，ANDTHECONTENTSOFTHEEXERCISESDATABASEISNOTABUNDANT，ETC。SOTHEREARESOMECONTENTSTOHEMODIFIEDTOBERENEWEDANDTOBEMAINTAINED。KEYWORDSSOLIDSTATEPHYSICSNETWORKCOURSE，EVALUATINGINDEXASENET

簡介：得的研究成果。3、本論文中除引文外，所有實驗、數(shù)據(jù)和有關材料均是真實的。4、本論文中除引文和致謝的內容外，不包含其他人或其它機構已經發(fā)表或撰寫過的研究成果。。5、其他同志對本研究所做的貢獻均已在論文中作了聲明并表示了謝意。研究生簽名絲塑蘭研究生簽名拶司二I_叢日期學位論文使用授權聲明本人完全了解南京師范大學有關保留、使用學位論文的規(guī)定，學校有權保留學位論文并向國家主管部門或其指定機構送交論文的電子版和紙質版；有權將學位論文用于非贏利目的的少量復制并允許論文進入學校圖書館被查閱；有權將學位論文的內容編入有關數(shù)據(jù)庫進行檢索；有權將學位論文的標題和摘要匯編出版。保密的學位論文在解密后適用本規(guī)定。研究生簽名噬蘊基日期【ABSTRACT】ENFORCINGTHENEWCURRICULUMOFHIGHSCHOOLPHYSICSPUTSFORWARDHIGHERREQUIREMENTSFORPHYSICSTEACHINGTHEAUTHORFOUNDFROMTHETEACHINGPRACTICETHATEMOTIONALFACTORSHAVEAGREATINFLUENCEONHIGHSCHOOLGIRLSINPHYSICSLEARNINGINTHISPAPER，BASEDONSOMUCHLITERATUREANDGUIDEDBYTHEORYOFPHYSIOLOGY，SOCIOLOGY，PSYCHOLOGY，THEAUTHORINVESTIGATEDSOMEBOYSANDGIRLSINMYSCHOOLONTHEIRSTATUSOFLEARNINGPHYSICALANDANALYZEDTHEFACTORSINFLUENCINGITALSOTHEEMOTIONALFACTORSINFLUENCINGHIGHSCHOOLGIFTSTOSTUDYPHYSICSWEREANALYSEDINTHEPAPERINADDITION，THEAUTHORPUTFORWARDSOMECORRESPONDINGMEASURESTOIMPROVETHEABILITIESFORHIGHSCHOOL百RLSTOLEARNPHYSICALWELL，SUCHASTHEMANAGEMENTOFPHYSICSLEARNINGPORTFOLIOFORFEMALE，EXPANSIONANDCARDINGOFPHYSICALKNOWLEDGEFOREACHUNIT；BUILDINGGIRLS’SELFCONFIDENCETOLEARNPHYSICAL，INSPIRINGGIFLS’INTRINSICMOTIVATIONTOSTUDYPHYSICSANDSOONSOTHEINITIALTEACHINGPRACTICEHASACHIEVEDPOSITIVERESULTS【KEYWORDSLSENIORGIDSTUDENTS，PHYSICSSTUDYEMOTIONALFACTORS

簡介：蘇州大學碩士學位論文高中物理學習困難的成因分析及對策研究姓名林海蘭申請學位級別碩士專業(yè)教育管理指導教師李建寧201011高中物理學習困難的成因分析及對策研究中文摘要III有可借鑒意義。由于筆者自身水平的制約，以及教育實驗存在著的無關因素干擾，實驗還存在一些不足之處。例如教育實驗的中哪個策略在什么教學條件下最有效筆者今后將繼續(xù)研究。關鍵詞關鍵詞物理學困生成因轉化對策作者者林海蘭指導教師指導教師李建寧

簡介：華中師范大學碩士學位論文高中生物理學習認知因素分析姓名劉娟申請學位級別碩士專業(yè)課程與教學論指導教師黃致新20090501⑨碩士學位論文MASTER’STHESISABSTRACTATPRESENT，HIGHSCHOOLSTUDENTS’PHYSICSLEARNINGDIFFICULTYISAVERYCOMMONPHENOMENONANDTHEEFFECTIVENESSOFPHY7SICALLEARNINGHASBECOMEONEOFTHEHOTTESTTOPICSTHATTHEPHYSICSEDUCATIONRESEARCHERSAROUNDTHEWORLDSHOWSSOLICITUDETHEFACTORSTHATINFLUENCETHEEFFECTIVENESSOFSENIORSTUDENTS’PHYSICSSTUDYAREVARIOUSBUTTHECOGNITIONFACTORPLAYSTHEMOSTDIRECTROLEHOWEVERMOSTOFARTICLESANALYSISTHEEFFECTIVENESSOFSENIORSTUDENTS’PHYSICSLEARNINGFROMTHENONCOGNITIONFACTORNOTFROMTHECOGNITIONANGLETHISTHESISSTUDIESTHEEFFECTIVENESSOFSENIORSTUDENTS’PHYSICSSTUDYFROMTHECOGNITIONANGLEFIRSTLYBASEDONTHEANALYSISOFTHEUNIVERSALITYOFSENIORSTUDENTS’PHYSICSLEARNINGDIFFICULTYANDTHEDIRECTEFFECTOFCOGNITIVEFACTORSONTHEPHY7SICSLEARNING，THISTHESISPUTSFORWARDTHERESEARCHPROBLEMABOUTCOGNITIVEFACTORONSENIORSTUDENTS’PHYSICSLEARNINGANDTHEAPPLICATIONOFTHEBRAINCOGNITIVESCIENCEINEDUCATIONALFIELDSMAKESITPOSSIBLETOCOMPLETETHISTHESISSECONDLYBYUSINGTHEQUESTIONNAIRESURVEYPROCEDUREANDLOGICTHINKING，THISPAPERUNIFIESPERSON’SCOGNITIONPROCESSINGCHARACTERISTIC，SENIORSTUDENTSCOGNITIONCHARACTERISTICANDTHEPHY7SICALSUBJECT’SCHARACTERISTIC，TOSEPARATELYANALYSISTHESENSATION，THEMEMORYANDTHESELFCONCEPT’SINFLUENCEONTHEEFFCCTIVENESSOFSENIORSTUDENTS’PHYSICSSTUDYTHERESULTINDICATEDTHATTHEDIFFERENCEOFLEARNINGSTYLEINSENSATIONBETWEENTHEPHYSICALTEACHERANDTHESTUDENTSHASTHEREMARKABLERELEVANCEWITHEFFECTOFSTUDENT’SPHYSICALSTUDYWORKINGMEMORYWOULDAFFECTSENIORSTUDENTS’PHYSICSSTUDYSENIORSTUDENTS’THESELFCONCEPTISCONNECTED、ⅣIMPHYSICSACADEMICRECORDTHESELFCONCEPTLEVELOFSTUDENT、航TLLOUTSTANDINGRESULTISOBVIOUSLYHIGHERTHANTHEONEOFSTUDENTS’PHRSITSLEARNINGDIFFICULTY刪Y，ACCORDINGTOTHECONCLUSIONTHISTHESISGIVESSOMESUGGESTIONANDTHESTRATEGYFORTHEPHYSICALTEACHERSCLASSROOMINSTRUCTIONFINALLYTHISTHESISSUMMARIZESTHEIMPORTANTCONCLUSIONSANDSTANDPOINTSANDGIVESANOUTLOOKABOUTTHEFUTURERESEARCHTKSTHESISTRIESTOINTRODUCEHUMANFACTORSINTOPHYSICSRESEARCHANDPRACTICALTEACHINGHUMANCOGNITIVECHARACTERISTICSRESEARCHWILLMAKEPHYSICSTEACHINGMOREEFFECTIVELYKEYWORDSPHYSICSLEARNING；COGNITIONFACTOR；PHYSICSLEARNINGDIFFICULTY；INFORMATIONPROCESSINGLL

簡介：新疆師范大學碩士學位論文高師物理學專業(yè)教育實踐性課程建構姓名廖碧濤申請學位級別碩士專業(yè)課程與教學論指導教師祝恒江20070610新疆師范大學碩士學位論文2ABSTRACTTHEEDUCATIVEPRACTICALCURRICULUMISAGENERALCURRICULARTHATPUTSTHETHEYKNOWLEDGEINTOPRACTICESCIENTIFICALLYWHICHMAKETHESTUDENTSGAINTHEPRACTICEKNOWLEDGEDEVELOPTHEIRPRACTICALWISDOMFMTHEPRACTICEABILITYACCELERATEPROFESSIONALDEVELOPMENTOFPRESERVICETEACHERSTHEEDUCATIVEPRACTICALCURRICULUMISONEOFTHECURRICULUMSTHATMANIFESTTHETEACHERTRAININGACTERISTICSITALSOISANIMPTANTGUARANTEETOACHIEVETHETRAININGGOALOFTHENMALCOLLEGESITISOFNOTONLYTHEETICALVALUEBUTALSOPRACTICALSIGNIFICANCETOANALYZETHEPROBLEMSOFTHEEDUCATIVEPRACTICALCURRICULUMPUTFWARDTENTATIVEWAYSUNDERTHEBACKGROUNDOFTEACHERSPROFESSIONALDEVELOPMENTCURRICULUMREFMOFBASICEDUCATIONTHEFIRSTPARTOFTHEPAPERISTHEDEFINITIONOFTHERELATIONALCONCEPTDISCUSSESTHEBACKGROUNDVITALROLEOFTHEEDUCATIVEPRACTICALCURRICULUMTHESECONDPARTSTUDIESTHETHEYOFTHEEDUCATIVEPRACTICALCURRICULUMINCLUDINGTHECONSTRUCTIVISMTEACHERSPROFESSIONALDEVELOPMENTDEWEYSLEARNINGBYDOINGTHEPRACTICALCURRICULUMTHEYTHETHEYOFHABITUSTHESTRUCTUREOFTEACHERSKNOWLEDGETHETHIRDPARTISTHEACTUALITYOFTHECURRICULARSETTINGSIMPLEMENTATIONASSESSMENTOFTHEEDUCATIVEPRACTICALCURRICULUMINTHEPHYSICSEDUCATIONDISCIPLINEOFTHENMALUNIVERSITYBASEDONANALYZINGTHEEDUCATIONPLANOFTHEPHYSICSEDUCATIONDISCIPLINEOFTHENMALUNIVERSITYSURVEYQUESTIONNAIREINTERVIEWWITHTHESTUDENTSTEACHERSTHEPRESENTSITUATIONSOFTHEEDUCATIVEPRACTICALCURRICULUMAREASFOLLOWINGS1THEGOALDOESN’TKEEPUPWITHSOCIETYDEVELOPMENT2THEFMCONTENTARESIMPLE3THESETTINGTIMESAREUNREASONABLE4LITTLEATTENTIONPAID5LACKOFUNDERSTINGONTHEEDUCATIVEPRACTICALCURRICULUM6LACKOFTHESYMBIOTICRELATIONSHIPBETWEENTHENMALCOLLEGESPRIMARYDLESCHOOL7LACKOFEFFECTIVEDIRECTION8THEEVALUATINGIDEASNEEDTOBEREFRESH9THEWAYOFASSESSMENTISSIMPLE10THECONTENTSOFASSESSMENTAREARROWTHEFTHPARTANALYZESTHEPRESENTSITUATIONOFTHEEDUCATIVEPRACTICALCURRICULUMABROADTHEIRREFERENCEVALUE

簡介：I初中生物理學習興趣的研究摘要物理，是學生普遍反映既喜歡學而又難學的一門課程，這主要是由物理學科的本身特點決定的。由于存在這一問題，興趣與意志都成為顯著影響物理學習質量的因素。而興趣在學生的學習活動中起著至關重要的作用。學生如果能夠對學習有了興趣，那么他的學習本身以及所學習的科目都會符合他的由活動動機產生的認識傾向，也就可以激起他的學習積極性，推動他在學習中取得好成績。物理教學就是要從理論和實踐兩個方面，研究如何進行物理教學才能激發(fā)學生的學習興趣以及怎樣能夠提高物理教學的效率。而在整個物理教學過程中，初中物理教學是青少年進入物理知識寶庫的入門和啟蒙，是培養(yǎng)學生學習物理的興趣，使其具有初步觀察事物、分析問題、解決問題能力的關鍵。因而在初中物理教學中啟發(fā)學生對科學的興趣，調動其學習積極性，為今后的深造打下良好的基礎有著重要的作用。本文就是以現(xiàn)狀調查為基礎，通過問卷調查的形式探究影響初中學生物理學習興趣的各方面因素。由于物理學科本身的難度、各科學業(yè)負擔過重、不同學生在學習物理上的不同困難、學校實驗設備和多媒體的應用以及物理教師本身對學生的影響等，都會導致中學生物理學習興趣產生差異。找到學生對物理本無興趣或原有興趣逐漸喪失的原因，然后針對某些被試追蹤觀察，從教師自身能力、作業(yè)合理性的設計、個性化教學手段三大方面著手采取應對的措施，實施相應的具體教學策略后再對所選的被試進行后測。學生在中考是否取得優(yōu)異的成績，是社會較為關注的問題，所以培養(yǎng)學生學習物理的興趣，增強學生學習物理的能力，最終提高學生的物理成績，就是本研究所期望達成的目標。關鍵詞初中物理學習興趣教學策略2TLII，、，KLI■I■■■■■■IIIIL◆初中生物理學習興趣的研究ABSTRACTⅢ舢㈣L|IL||LLLL帥㈣L|III㈣Y1771836PHYSICS。ITISACOURSEINW王LICH呶IDENTSENDEAVORTOACKEVEHOWEVER，ITISADI伍CULTYETSTIMULATIILGCHOICEASWELL111EVEFYCH觚ACTEROFPHYSICS鋤BODIESTHISBECAUSEOFⅡLISREASOIL，INTCRESTILLMISFIELDOFSTUDY、VILL，EVENTUALLY，BECOMEASIGMFICANTFLACTORINTLLEAC加粗Q讞姆OFLEANLINGINV乏IRIOUSINSTITLLTIONSIFSTUDENTSAREINTERESTEDINSTUDYINGPHYSICSAULDITISMANYSCIENTI丘CV撕ATIOILS，ⅡLEYWILLMAKEGREATEFFORTTOACHIEVETHEBESTRESULTSPOSSIBLEPHYSICSTEACLLINGINCLUDESTHEO巧AILDPRACTICESO，HOWDOWETEACHPHYSICSIN0RDERTOST主MULATESTUDENTINTERESTINLEAMINGAND，HOWCANWEIMPFOVEMEE虢CTIVENESSOF此TEACHINGOFPHYSICSIN讎OVERALLPROCESSOFTEACHINGPHYSICS，MIDDLESCHOOLISTLLEMOSTIMPORTANTTIMEFORAPERSONTOBEGINT0UNDERSTALLDTHENATUREOFPHYSICS；WHATITINE鋤STOSCIENCE，AILDEVENHOWIINPORTA雌PHYSICSISTOAPERSON’SEVER，DAYLIFEALSO，ITISATILLLEWHENAYOUNGMINDCAILBEGINT0UNDERSTANDHOWIHLPORTA【NT“IST0BEABLETOOBSERVE，COMPREHENDANDAPPLYEVERYDAYOBSERVATIONSMOSTOFWHICHPHYSICSISBASCDONSO，ASONECALLSEE，“ISMOSTIMPORTANTTOAROUSE甜LDINOTIVATESTUDENTINTERESTINT11EFIELDOFPHYSICSTOBETTERPROVIDETHEFOUNDATIONOF如TURELE鋤INGALLDUNDERSTALLDINGOFMISF如CINATINGREALMOFUNDERSTANDING’IHISPAPERISBASEDONASURVEYOFMIDDLESCHOOLSTUDENTSITEXAMINESTHE’PHYSICALINTEREST’OFSAID8TUDENTSTOENTERTHESTLLDYOFPHYSICSASFORPHYSICSSTUDYITSELF；THEDI笳CULTYOFTOOHEAVYABURDENONOTHERACADEMICSUBJECTS；THE’LEVEL’ORA_BILITYTOAPPLYWHATHASBEEN饑GHTTOASTUDENT；SCHOOLLABORATO巧EQUIPMENT；MULTIMEDIAAPPLICATIONS，A11DMEIMPACTOFT11EPHYSICSTEACHERON咖DENTSTHEMSELVES，LEADSTOADIFFERENCEINEACH咖DENTSINTEREST孤DUNDERSTANDINGOFMEFIELDOFPHYSICSTHCIREISNOSHORTAGEOFSTUDENTSWHOMAREINTERESTEDINTHESTUDYOFPHYSICSFROM戧1ETEACHERTSOWNABILI夠T0、砷RKREASO徹RBLEHOURS，PEFSONALIZEDMEAILSOFTEACHINGMETHODSTOTHEMEASURESTAKENTOIINPLEMENTSPECIFICTEACHINGS缸ATE西ESAPPROPDATET0THESELECTEDSUBJECTSWEREMENPOST_SUN，EYWHCTHERORNOTT11ESTUDENTSINVOLVEDINMISSURVEYACLLIEVCDAGOODRESUIT，I’MSUREYOUCALLNOWUNDERSTANDTHENEEDFORACOMPREHENSIVE，DEDICATEDANDDEVOTEDSTLLDYINT0也E矗1TUREOFPHYSICSTEACHINGKEYWORDSJUNIORHIGHSCHOOLPH弘ICSINTERESTINLEAMINGTEACHINGSTRATE醉ES3

簡介：鄒琴南京師范大學Q弋“一L■摘要摘要學業(yè)水平測試是我省新高考方案的重要組成部分，是對高中生在校期間學習情況的全面檢測。2010年新高考方案指出“對第一次參加必修科目測試且技術科目測試合格的考生，每1門必修科目成績達到A級，在劃線前加1分計入統(tǒng)考成績如4門必修科目成績均達到A級，在劃線前獎勵1分，即加5分計入統(tǒng)考成績。“Ⅲ就是說有1個A就能加1分。而物理在六門測試科目中，得A的難度也相對較大，對某些同學來說，如物理能得A，他加的就不僅是1分，而可能’是2分筆者想通過對物理教學大綱、課程標準的解讀來分析物理學業(yè)水平測試必修科目對于物理教學的意義；通過復習的種類、復習的方法和影響復習的因素來探討出有效復習物理概念和規(guī)律的途徑；在對學生平時的訓練做題中，總結出學生在解題規(guī)范中容易出錯的地方，從而避免在小高考中失利。最后，基于有效復習的理論研究，詳細介紹我校在小高考復習中的措施和取得的成績，連續(xù)3年物理小高考通過率全區(qū)第一，得A率名列前列，進而得出我校在小高考中的經驗和教訓。通過這篇論文想進一步總結如何才能在“減負增效”的背景下進行更有效的復習，如何提高課堂45分鐘的效率，建設高效課堂；如何在減少檢測、考試次數(shù)的情況下，及時發(fā)現(xiàn)教學過程中存在的問題，及時幫助學生梳理鞏固知識。這既是對三年小高考復習的沉淀，也為今后迎接小高考復習提供參考，同時也為自身的教學提供一次反思的機會。關鍵詞物理，學業(yè)水平測試，。有效復習

簡介：中國科學技術信息研究所碩士學位論文二叢進叢筮物理堂獎苤猩鲞羞趔ASTUDYOFTHEACADEMICRELATIONSHIPBASEDONSCIENTIFICPAPERS一OFHIGHLEVELSCHOLARSACASEONTHENOBELLAUREATESINPHYSICS作者蘇靜導師趙捷中國科學技術信息研究所論文提交日期2012年10月獨創(chuàng)性聲明岫舢哪哪0眥哪啪叫吣Y2280222本人鄭重聲明所呈交的學位論文，是本人在導師指導下，獨立進行研究工作所取得的成果。盡我所知，論文中除已經加以標注和致謝的地方外，不包含任何他人享有著作權的內容。對本論文所涉及的研究工作做出貢獻的其他個人和集體，均已在文中明確說明并表示了謝意。研舟生答名專，督時間鉚≯年堋朋關于論文使用授權的說明本人完全了解中國科學技術信息研究所有關保留、使用學位論文的規(guī)定，即所里有權保留送交論文的打印稿和電子稿，允許論文被查閱和借閱，可以采用影印、縮印或掃描等復制手段保存、匯編學位論文。同意中國科學技術信息研究所用不同方式在不同媒體上發(fā)表、公布論文的全部或部分內容。保密的論文在解密后遵守此規(guī)定。研究生簽轢≥昔翩虢勃乏時問仉F，年，，月／。日時間二乙∥2年／壙EL／U日

簡介：貴州師范大學碩士學位論文貴州省中學生物理學習策略及其歸因研究姓名駱遠征申請學位級別碩士專業(yè)課程與教學論指導教師吉世印20080421貴州省中學生物理學習策略及其歸岡研究間均存在顯著性差異；在物理情感策略上，只有初二年級學生與高二年級學生存在顯著性差異，其它年級之間均無顯著性差異；在資源管理策略上，初二年級學生與各年級學生之間均存在顯著性差異；其它各年級之間均無顯著性顯差異；在物理學習策略總分上，初三年級學生與高二年級學生無顯著性差異，其它各年級之間均存在顯著性差異。7中學生的物理學習策略受教師因素的影響最大，學生因素次之，環(huán)境因素最小，且它們對中學生的物理學習策略有顯著的預測作用。8中學生物理學習策略的學生因素在性別上存在顯著性差異，而在教師因素和環(huán)境因素上與性別無顯著性差異，而在學習因素和環(huán)境因素上初高中生都存在顯著性差異，且初中生在學習因素和環(huán)境因素上顯著高于高中生，在教師因素上初高中生不存在顯著性差異。9中學生的物理學習策略與其歸因的復相關系數(shù)均在O97以上，它們之間的線型相關關系非常顯著。關鍵詞中學生；物理；學習策略

簡介：湖南師范大學學位評定委員會辦公室二零一零年十月中文摘要’|1IIIIIIIIIIIIIIIIIIIILY1862027中學物理課程的根本目標是提高全體學生的科學素養(yǎng)，滿足全體學生終身發(fā)展需求。在物理教學中，使每個學生都得到發(fā)展，在某種意義上說，就是要關注物理學業(yè)不良學生的教育。初中物理學業(yè)不良學生在學生中占有一定的比例，他們不僅影響了教育教學質量的全面提高，而且他們可能會因為學業(yè)不良而導致心理不健康或行為障礙。物理學業(yè)不良研究，可以促進物理教學質量的提高，推進素質教育的實施。本課題以長沙市區(qū)的三所學校和邵東的兩所中學中的初中物理學業(yè)不良學生為研究對象，以認知理論為指導，采用定性與定量相結合的研究方法主要包括文獻法、問卷調查法、追因法、歸納法等，從理論和實踐兩方面，提出了解決問題的途徑和方法。筆者針對初中學生的身心特點、認知水平及物理的學習情況，從認知心理、認知能力和元認知能力三方面，設計出信度、效度和區(qū)分度較高的物理學業(yè)不良學生認知因素分析的問卷調查表，對調查結果進行量化處理，分析歸納出學生學業(yè)不良的認知方面原因，提出了教學中應采取的相應轉化策略。在認知心理方面，教師要激發(fā)物理學業(yè)不良學生的物理學習動機和學習興趣，培養(yǎng)學生良好的意志品質和學習習慣，激發(fā)學生積極情緒體驗，引導學生掌握有效學習方法；在元認知能力的培養(yǎng)方面，向物理學業(yè)不良學生傳授有關元認知的知識，給予積極的元認知體驗，強化學習過程中的監(jiān)控、調節(jié)，提高學生的反思能力；在認知能力的培養(yǎng)方面，加強概念與規(guī)律教學，提高學生的理解力和信息提取能力，從而提高這些學生分析問題和解決問題的能力。筆者的教學實踐證明，只要對學業(yè)不良學生多加關心、關愛，更新教育教學觀念，改進

簡介：河北師范大學碩士學位論文高中物理教學中通過物理學史融合科學精神和人文精神的研究姓名成麗申請學位級別碩士專業(yè)課程與教學論物理學指導教師高永昌20100407ABSTRACTSCIENTIFICSPIRITASTHECEOFSCIENCECOVERSDEEPCODESOFCONDUCTVALUESTARDSTHESCIENTIFICSPIRITREPRESENTSSPECIALCULTURALTRADITIONSFMEDDURINGTHEDEVELOPMENTOFNATURALSCIENCEWHICHHASLASTEDFHUNDREDSOFYEARSITISTHEESSENCETHATDISTINGUISHESSCIENTIFICCULTUREFROMTHEOTHERCULTURESHUMANISTICSPIRITISTHECEOFHUMANISTICCULTUREITSEEKSTHEPRINCIPALWHICHMAKESTHEHUMANBEINGSBETHEMSELVESITCANBEDEDUCEDTHATWHETHERAPERSONHASHUMANISTICSPIRITFROMWHETHERHECANTREATHIMSELFTHEOTHERSTHESOCIETYTHENATURETHESCIENTIFICHUMANISTICSPIRITSARECONSISTENTTHEYAREMUTUALLYINFILTRATEDSUPPTEDTHESCIENTIFICSPIRITMUSTBECOMBINEDWITHTHEHUMANISTICSPIRITTOPROPELCONTINUATIONOFHUMANCIVILIZATIONECONOMICDEVELOPMENTSOCIALHARMONYEDUCATIONISTHEFOUNDATIONOFNATIONALDEVELOPMENTINTHELONGRUNITBECOMESNECESSARYTOADVOCATETHECOMBINATIONOFTHESCIENTIFICHUMANISTICSPIRITINTHEEDUCATIONTHEETICALANALYSISINVESTIGATIONSHOWTHATITMEETSTHEGOALOFPHYSICSEDUCATIONCONFMSTOPSYCHOLOGICALACTERISTICSOFTHESTUDENTSINHIGHSCHOOLTOMERGETHESCIENTIFICHUMANISTICSPIRITHISTYOFPHYSICSHASTHETRAITTHATCOMBINESTHESCIENTIFICHUMANISTICSPIRITITISFEASIBLETOMERGETHESCIENTIFICHUMANISTICSPIRITBYTHEHISTYOFPHYSICSINPHYSICSTEACHINGTHETEACHERS’CONCEPTIONOFEDUCATIONISUPDATEDMEMEASTHENEWIDEAABOUTREFMINGCURRICULUMISACCEPTEDMEMEWIDELYHOWEVERTHEYJUSTSTAYINTHESTAGEOFUNDERSTINGTHECONCEPTOFEDUCATIONBEINGLACKOFGUIDEOFTHECONCRETEMETHODSEXPERIENCESTHEMOSTIMPTANTTHINGISTHATMANYTEACHERSDONOTHAVEAVERYGOODUNDERSTINGOFTHERELATIONSHIPAMONGPHYSICSSCIENCESHUMANITIESALTHOUGHTHEYHAVEAPPROVEDTHEIMPTANCEOFTHESCIENTIFICHUMANISTICSPIRITCULTIVATIONINPHYSICSEDUCATIONTHUSTHEHISTYOFPHYSICSISNOTMADESUFFICIENTUSEOFINPHYSICSTEACHINGTEACHERSHAVENOTDEVELOPEDENOUGHABOUTITSFUNCTIONSTHEREEXISTSABIGDIFFERENCEAMONGACCEPTANCESOFTHENEWCONCEPTOFEDUCATIONAMONGACTUALPROCESSESOFTHEPRACTICALTEACHINGFTEACHERSOFDIFFERENTLEVELSBASINGONTHEABOVEANALYSISWESHOULDDEVELOPMEADVICESFTEACHINGBUTITISTHENECESSARYPREMISEFMERGINGTHESCIENTIFICHUMANISTICSPIRITTHROUGHTHEHISTYOFPHYSICSTOCHANGETEACHERS’THOUGHTSESTABLISHAHARMONIOUSEDUCATIONALENVIRONMENTWESHOULDFOLLOWTHEMERGINGPROCESSOFTHESCIENTIFICHUMANISTICSPIRITTAKETHEHARMONIOUSDEVELOPMENTOFKNOWLEDGETEACHINGITASOURMAINPRINCIPALITISCRUCIALDURINGTHEMERGINGOFTHESCIENTIFICHUMANISTICSPIRITTHATWHETHERYOUCANSTUDYGANIZEMATERIALSABOUTTHEHISTYOFPHYSICSWITHAMETHODCOMBININGLOGICHISTYITISALSOVERYCRUCIALTHATWHETHERYOUCANTREATUNDERSTTHEPHYSICSCANDISCOVEREDUCATIONALVALUEOFTHEPHYSICSFROMTHEPHYSICSCULTUREPOINTOFVIEWITMUSTBEREFLECTEDINTHEGOALOFTEACHINGTOMERGETHESCIENTIFICHUMANISTICSPIRITDURINGTHEPHYSICSTEACHINGTHERESULTMUSTBEVALUEDFROMITSESSENCEPERFMANCEDURINGTHEVALUATIONTHEDIFFERENCEAMONGDIFFERENTINDIVIDUALSHOULDNOTBEIGNEDITSHOULDBEPAIDATTENTIONTOHOWTODEALWITHTHERELATIONBETWEENFEIGNCULTUREOURNATIONALCULTUREDURINGTHEMERGINGOFTHESCIENTIFICHUMANISTICSPIRITTHEATTENTIONSHOULDALSOBEPAIDTOIMPROVETEACHERS’QUALITYDEVELOPMATERIALWHICHSHOULDBEIV

簡介：學校代碼幽分類號魚塑研究生學號Q呈QQ星QQ魚星墨ZZ密級五⑧東牡知予葒大雪碩士學位論文認知心理學視角下高中物理概念課堂教學設計的實踐研究COGNITIVEPSYCHOLOGYUNDERTHEPERSPECTIVEOFSENIORHIGHSCHOOLPHYSICSCONCEPTTHEPRACTICEANDRESEARCHOFCLASSROOMTEACHINGDESIGN作者袁曉松指導教師學科專業(yè)研究方向學位類型唐恩輝副教授教育碩士全日制學科教學物理專業(yè)碩士東北師范大學學位評定委員會2011年5月摘要二十世紀以來，教學設計理論的發(fā)展深刻的影響了教學實踐領域的變革。在這些理論的影響下物理教學實踐改變著自己原有的教學方式和方法。本文運用認知心理學理論和教學設計理論結合新課程的教育理念，從全新的的角度對物理概念課堂教學進行設計。本文的目的在于溝通物理概念教學的理論和實踐，尋找理論和實踐的結合點，實現(xiàn)物理概念教學的最優(yōu)化。筆者在論文中介紹教學設計理論的發(fā)展歷史、國內外教學設計發(fā)展的現(xiàn)狀，詳細分析了教學設計模型，提出了教學原則，并對對物理概念進行分類。筆者通過對物理教學設計案例的分析得出教學設計的模式和策略。關鍵詞物理概念；教學設計；實踐研究；認知主義

簡介：湖南師范大學碩士學位論文高中物理學習策略與教學實踐研究姓名劉向上申請學位級別碩士專業(yè)中學物理學科教學指導教師周三慶20060301ABSTRACTSTUDYISANIMPORTANTTASK，WHICHONEHASTOFACEⅡLROUGHOUTHISLIFETHEREFORE，ASFORSCHOOLEDUC“ON，ITMUSTAJMTOLETTHESTUDENTKNOWHOWTOSMDYTHENEWCURRICULUMOFHIGHSCHOOLPHYSICSPUTEMPHASISONTHEINNOVATIVESPIRITANDPRAGMATICCOMPETENCE，WHICHENABLESTHESTUDENTTOALTERTHEIRWAYOFSTUDY．IT，ISOF伊EATSIGNIFICANCETHATMISVA“ATIONWOULDAT仃IBUTETOTHEREALIZATIONOFEDUCATIONALGOALFORTHENEWCOURSETOSTEPUPTHEALTERATION，WESHOULDINTENSIFYTHERESEARCHFORTHETEACHINGOFIE啪INGS仃ATEGYSOT11ATITCANPROVIDEAPRIⅡCIPLEFORTHEIRT}LOMU曲CHANGES．STUDYSTRATEGIESREF_ERSTOEF琵CTIVEIEAMINGPROCEDURES，REGULATIOⅡS，METHODS，SLILLS，A11DSOMEPROPERWAYTOMASTERITORMEDIATEONESELFDURINGTHEIRPROCESSOFSTILDY．RECENTLY，THEREAREMANYMEORIESCONCEMINGPRAGMATISMANDSTUDYSTRATEGIES，WHICHCANPERMEATEINTOMEPROCESSOFLEAMINGSUBJECTS．THEPRESENTSENIORMIDDLESCHOOLDOCUMENTSABOUT1EAMINGOFPHYSICSGIVEANINITIALEXPLORATIONANDCONCLUDESOMESTRATEGIESTAILOREDFORITANDCOMEUPWIMSOMETACTICSORWAYSTODEALWITHTHEASSIMILATIONOFPHYSICSLEAMINGTHEPAPERA出【PTSOMEPREVIOUSTILEORY，仃OMCAMIE加涅’ACCUMULATIONOFSTUDYTHROU曲PLENTYOFCOMPARISONSANDDISTINCTIONSMADEBETWEENTHEDI矗’ERENTCONCEPTS，STLLJC慨S，RELATIONSHIPSBET、VEENSOMEKEYFACTORSANDPRAGMATICRESEARCHESOFSCHOLARSBOTHATHOMEANDABROAD．ITGIVESA向NDAMENTALSTUDYOFHOWTOTEACHMISSTRATEGYANDINVOLVESFOURASPECTSOFAILALYSIS．THE行RSTPARTISABRIEFINTRODUCTIONABOUTTHEORIGINANDSOMERELATEDSTUDYAROUNDTHEWORLD，WHICHEXPOSETHESIGNIFICANCEANDPURPOSEOFIT．THESECONDPARTPLAINLYDESCRIBESTHEFOUNDATIONOFITSOASTOSEEKFORAPROPERORIGILL．THETHIRDP缸，ALSOTHEBODYOFTHEPAPER，ELABORATESTHEⅡ

簡介：翰南鉀羈媾碩士學位論文高師物理學專業(yè)課程結構優(yōu)化研究學科專業(yè)遞猩當整鱟逢學位類別旦圭些鱟焦旦盤堂堂焦研究生姓名堡盟芷導師姓名、職稱割鏈差數(shù)援論文編號湖南師范大學學位評定委員會辦公室二OO六年三月ABSTRACTTHECOREOFTHISTHESISISTOSTUDYANDDISCUSSABOUTTHEOPTIMIZATIONOFTHEPHYSICSCURRICULUMSTRUCTUREINADVANCEDTEACHERTRAINING．BYANALYZINGTHEPRESENTSTUDYSITUATIONBOTHATHOMEANDABROAD，ITFIRSTDISCUSSESTHEMEANINGOFTHESTUDYANDMAKESTHESTUDYTHOUGHTC1EAR．THENITPUTSFORWARDSOMESTRATEGIESTOOPTIMIZETHECURRICULUMSTRUCTUREBYUSINGTHEGENERALPRINCIPLEOFCURRICULUMSTRUCTUREOPTIMIZATION，USINGFOREIGNEXPERIENCEFORREFERENCEANDANATOMIZINGTHEPRESENTSITUATIONANDPROBLEMSOFPHYSICSCURRICULUMSTRUCTUREINCHINA．MOREOVER，ITEVALUATESTHEOPTIMIZATIONANDREFORMOFPHYSICSCURRICULUMSTRUCTUREINHUNANUNIVERSITYOFSCIENCEANDTECHN0109YTHROUGHOBSERVINGTHEPRINCIPLEOFAPPLYINGTHEORYTOPRACTICEANDADOPTINGTHECASERESEARCHMETHOD．FINAL1Y，ITEXPRESSESTHEPROSPECTANDPUTSFORWARDSOMESUGGESTLONSABOUTTHE0PTLMLZATLONBYE上EMENTARLJYANA上YZLNG．●111‘THERELATEDHOTTOPICSABOUTTHEOPTIMIZATIONOFPHYSICSCURRICULUMSTRUCTUREINCHINA．KEYWORDSPHYSICSSPECIALTYINADVANCEDTEACHERTRAINING；CURRICULUMSTRUCTURE；OPTIMIZATION●1叫1．，‘N1

簡介：華中師范大學碩士學位論文高中生的物理學習與數(shù)學學習相關性研究姓名陳雨田申請學位級別碩士專業(yè)學科教學物理指導教師黃致新20051201⑧碩士學位論文MASTER’STHESISABSTRACTINTHELASTFEWYEARS，THEMOSTIMPORTANTWORKISTHECURRICULUMREFORMINTHECHINESEFOUNDATIONEDUCATIONFIELDTHETASKOFEDUCATIONISCULTIVATINGPERSONSFORTHEFUTURESOCIETYDEVELOPINGCHARACTEROFPERSONSISTHEAIMOFTHISCOURSEREFORMFORALONGTIME，THEPHYSICSTEACHERSOFSENIORHIGHSCHOOLHAVEBEENSTUDIEDHOWTAISETHEPHYSICSTEACHINGQUALITYTHEPHYSICSOFTHESENIORHIGHSCHOOLISMAINLYBUILTFROMSOMEKNOWLEDGEPIECESTHATBECONSTITUTEBYSOMEPHYSICSMODELBUTSOLVINGMODELPROBLEMCANNOTBEDONEWITHOUTMATHCMATICSTHERELATIVITYFORPHYSICSANDMATHEMATICS啪BEDIVIDEDINTOTHREESTAGESJUNIORHIGHSCHOOL，SENIORHIGLISCHOOLANDUNIVERSITYATTHEJUNIORHIGHSCHOOLSTAGE，THECONTENTSOFTHEPHYSICSISEASYTHEPHYSICSISNOTSOSTRONGDEPENDINGONMATHEMATICSATUNIVERSITYSTAGE，THERELATIONBETWEENPHYSICSANDMATHEMATICSISVERYCLOSE，WEALLKNOWMATHEMATICSPHYSICSMETHODHASBECOMEACOURSE，ATSENIORHI。GHSCHOOLSTAGE，STUDINGONTHERELATIVITYOFTHEPHYSICSANDMATHEMATICSISYETEMPTYINOVERSEASATTHEDOMESTIC，ONLYAFEWPHYSICSTEACHERSHAVEWRITTENSOMEARTICLESFORPOINTSOFPARTSOFTHERELATIVITYBASEDOILTHETHEORIES，SUCHASTHERELATIVITYTHEORYOFMARXISTPHILOSOPHY，THEBUILDINGTHEORYANDTHEMOVINGTHEORYOFTHEPSYCHOLOGY，COMBINEDWITHAGREATDEALOFTEACHINGFULFILLMENTTHERELATIVITYOFPHYSICSANDMATHEMATICSHASBEENINVESTIGATEDINTHISPAPERIGEYWORDSENIORMIDDLESCHOOLPHYSICSANDMATHEMATICSRELATIVITY