簡(jiǎn)介：廣西大學(xué)碩士學(xué)位論文論格式塔心理學(xué)在新聞攝影傳播中的運(yùn)用姓名李明峰申請(qǐng)學(xué)位級(jí)別碩士專業(yè)新聞學(xué)指導(dǎo)教師虞達(dá)文20040501廣西大學(xué)碩士學(xué)位論文論格式塔心理學(xué)在新聞攝影傳播中的運(yùn)用THEAPPLICATIONOFGESTAIJPSYCHOLOGYINJOURNALISTICPHOTOGRAPHYCOMMUNICATIONABSTRACTGESTALTPSYCHOLOGYISASCHOOLOFPSYCHOLOGYTHATAPPEAREDIN1912INGERMANYITDEVELOPEDTHREETHEORIESONVISIONANDPERCEPTIONTHERELATIONSHIPBETWEENWHOLEANDSEGMENT、THETHEORYOFFIGUREANDBACKGROUND、THETHEORYOF‘‘FIELD”THESETHEORIESARECONSISTENTWITHTHEWAYOFVISIONALCOMMUNICATIONTHATTHEJOUMALISTICPHOTOGRAPHYDEPENDENTSON，SOTHEYCOULDBEAPPLIEDINTOTHESTUDYOFJOURNALISTICPHOTOGRAPHYCOMMUNICATIONTHISTHESISMAINLYUSETHETHREETHEORIESOFGESTALTPSYCHOLOGYTOANALYZETHEREASONSWHYJOUMALISTICPHOTOGRAPHYCOULDREFLECTTHEEVENTS，HOWTHECOMPOSITIONOFAPICTURECOMEINTOEXISTENCE，ANDWHYTHEREADERSUNSCRAMBLETHESAMEPHOTODIVERSELYONTHEBASISOFTHAT，THISTHESISPROBESINTOTHEUSEOFGESTALTPSYCHOLOGYINJOUMALISTICPHOTOGRAPHYCOMMUNICATION，ANDPROVIDESPRIVATEOPINIONSONHOWTOIMPROVETHEFORMATDESIGNBYTHEUSEOFVISIONALANDPERCEPTIONALTHEORIES，HOWTOSCHEMETHEPHOTOGRAPHYREPORTANDTHEWAYTOINNOVATEPHOTOGRAPHYREPORTKEYWORDSGESTALTPSYCHOLOGY；WHOLEANDSEGMENT；FIGUREANDBACKGROUND；THETHEORYOF“FIELD’；JOURNALISTICPHOTOGRAPHYCOMMUNICATION

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簡(jiǎn)介：魯東大學(xué)碩士學(xué)位論文中小學(xué)音樂(lè)教育的哲學(xué)美學(xué)方法之比較以心理學(xué)為視角姓名張寧寧申請(qǐng)學(xué)位級(jí)別碩士專業(yè)課程與教學(xué)論音樂(lè)指導(dǎo)教師邵桂蘭20080401ENGLISHABSTRACTASOUNDEDUCATIONALPHILOSOPHYISTHEBASISFORGOODTEACHINGPRACTICEINMUSIC。PROFESSIONALTHEORETICALGUIDANCEINCLASSROOMDESIGNANDWELLPLANNEDTEACHINGOBJECTIVESINSPIRESTUDENTSTOLEARNENTHUSIASTICALLY。ASUCCESSFUL，PROGRESSIVETEACHINGPHILOSOPHYALSOSUSTAINSCURRICULUMDEVELOPMENT。THISARTICLEPROPOSESTHEIMPLEMENTATIONOFTWOPHILOSOPHICALTHEORIESFORPRIMARYANDSECONDARYSCHOOLMUSICEDUCATIONWHICHANALYSETHEPHYSIOLOGICAL，PSYCHOLOGICALLEARNINGPROCESSESINMUSICALDEVELOPMENT。FORPRIMARYMUSICEDUCATIONTHEHETERONOMIEAESTHETIKTHEORYTHETHEORYOFAUTONOMICAESTHETIKINSECONDARYMUSICEDUCATION。ANALYSISOFBOTHTHEORIESWILLPROVIDEACONCLUSIONASTOWHYONESUIT’SAPARTICULAREDUCATIONALLEVEL。THISPAPERISDIVIDEDINTOFIVEPARTSPARTLANALYSISOFPRIMARYSCHOOLMUSICEDUCATIONBASEDONAESTHETICPHILOSOPHY。INTHISPARTHETERONOMIEAESTHETIKTHEORYWILLBEAPPLIEDOBSERVINGTHEDEVELOPMENTALCHARACTERISTIESOFMUSICLEARNINGANDATTAINMENTTHROUGHPSYCHOLOGICALANDPHYSIOLOGICALPROCESSESANDITSAPPLICATIONINPRIMARYSCHOOLMUSICEDUCATION。PART2ANALYSISOFSECONDARYSCHOOLMUSICEDUCATIONBASEDONAESTHETICPHILOSOPHY。INTHISPARTAUTONOMIEAESTHETIKTHEORYWILLBEAPPLIEDOBSERVINGTHEDEVELOPMENTALCHARACTERISTICSOFMUSICLEARNINGANDATTAINMENTTHROUGHPSYCHOLOGICALANDPHYSIOLOGICALPROCESSESANDITSAPPLICATIONINSECONDARYSCHOOLMUSICEDUCATION。PART3ACOMPARISIONOFMUSICEDUCATIONINPRIMARYANDSECONDARYSCHOOLSBASEDONTHEDIFFERENTPHILOSOPHYOFAESTHETICSIDENTIFYINGTHEFOLLOWINGPSYCHOLOGICALANDPHYSIOLOGICALDEVELOPMENT，AESTHETICRESPONSES，STUDENTAWARENESSOFAESTHETICQUALITIESINMUSICANDITSDEVELOPMENT，MONITORINGOFATTAINMENT，PHYSICALACHIEVEMENTANDCOMMANDOFTHESUBJECT，LESSONCONTENTANDSTRUCTURE，SUSTAINABLEPRACTICEOFTHEORIESLEADINGTOEXCELLENTTEACHINGMETHODOLOGY。PART4CONSTRUCTAPRIMARYSCHOOLMUSICCURRICULUMBASEDONTHEHETERONOMIEAESTHETIKPHILOSOPHY。DEVELOPMENTOFSUCHACURRICULUMRESTALSOONTHEEXPERIENCEANDTEACHINGMETHODSOFTEACHERSTOCONSTRUCTCOURSECONTENTPART5CONSTRUCTAPRIMARYSCHOOLMUSICCURRICULUMBASEDONTHEAUTONOMIEAESTHETIKPHILOSOPHY。DEVELOPMENTOFSUCHACURRICULUMRESTALSOONTHEEXPERIENCEANDTEACHINGMETHODSOFTEACHERSTOCONSTRUCTCOURSECONTENTKEYWORDSPHILOSOPHICALBASISHETERONOMIEAESTHETIKAUTONOMICAESTHETIC；MUSICEDUCATIONⅡ

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簡(jiǎn)介：南京師范大學(xué)碩士學(xué)位論文閱讀心理學(xué)觀照下的高中語(yǔ)文教材研究姓名周燁申請(qǐng)學(xué)位級(jí)別碩士專業(yè)學(xué)科教學(xué)（語(yǔ)文）指導(dǎo)教師張中原20100424ABSTRACTABSTRACTTHEMINISTRYOFEDUCATIONFORMULATEDANDPROMULGATED”STANDARDSOFHIGHSCHOOLCHINESECURRICULUM“THEYELABRATELYDESIGNEDNEWCURRICULUMOBJECTIVESINTERMSOF“KNOWLEDGEANDABI1ITY?！啊甈ROCESSANDMETHODS‘”EMOTIONALATTITUDESANDVALUES”A1SO，THEYPROMOTETHEUSEOFTHEMATCHINGNEWHIGHSCHOOLCHINESETEXTBOOKSINTHISSITUATION，READINGHASBEENPUTTOANIMPORTANTPOSITIONOFTEACHINGHIGHSCHOOLCHINESEESPECIALLY，THEREADINGPSYCHOLOGYRESEARCHISPLACEDINTHEFOREFRONTOFTHEDEVELOPMENTOFTEACHINGTHISRESEARCHSUBJECT，BASEDONTHERESEARCHOFREADINGPSYCHOLOGY，STUDIESINDEPTHITSRELEVANTTHEORIESFIRSTLY，INTERMSOFTHEORYSTRUCTURE，READINGPSYCHOLOGYCONSISTSOFCAPABILITYSTRUCTURESOFREADING，COMPREHENDING，EVALUATINGANDMEMORIZINGITINVOLVESREADINGPSYCHOLOGICALPATTERNS1IKE“FROMTOPTOBOTTOM“PATTERN，“FROMBOTTOMTOTOP”PATTERNANDGRAPHICPATTERNTHEORYMEANWHILE，THEINTELLECTUALCHARACTERISTICSEFFICIENTREADERSSHAREINCOIIIINODCONTAINPROCEDURESOFDIGESTING，SIMPLIFYING，ARRANGING，VIVIFYINGETCFROMREADINGPSYCHOLOGICALCHARACTERISTICSOFHIGHSCHOOLSTUDENTSACONCLUSIONISDRAWNTHATWHENITCOMESTEADINGPSYCHOLOGICALBEHAVIORS，THEYCOMMONLYTAKEPERFUNCTORYATTIRUDEORSHOWABSORPTION，ABOMINATIONORPREFERENCE，WHICHSHOULDRAISEENOUGHATTENTIONSECONDLY，ABOUTTHEIMPLEMENTATIONOFNEWCURRICULUM，WEMUSTMAKETHEPSYCHOLOGYDEVELOPMENTOFSTUDENTSINREADINGOURTRAININGDIRECTION，THEHUMANITIESANDINSTRUMENTALBASICTEACHINGOBJECTIVESTHECURRENTSENIORHIGHSCHOOLCHINESETEXTBOOKSFUL1YREFLECTTHERELEVANTREQUIREMENTSOFTHENEWCURRICULUM，IMPOSINGANIMPORTANTSIGNIFICANCEONSENIORHIGHSCHOOLCHINESETEACHINGFURTHERMORE，INTHEAREAOFREADINGPSYCHOLOGY，BASEDONTHEPSYCH0109ICALEXPLAINATIONABOUTREADING，ESPECIALLYTHESTUDYOFTHEREGULARITYINREADING，READINGCANBECLASSIFLLEDINTOTHREEDEGREEBEAUTYFINDING，MEANINGREFLECTIONANDHISTORICALVIEWACCORDINGTOTHETHREEDEGREE，THEFOLLOWINGARTICLEWILLTRYTOANALYZTHECHARACTERISTICSOFTHEPASSAGESPRESENTINTHECURRENTHIGHSCHOOLCHINESEBOOKPUBLISHEDBYTHEJIANGSUEDUCATIONPRESS，TOSTATETHECURRENTSITUATIONOFSTUDENTS’READING，ANDTOPROVIDENEWSOURCESFORTHEDEVELOPMENTOFTHETHEORYOFHIGHSCHOOLSTUDENTS’READINGPSYCHOLOGYFINALLY，ABOUTCOUNTERMEASURESANDUTILIZATION，THEOBJECTIYESOFREADINGTRAININGINNEWCURRICULUMARETHEACCUMULATIONOFKNOWLEDGE，READINGTRAINING，WRITINGTRAININGORALEXPRESSIONANDSOON，WITHEACHCORRESPONDINGCOUNTERMEASURESANDREADINGPSYCHOLOGYVALIDITYTOSUMUP，ONTHEBASISOFTHESOLIDTHEORY，THISARTICLEDEEPLYINVESTIGATESSOMEMAJORERRORSINTHEUSEOFCURRENTTEXTBOOKSWHICHISII

簡(jiǎn)介：分類號(hào)密級(jí)學(xué)校代碼幽連享宦可耗大學(xué)教育碩士專業(yè)學(xué)位論文≥，雕乳蟄高中語(yǔ)文課堂有效教學(xué)的心理學(xué)策略研究ARESEARCHONTHEPSYCHOIOGICAISTRATEGIESFOREFFECTIVECHINESETEACHINGCIASSINSENIORHIGH作者姓名常正群專業(yè)方向?qū)W科教學(xué)語(yǔ)文導(dǎo)師姓名張慶利教授2011年5月學(xué)位論文獨(dú)創(chuàng)性聲明LIIIIIIIIITLILTLLIIIIL；Y19110337本人承諾所呈交的學(xué)位論文是本人在導(dǎo)師指導(dǎo)下所取得的研究成果。論文中除特別加以標(biāo)注和致謝的地方外，不包含他人和其他機(jī)構(gòu)已經(jīng)撰寫(xiě)或發(fā)表過(guò)的研究成果，其他同志的研究成果對(duì)本人的啟示和所提供的幫助，均已在論文中做了明確的聲明并表示謝意。J學(xué)位敝儲(chǔ)躲互坌翌學(xué)位論文版權(quán)的使用授權(quán)書(shū)本學(xué)位論文作者完全了解遼寧師范大學(xué)有關(guān)保留、使用學(xué)位論文的規(guī)定，及學(xué)校有權(quán)保留并向國(guó)家有關(guān)部門或機(jī)構(gòu)送交復(fù)印件或磁盤，允許論文被查閱和借閱。本文授權(quán)遼寧師范大學(xué)，可以將學(xué)位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫(kù)并進(jìn)行檢索，可以采用影印、縮印或掃描等復(fù)制手段保存、匯編學(xué)位論文，并且本人電子文檔的內(nèi)容和紙質(zhì)論文的內(nèi)容相一致。保密的學(xué)位論文在解密后使用本授權(quán)書(shū)。學(xué)位論文作者簽名三二篆二三二蘭蘭妒導(dǎo)教師簽名二壘盟簽名日期州年多月西

簡(jiǎn)介：湖南師范大學(xué)碩士學(xué)位論文體育社會(huì)心理學(xué)研究?jī)?nèi)容的探討姓名劉周敏申請(qǐng)學(xué)位級(jí)別碩士專業(yè)體育人文社會(huì)學(xué)指導(dǎo)教師李艷翎20060601ABSTRACTSPORTSSOCIALPSYCHOLOGYISAPRACTICALSCIENCEPRODUCEDWITHTHEDEVELOPMENTOFSCIENTIFICSPORTSSCIENCEANDPSYCH0109YITSTUDIESVARIOUSSOCIALPSYCHOLOGICALPROBLEMSINTHESPORTSACTIVITYFIELDPRACTICEHASPROVEDTHATTHESPORTSSOCIALPSYCHOLOGYREALLYPLAYSANIMPORTANTROLEWHILESTUDYINGTHESPORTSPROBLEMHOWEVERTHEOPINIONSVARYPARTICULARLYWHENREACHESTHESPORTSRESEARCHCONTENTSOFSOCIALPSYCHOLOGY，NOTFBRMINGTHEINDEPENDENCDISCIPLINESYSTEM，ANDDEVELOPMENTLAGSBEHINDTHENEEDOFSOCIALWORKCONTENTANDSYSTEMAREINTEGRALSOICISANIMPORTANTSIGNOFTHENEWDEVELOPINGCROSSDISCIPLINECONSTRUCTIONANDDEVELOPMENTLEVELTOJUDGEWHETHERTHEDISCIPLINESYSTEMISIMPROVEDORNOT，THECONTENTSTRUCCUREISRIGOROUSANDPRACTICALORNOTTHEREFBRE，EXPLORATIONONTHEDISCUSSIONTOTHESOCIALPSYCHOLOGYRESEARCHCONTENTSOFSPORTSHASCERTAINTHEORYANDACTUALMEANINGTOCONSTRUCTTHESOCIALPSYCHOLOGYRESEARCHCONTENTSSYSTEMOFSPORTS1HISRESEARCH，MAINLYADOPTSDOCUMENCSANDMATE“ALSLAW，EXPERTINVESTIGATIONMETHOD，BASICMATHEMATICALSTATISCICS，SUMUPANDSCIENTIFICRESEARCHMETHODOFDEDUCINGETC，USINGBASICTHEORIESANDVIEWOFDISCIPLINESONPHILOSOPHY，SOCIOLOGY，PSYCHOLOGY，SOCIALPSYCHOLOGY，PHYSICALCULTUREANDSOON，CONSTRUCTINGSPORTSRESEARCHCONTENTSSYSTEMOFSOCIALPSYCHOLOGYTENTATIVELYFROMBOTHTHEORYANDPRACCICEATEXISIINGRESEARCHLEVELTHISRESEARCHREGARDSTHATTHESOCIALPSYCHOLOGYRESEARCHOBJECTOFSPONSHASMEPRINCIPALLY、COLLIGATEANDPRACTICDBILITYPRINCIPLESSOCIALPSYCHOLOGYRESEARCHCONTENTSSYSTEMOFSPORTSATDIVIDED31EVELSMICRO1EVELINTERACTIONANDPSYCHOLOGYAMONGPEOPLEINSPORCS，MIDDLELEVELSPORTSCOLONY’SPSYCHOLOGYANDBEHAVIOR，MACRO1EVELSOCIALCULTUREPSYCHOLOGYOFSPORTSANDBEHAVIOR_THEMICROLEVELINCLUDESAREASFBLLOWS，SOCIALIZACIONOFSPORCSANDPEOPLE，EGOCONSCIOUSNESS，SOCIALII

簡(jiǎn)介：獨(dú)創(chuàng)性聲明本人聲明所呈交的學(xué)位論文是本人在導(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，論文中不包含其他人已經(jīng)發(fā)表或撰寫(xiě)過(guò)的研究成果，也不包含本人為獲得內(nèi)蒙古師范大學(xué)或其它教育機(jī)構(gòu)的學(xué)位或證書(shū)而使用過(guò)的材料。與我一同工作的同志對(duì)本研究所做的任何貢獻(xiàn)均已在論文中作了明確的說(shuō)明并表示感謝。簽名研坳日期糾≯年上月J日關(guān)于論文使用授權(quán)的說(shuō)明本學(xué)位論文作者完全了解內(nèi)蒙古師范大學(xué)有關(guān)保留、使用學(xué)位論文的規(guī)定內(nèi)蒙古師范大學(xué)有權(quán)保留并向國(guó)家有關(guān)部門或機(jī)構(gòu)送交論文的復(fù)印件和磁盤，允許論文被查閱和借閱，可以將學(xué)位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫(kù)進(jìn)行檢索，可以采用影印、縮印或掃描等復(fù)制手段保存、匯編學(xué)位論文，并且本人電子文檔的內(nèi)容和紙質(zhì)論文的內(nèi)容相一致。保密的學(xué)位論文在解密后也遵守此規(guī)定。簽名唧渺導(dǎo)師簽名彳乞灰杪日期Ⅶ肛年多月歲日內(nèi)蒙古師范大學(xué)碩士學(xué)位論文小學(xué)識(shí)字教學(xué)能提供有益的啟示。關(guān)鍵詞。小學(xué)語(yǔ)文識(shí)字教學(xué)認(rèn)知心理學(xué)

簡(jiǎn)介：中圖分類號(hào)G4233單位代碼10231學(xué)號(hào)42009098碩士學(xué)位論文基于心理學(xué)的化學(xué)教科書(shū)插圖的呈現(xiàn)形式研究碩士研究生胡艷燕導(dǎo)師季春陽(yáng)教授學(xué)科專業(yè)課程與教學(xué)論（化學(xué)）答辯日期2012年6月授予學(xué)位單位哈爾濱師范大學(xué)

簡(jiǎn)介：學(xué)位論文獨(dú)創(chuàng)性聲明本人鄭重聲明所提交的學(xué)位是本人在導(dǎo)師指導(dǎo)下進(jìn)行的研究工作和取得的研究成果。本論文中除引文外，所有實(shí)驗(yàn)、數(shù)據(jù)和有關(guān)材料均是真實(shí)的。本論文中除引文和致謝的內(nèi)容外，不包含其他人或其它機(jī)構(gòu)已經(jīng)發(fā)表或撰寫(xiě)過(guò)的研究成果。其他同志對(duì)本研究所做的貢獻(xiàn)均已在論文中作了聲明并表示了謝意。學(xué)位論文作者躲翟勞日期馴F；口學(xué)位論文使用授權(quán)聲明研究生在校攻讀學(xué)位期間論文工作的知識(shí)產(chǎn)權(quán)單位屬南京師范大學(xué)。學(xué)校有權(quán)保存本學(xué)位論文的電子和紙質(zhì)文檔，可以借閱或上網(wǎng)公布本學(xué)位論文的部分或全部?jī)?nèi)容，可以采用影印、復(fù)印等手段保存、匯編本學(xué)位論文。學(xué)?？梢韵驀?guó)家有關(guān)機(jī)關(guān)或機(jī)構(gòu)送交論文的電子和紙質(zhì)文檔，允許論文被查閱和借閱。保密論文在解密后遵守此規(guī)定保密論文注釋本學(xué)位論文屬于保密論文，保密期限為年?！壅吆烎鉏慧R麓搋摘要IIIIFLIRLFILLIIILLIRRLLFY1923942自二十世紀(jì)八十年代開(kāi)始，我國(guó)學(xué)校心理健康教育至今開(kāi)展了近三十年，但心理健康教育主要還是定位在預(yù)防和治療上，它以解決少數(shù)學(xué)生的問(wèn)題為目標(biāo)，卻忽視了大多數(shù)學(xué)生的心理發(fā)展需求，這是心理健康教育面臨的一大問(wèn)題和挑戰(zhàn)。而積極心理學(xué)的引入，為我國(guó)心理健康教育提供了新的思路，它以一種全新的姿態(tài)詮釋心理健康教育，重新整合心理健康教育各要素，形成新型的心理健康教育模式，這對(duì)探索積極心理學(xué)在我國(guó)小學(xué)心理健康教育中的應(yīng)用具有重要的理論和現(xiàn)實(shí)意義?；谶@種背景，筆者嘗試將積極心理學(xué)的思想應(yīng)用到小學(xué)心理健康教育中，結(jié)合常州市新北區(qū)泰山小學(xué)分析積極心理學(xué)在該小學(xué)的具體運(yùn)用，討論該小學(xué)將積極心理學(xué)用于心理健康教育實(shí)踐中的不足之處并提出建議。本文分為四部分，第一部分，總結(jié)積極心理學(xué)的國(guó)內(nèi)外研究狀況和對(duì)心理健康教育的影響，并闡述了積極心理學(xué)和心理健康教育的定義。第二部分，介紹本文研究的理論基礎(chǔ)，積極心理學(xué)和多元智力理論。第三部分，以筆者在泰山小學(xué)參加心理健康教育實(shí)踐工作為契機(jī)，全面分析積極心理學(xué)對(duì)小學(xué)心理健康教育工作產(chǎn)生的影響，主要從心理健康教育目標(biāo)、內(nèi)容、途徑、環(huán)境以及師資力量五個(gè)方面探究實(shí)際的心理健康教育工作中滲透的積極心理學(xué)理論。第四部分，分析該校積極心理健康教育中存在的不足之處并提出改進(jìn)建議。關(guān)鍵詞積極心理學(xué)，心理健康教育，小學(xué)生

簡(jiǎn)介：四川師范大學(xué)學(xué)位論文獨(dú)創(chuàng)性及使用授權(quán)聲明本人聲明所呈交學(xué)位論文，是本人在導(dǎo)師指導(dǎo)下，獨(dú)立進(jìn)行研究工作所取得的成果。除文中已經(jīng)注明引用的內(nèi)容外，本論文不含任何其他個(gè)人或集體已經(jīng)發(fā)表或撰寫(xiě)過(guò)的作品或成果。對(duì)本文的研究做出重要貢獻(xiàn)的個(gè)人和集體，均已在文中以明確方式標(biāo)明。本聲明的法律結(jié)果由本人承擔(dān)。本人承諾已提交的學(xué)位論文電子版與論文紙本的內(nèi)容一致。如因不符而引起的學(xué)術(shù)聲譽(yù)上的損失由本人自負(fù)。本人同意所撰寫(xiě)學(xué)位論文的使用授權(quán)遵照學(xué)校的管理規(guī)定學(xué)校作為申請(qǐng)學(xué)位的條件之一，學(xué)位論文著作權(quán)擁有者須授權(quán)所在大學(xué)擁有學(xué)位論文的部分使用權(quán)，即1已獲學(xué)位的研究生必須按學(xué)校規(guī)定提交印刷版和電子版學(xué)位論文，可以將學(xué)位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫(kù)供檢索；2為教學(xué)、科研和學(xué)術(shù)交流目的，學(xué)?？梢詫⒐_(kāi)的學(xué)位論文或解密后的學(xué)位論文作為資料在圖書(shū)館、資料室等場(chǎng)所或在有關(guān)網(wǎng)絡(luò)上供閱讀、瀏覽。本人授權(quán)中國(guó)科學(xué)技術(shù)信息研究所將本學(xué)位論文收錄到中國(guó)學(xué)位論文全文數(shù)據(jù)庫(kù)，并通過(guò)網(wǎng)絡(luò)向社會(huì)公眾提供信息服務(wù)。保密的學(xué)位論文在解密后適用本授權(quán)書(shū)學(xué)位論文作者簽名2甓之簽字日期勁LF年R月％日導(dǎo)師簽名簽字日期沙日刪帥JLJIJJJJ|JJJILIJJ|LⅢ|I|LFIJI』洲Y1875542從分析心理發(fā)展特點(diǎn)出發(fā)促進(jìn)高中學(xué)生對(duì)物理學(xué)習(xí)思維遷移的策略研究教育碩士物理課程與教學(xué)論專業(yè)研究生王思義指導(dǎo)教師王力邦教授摘要將遷移理論運(yùn)用于中學(xué)物理教學(xué)實(shí)踐是新課程實(shí)施中一個(gè)值得研究的課題。作為在中學(xué)一線工作的物理教師，結(jié)合物理學(xué)科的特點(diǎn)和中學(xué)學(xué)生的學(xué)習(xí)心理以及認(rèn)知特點(diǎn)，積極施行促進(jìn)中學(xué)生實(shí)現(xiàn)物理思維的正遷移，是我們職責(zé)之所在。通過(guò)調(diào)查我們可以發(fā)現(xiàn)學(xué)生的學(xué)習(xí)興趣和動(dòng)機(jī)、個(gè)性和情緒還有良好的師生關(guān)系，都會(huì)對(duì)學(xué)生學(xué)習(xí)物理，并實(shí)現(xiàn)良好的思維遷移產(chǎn)生影響，因此，在新課程改革中，我們有許許多多工作值得去做。關(guān)鍵詞思維能力遷移物理學(xué)習(xí)認(rèn)知能力

簡(jiǎn)介：近代國(guó)立綜合性大學(xué)心理學(xué)科課程設(shè)置研究清末一1937以北京大學(xué)、中央大學(xué)、清華大學(xué)為個(gè)案PSYCHOLOGOCALCURRLCULUMOFMODERNNATLONALCOMPREHENSIVEUNIVERSITYINCHINAFTHELATEQINGDYNASTY1937ACASESTUDYONPEKINGUNIVERSITYCENTRALUNIVERSITYTSINGHUAUNIVERSITY作者杜雪嬌WRITTENBYDUXUEJIAO指導(dǎo)教師項(xiàng)建英SUPERVISEDBYXIANGJLANYING申請(qǐng)學(xué)位級(jí)別教育學(xué)碩士DEGREEAPPLIEDFORMASTEROFPEDAGOGY學(xué)科專業(yè)教育史SPECIALITYHISTORYOFEDUCATION浙江師范大學(xué)教師教育學(xué)院SCHOOLOFTEACHEREDUCATION，ZHEJIANGNORMAIUNIVETSITY二零一二年五月MAY，2012近代國(guó)立綜合性大學(xué)心理學(xué)科課程設(shè)置研究清末一1937以北京大學(xué)、中央大學(xué)、清華大學(xué)為個(gè)案摘要近代B4札綜彳性大學(xué)心理學(xué)科課程伴隨荇“西學(xué)東漸”L曬“乍，1FI初，【LI立綜合性大學(xué)的心理學(xué)科課￡一1依附二J教育學(xué)或哲學(xué)，此后，隨著人們對(duì)心理學(xué)科課程認(rèn)_【的深入，閏立綜合性人學(xué)心理學(xué)科課程爿逐漸擺脫這種從屬地位，軟得獨(dú)立。獨(dú)立后的心理學(xué)科課樣丌始依照心理學(xué)科自身的知靜架構(gòu)束發(fā)展。課程數(shù)量不斷增加、課程結(jié)構(gòu)逐漸完善。到了201IJ紀(jì)30年代，心理學(xué)科課程L經(jīng)由最初的寥寥數(shù)門課柵發(fā)腱成為一個(gè)心理學(xué)系科的漾程群。從消來(lái)到20UT紀(jì)30年代，N瓶短數(shù)FQFJ，豳立綜合性大學(xué)心理學(xué)科諜程發(fā)勝所取得的成就仃RI共睹。N址托其發(fā)腥過(guò)程RH也暴漏J些許問(wèn)題與不足。JI體考察這時(shí)段內(nèi)國(guó)矗綜合性大學(xué)心捌學(xué)科課程產(chǎn)生’，發(fā)腱的所程，分析、總結(jié)幽立綜合性人學(xué)心E學(xué)科課程設(shè)胃的經(jīng)驗(yàn)與教訓(xùn)，小儀有助F我們了解近代幽立綜合性大學(xué)心理學(xué)科課F覘代化的歷程，而兒對(duì)R今天中園大學(xué)心理學(xué)科課程建駛?cè)宰阋还P位掰借箍的塵貴財(cái)宙。本文主要從以FL個(gè)方面艘盯論述。緒論確定本課題研究的LIJFJ、范圍咀及H的等梳理有關(guān)先期研究成糶發(fā)基奉史料，界定“近代閉立綜合性大學(xué)”、“一TLN學(xué)科”、“心理學(xué)科課程”的概念，_JF介紹本文的研究方法及內(nèi)容概要等。第一章近代幽立綜合性大學(xué)心理學(xué)科課程設(shè)囂的背景西方心理學(xué)思想的傳入為國(guó)立綜合性大學(xué)設(shè)簧心理學(xué)科課程創(chuàng)造了良好的外部條1“Q，新教育改革的實(shí)施，健使幽立綜合性大學(xué)產(chǎn)Ⅱ二了對(duì)心理學(xué)科課程的需求，學(xué)制的頒布與實(shí)施從制度上確定了目立綜合性大學(xué)設(shè)置心理學(xué)科課程的合法地位。第二帝近代北京大學(xué)心理學(xué)科課程設(shè)蔑的演變考察了清末京師大學(xué)常的心理學(xué)科課程、以及心理學(xué)系成立前、心理學(xué)系成立后、一TL理學(xué)系并入教育系后的心理學(xué)科課程的設(shè)置情況，并總結(jié)了這一時(shí)期北京大學(xué)心理學(xué)科課程設(shè)置的特點(diǎn)及成因。

簡(jiǎn)介：東北師范大學(xué)碩士學(xué)位論文以個(gè)體為中心的分析技術(shù)在發(fā)展心理學(xué)中的應(yīng)用姓名劉堅(jiān)申請(qǐng)學(xué)位級(jí)別碩士專業(yè)發(fā)展與教育心理學(xué)指導(dǎo)教師蓋笑松20090501ABSTRACTINTHESTUDYOFINDIVIDUALDEVELOPMENT，THEVARIABLEHASBEENTHEMAJORCONCEPTSANDANALYSISUNITMOSTOFTHESTUDIESAREBASEDONVARIABLEORIENTEDINTHETHEORYANDSTATISTICALANALYSISTHEVARIABLESAREUSUALLYUSEDASACENTRALCONCEPTHOWEVERFROMTHEHOLISTICINTERACTIONISTICTHEORYPERSPECTIVE，THISAPPROACHHASLIMITATIONSTHEREFORETHERESEARCHERSDEVELOPEDTHEPERSONORIENTEDANALYSISTECHNIQUESIN1971，BLOCKWASFIRSTPUTFORWARDTHE‘PERSONAPPROACH’OFTHETERMAFTERTHAT，MAGNUSSONANDALLEN1983ANDMAGNUSSON1985MADEAFURTHERDISCUSSIONINTHEFRAMEWORKOFTHEHOLISTICINTERACTIONISTICPERSPECTIVETO‘PERSONAPPROACH’ONTHISBASIS，BERGMANANDMAGNUSSONDEVELOPEDTHEPERSONORIENTEDANALYSISTECHNIQUESAFTERTHAT，ONTHEONEHAND，ALLINCREASINGLYLARGENUMBEROFEMPIRICALSTUDIESHAVEBEENPRESENTEDREFERRINGTOTHEPERSONORIENTEDANALYSISTECHNIQUES，ONTHEOTHERHAND，THETHEORETICALBASISOFTHEPERSONORIENTEDANALYSISTECHNOLOGYHASBEENDEEPENEDANDTHEMETHODOLOGYANDRESEARCHSTRATEGYHASBEENSTRENGTHENEDTHEPERSONORIENTEDAPPROACHISTHATIDENTIFYINGTHECHARACTERISTICSINLXPATTERNORDEVELOPMENTALPAREM，INORDERTOOBTAINSTATISTICALRESULTSOFINDIVIDUALFOURTOPICSWEREINTRODUCEDABOUTTHEPERSONORIENTEDAPPROACH1THECONCEPT，BACKGROUND，BRIEFHISTORYANDSIGNIFICANCEOFTHEPERSONORIENTEDAPPROACH2THETHEORETICALBASISOFTHEPERSONORIENTEDAPPROACH3THEBASICPROPOSITIONSANDASSUMPTIONSOFTHEPERSONORIENTEDAPPROACH4APPLICATIONSTRATEGYOFTHEPERSONORIENTEDAPPROACHFINALLYTHELIMITSOFCURRENTAPPLICATIONANDITS’IMPLICATIONSFORFUTUREDEVELOPMENTALPSYCHOLOGYRESEARCHESWEREDISCUSSEDKEYWORDSPERSONORIENTED；ANALYSISTECHNIQUES；DEVELOPMENTALPSYCHOLOGY；APPLICATIONⅡ