簡(jiǎn)介：分類號(hào)分類號(hào)G416單位代碼單位代碼10110學(xué)號(hào)號(hào)S20070014中北大學(xué)中北大學(xué)碩士學(xué)位論文碩士學(xué)位論文心理學(xué)在高校思想政治教育中的應(yīng)用碩士研究生麻娟碩士研究生麻娟指導(dǎo)教師沈興全教授指導(dǎo)教師沈興全教授學(xué)科專業(yè)思想政治教育學(xué)科專業(yè)思想政治教育2010年4月26日2010年4月26日原創(chuàng)性聲明本人鄭重聲明所呈交的學(xué)位論文，是本人在指導(dǎo)教師的指導(dǎo)下，獨(dú)立進(jìn)行研究所取得的成果。除文中已經(jīng)注明引用的內(nèi)容外，本論文不包含其他個(gè)人或集體已經(jīng)發(fā)表或撰寫過(guò)的科研成果。對(duì)本文的研究作出重要貢獻(xiàn)的個(gè)人和集體，均已在文中以明確方式標(biāo)明。本聲明的法律責(zé)任由本人承擔(dān)。論文作者簽名日期關(guān)于學(xué)位論文使用權(quán)的說(shuō)明本人完全了解中北大學(xué)有關(guān)保管、使用學(xué)位論文的規(guī)定，其中包括①學(xué)校有權(quán)保管、并向有關(guān)部門送交學(xué)位論文的原件與復(fù)印件；②學(xué)?？梢圆捎糜坝　⒖s印或其它復(fù)制手段復(fù)制并保存學(xué)位論文；③學(xué)校可允許學(xué)位論文被查閱或借閱；④學(xué)校可以學(xué)術(shù)交流為目的，復(fù)制贈(zèng)送和交換學(xué)位論文；⑤學(xué)?？梢怨紝W(xué)位論文的全部或部分內(nèi)容（保密學(xué)位論文在解密后遵守此規(guī)定）。簽名日期導(dǎo)師簽名日期

簡(jiǎn)介：河北工業(yè)大學(xué)碩士學(xué)位論文基于兒童發(fā)展心理學(xué)的兒童娛樂(lè)設(shè)施研究姓名李美申請(qǐng)學(xué)位級(jí)別碩士專業(yè)設(shè)計(jì)藝術(shù)學(xué)指導(dǎo)教師許曉云20081101基于兒童發(fā)展心理學(xué)的兒童娛樂(lè)設(shè)施研究IIRESEARCHONCHILDRENSERTERTAINMENTFACILITIESBASEDONCHILDRENSPSYCHOLOGICALDEVELOPMENTABSTRACTCHILDRENAREFLOWERSOFTHEHUMANRACEPIONEEROFTHEFUTUREPEOPLENOWPAYMEATTENTIONTOHOWTOCREATEAGOODEDUCATIONALENTERTAINMENTENVIRONMENTFCHILDRENDESIGNINGFCHILDRENISEVENMEIMPTANTSINCECHILDRENARETHEFUTUREOFHUMANDEVELOPMENTTHEREFETHEPURPOSEOFTHISPAPERISTOFINDADESIGNPATTERNOFCHILDREN’SENTERTAINMENTFACILITIESWHICHISSUITABLEFTHEDEVELOPMENTOFCHILDRENTOMAKESURETHATTHEDESIGNOFCHILDRENSENTERTAINMENTFACILITIESISNOTONLYINTERESTINGBUTALSOINSTRUCTIVEBYMEANSOFLIVELYACTIVITIESUNDERTHEINFLUENCEOFSOCIALBACKGROUNDEDUCATIONCHILDREN’SPHYSICALMENTALBEHAVIALDEVELOPMENTSCHANGEALOTWHILEDOINGVARIOUSGAMEBASEDACTIVITIESENTERTAINMENTFACILITIESAREOFGREATSIGNIFICANCEASTHEMAINPARTOFCHILDREN’SPLAYENVIRONMENTPROMOTINGTHEDEVELOPMENTOFCHILDREN’SGAMESBEINGAPLATFMFCHILDREN’SGAMECOMMUNICATIONENTERTAINMENTFACILITIESCONCENTRATETHENEEDSOFCHILDRENINTOASMALLSPACEPROVIDETHEMAJITYOFCHILDRENPLAYACTIVITIESENTERTAINMENTFACILITIESFCHILDRENSHOULDBEDESIGNEDTO“CHILDIENTED“BASEDONCHILDDEVELOPMENTPSYCHOLOGYSUMMINGUPFEATURESOFPHYSICALPSYCHOLOGICALDEVELOPMENTOFALLAGESCHILDRENTHISPAPERANALYZEDTHERELATIONSHIPBETWEENENTERTAINMENTFACILITIESPHYSICALPSYCHOLOGICALDEVELOPMENTOFCHILDRENASWELLASTHEDESIGNELEMENTSOFCHILDREN’SENTERTAINMENTFACILITIESWHICHINCLUDEFMCOLSTRUCTUREMATERIALSECURITYENVIRONMENTITALSORESEARCHEDTHEPRINCIPLEOFCHILDREN’SENTERTAINMENTFACILITIESDESIGNINTHEPARTABOVEINDERTOPROVIDETHEETICALBASISINSTRUCTIONTOTHEDESIGNOFMODERNCHILDPRODUCTKEYWDSCHILDRENSENTERTAINMENTFACILITIESCHILDRENPSYCHOLOGICALDEVELOPMENT

簡(jiǎn)介：B一并中釬鬣夫蓐碩士學(xué)位論文叢叢壘堂墨窒魚鏖塹壘高主差堡塑逛塾至T編號(hào)學(xué)位申請(qǐng)人姓名范墅申請(qǐng)專業(yè)學(xué)位類別熬盎塑申請(qǐng)學(xué)位專業(yè)方向甚量壘疊墼盎指導(dǎo)教師姓名劐盎墊趲⑨碩士擘位論文MASTER。STHESISABSTRACTTHE21STCENTURYISATIMEOFINFORMATIONATIMEOFLINGUISTICSENGLISHBEINGAUNIVERSALLANGUAGE，THESTUDYONITESPECIALONITSLEXICALTEACHINGWILLATTRACTMOREATTENTIONENGLISHLEXICALTEACHINGPLAYSANIMPORTANTROLEINIMPROVINGTHESTUDENTS’ABILITIESOFLISTENING，SPEAKINGREADINGANDWRITING，SOMASTERINGALARGEAMOUNTOFVOCABULARYISTHEFOUNDATIONOFLEARNINGENGLISHWELLTHEAUTHOROFTHISTHESISBELIEVETHATTHESTUDYONLEXICALTEACHINGSHOULDPLAYTHEEMPHASISONTHESTUDYONTHEPRINCIPLEOFCOGNITIVEPSYCHOLOGYANDTHEANALYSISOFTHESTUDENTS’PSYCHOLOGYTHEAUTHOROFTHISTHESISCOMBINETHEFEATURESOFTHE113曲SCHOOLSTUDENTSWITHTHECONCEPTIONSOFCOGNITIVEPSYCHOLOGYRELATEDTOTHELEXICALTEACHINGONTHEBASEDOFTHERESEARCHRESULTSOFTHESCHOLARSATHOMEANDABROADANDSUMNLARIZEFIVEKINDSOFTEACHINGSTRATEGIESSUITFORTHESTUDENTS’PSYCHOLOGYFEATURESTEACHINGSTRATEGYACCORDINGTOTHESTUDENTS’ABILITIES；TEACHINGSTRATEGYBYINTEGRATINGPO硫ANDSPHERE；TEACHINGSTRATEGYBYTHECOMPARISONANDANALOGUE；TEACHINGSTRATEGYBYSYSTEMICINTEGRATIONANDTEACHINGSTRATEGYBYANALYSISTHECONTEXTOFCULTUREANDTHENCONDUCTASERIESOFEXPERIMENTSTOCONCLUDETHATDURINGTHEORGANIZATIONOFTEACHING，THETEACHERSSHOULDFOLLOWTHEDISCIPLESOFCOGNITIVEPSYCHOLOGYANDADOPTVARIOUSOFMETHODSTOGUIDETHESTUDENTS’AUTONOMOUSLEARNING，TOWIDENTHESTUDENTS’VOCABULARYTOENHANCETHEABILITYOFREADINGCOMPREHENSIONANDTHELANGUAGEUSE，TOCULTIVATETHESTUDENTS’COMMUNICATIVECOMPETENCE，ANDFINALLYTOADVANCETHESTUDENTS’ENGLISHAGGREGATELEVELTHISPAPERINCLUDESSIXPARTSTHEFIRSTPARTISANINTRODUCTION，WHICHFOCUSESONTHESIGNIFICANCEANDTHERESEARCHINGPROSPECTOFTHISSTUDYTHESECONDPARTISCONCERNEDWITLLTHEPRESENTRESEARCHSITUATIONANDTRENDOFDEVELOPMENTOFLEXICALTEACHINGATHOMEANDABROADTHETHIRDPARTINTRODUCESTHEFUNDAMENTALCOGNITIVECONCEPTSRELATEDTOLEXICALTEACHINGTHEFOURTHPARTANALYSESTHEAPPLICATIONOFCOGNITIVETHEORIESONLEXICALTEACHINGANDPROVIDESATHEORETICALBASISFORITTHEFIFTHPARTPRESENTSARESEARCHINGREPORTONLEXICALTEACHINGINTHEVIEWOFCOGNITIVEPSYCHOLOGYTHEREPORTPROVESTHATADIRECTANALYSISOFALEANER’SLEXICALINFORMATIONPROCESSINGWORKSDIRECTLYFORTEACHERSTOTEACHDIFFERENTSTUDENTSWITHDIFFERENTMETHODS，THUSDETOURSCANBEAVOIDEDANDBLINDNESSCANBEREDUCEDTHESIXTHPARTISACONCLUSIONWHICHPUTSFORWARDANEFFECTIVE

簡(jiǎn)介：作者簽名雖皇日期211I§芻學(xué)位論文使用授權(quán)聲明本人授權(quán)沈陽(yáng)師范大學(xué)研究生處，將本人碩士學(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；有權(quán)保留學(xué)位論文并向國(guó)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，允許論文被查閱和借閱；有權(quán)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。保密的學(xué)位論文在解密后適用本規(guī)定。作者簽名盈望日期麴叱B，馬．THEMEASUREMENTANDEXPLICITINTERVENTIONOFPRESCHOOITEACHERS’TACITPSYCHOIOGICAIKNOWLEDGEABSTRACTTHEPRESENTSTUDYTOOKTHEPRESCHOOLTEACHERASRESEARCHOBJECT，WHICHAIMEDTOEXPLORETHESTRUCTURETOMEASURETHEPRESCHOOLTEACHERS’TACITPSYCHOLOGICALKNOWLEDGE，ANDBASEDONTHEMEASUREMENTSTRUCTURETODEVELOPASETOFMEASUREMENTTOOLSACCORDINGTOTHEPSYCHOMETRICREQUIREMENTSTOEXPLICITLYEVALUATETHEPRESCHOOLTEACHES’TACITPSYCHOLOGICALKNOWLEDGE，ANDTOINVESTIGATETHESTATUSOFPRESCHOOLTEACHERS’TACITPSYCHOLOGICALKNOWLEDGEINLIAONINGPROVINCE．ONTHISBASIS，THROUGHTHEMETHODOFEXPERIMENTALDESIGN，WEHADOBSERVEDTHEEFFECTSOFEXPLICITINTERVENTIONONPRESCHOOLTEACHERS’TACITPSYCHOLOGICALKNOWLEDGESOASTOIMPROVETHEVISUALIZEDLEVELOFPRESCHOOLTEACHERS’TACITPSYCHOLOGICALKNOWLEDGE．BASEDONTHEDIFFERENCEANALYSISOFSELFDESIGNED‘PRESCHOOLTEACHERS’TACITPSYCHOLOGICALKNOWLEDGEQUESTIONNAIRE“’ABOUTAGE，TEACHINGAGE,EDUCATIONBACKGROUND，ANDKINDERGARTENTYPES，ANDFROMTWOASPECTSOFQUANTITYANDQUALITYINPRIVATEGARDENPRESCHOOLTEACHERS’TACITPSYCHOLOGICALKNOWLEDGEOFUNDERGOINGINTERVENTIONEFFECTANALYSIS．THECONCLUSION1‘PRESCHOOLTEACHERS’TACITPSYCHOLOGICALKNOWLEDGEQUESTIONNAIRE”WASCOMPOSEDOFFOURDIMENSIONS，WHICHARETACITKNOWLEDGEOFDEVELOPMENTALPSYCHOLOGY,TACITKNOWLEDGEOFEDUCATIONALPSYCHOLOGY,TACITKNOWLEDGEOFSELFPROFESSIONALPSYCHOLOGYANDTACITKNOWLEDGEOFINTERPERSONALPSYCHOLOGY；ANDITACHIEVEDGOODRELIABILITYANDVALIDITYANDCANBEUSEDASATOOLOFMEASURINGPRESCHOOLTEACHERS’TACITPSYCHOLOGICALKNOWLEDGE．2ATPRESCHOOLTEACHERS’VISUALIZEDLEVELOFTACITKNOWLEDGEOFDEVELOPMENTALPSYCHOLOGY,TACITKNOWLEDGEOFEDUCATIONALPSYCHOLOGY,TACITKNOWLEDGEOFSELFPROFESSIONALPSYCHOLOGYANDTACITKNOWLEDGEOFINTERPERSONALPSYCHOLOGY,THEREWERESIGNIFICANTDIFFERENCESAMONGPRESCHOOLTEACHERSWHOWEREINDIFFERENTAGE，TEACHINGAGE，EDUCATIONBACKGROUND，ANDKINDERGARTENTYPES．THEOVERALLTRENDISTHEPRESCHOOLTEACHERSAGEDWITHIN30WERESIGNIFICANTLYHIGHERTHANTHEPRESCHOOLTEACHERSAGEDFROM31TO40；PRESCHOOLTEACHERSWHOHAD3YEARWORKINGEXPERIENCESARESIGNIFICANTLYHIGHERTHANTHOSEWHOHADLESSTHAN3YEARS．THEPRESCHOOLTEACHERSWHOHAVEBACHELORDEGREE，ASSOCIATEDEGREEARESIGNIFICANTLYHIGHERTHANTHEPRESCHOOLTEACHERSGRADUATEDFROMJUNIORHIGHSCH001．THEPRESCHOOLTEACHERSFROMBUSINESSUNITARESIGNIFICANTLYHIGHERTHANTHEPRESCHOOLTEACHERSFROMKINDERGARTENRUNBYGOVERNMENTAGENCIESANDBYPRIVACY．3THROUGHTHEWAYSOFLECTURES，CASEANALYSIS，MUTUALCLASSES，GROUPDISCUSSIONS，THEDIARYREFLECTIONSANDSOON，THEVISUALIZEDLEVELOFPRESCHOOLTEACHERS’TACITPSYCHOLOGICALKNOWLEDGEWASENHANCED．KEYWORDSTACITPSYCHOIOGICALKNOWLEDGE，MEASUREMENT，EXPLICIT，INTERVENTION，PRESCHOOLTEACHERTT

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簡(jiǎn)介：2011屆研究生碩士學(xué)位論文學(xué)校代碼10269學(xué)號(hào)51080105019葶泵印毿天擎作文仿寫教學(xué)研究心理學(xué)視角2011年4月30日LLLL11ILLIIILLLLLIIIIL＼1904630THESISFORMASTER’SDEGREEIN2011UNIVERSITYCODE10269STUDENTID51080105019EASTCHINANORMALUNIVERSITYTEACHINGWRITINGBYMODELINGAPSYCHOLOGICALAPPROACHRESEARCHAREA丑曼QD曼曼Q￡￡迎坌叢LLI衛(wèi)坌皿亟墅型坌圭IQNMASTERCANDIDATEQ塹Z衄APRIL30，20112

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簡(jiǎn)介：現(xiàn)代社會(huì)女性越來(lái)越成為支撐國(guó)民經(jīng)濟(jì)發(fā)展和社會(huì)進(jìn)步的重要力量長(zhǎng)期以來(lái)女性被賦予了與男性不平等的社會(huì)地位和角色要求這壓抑了女性的健康發(fā)展。隨著社會(huì)越來(lái)越注重公平同時(shí)女性的自我意識(shí)逐漸增強(qiáng)相應(yīng)的社會(huì)地位也有所提高但是真正做到男女平等還需要很多的努力。為了更好的了解現(xiàn)在社會(huì)對(duì)女性的態(tài)度本研究初步編制了大學(xué)生女權(quán)主義傾向量表并做了進(jìn)一步的相關(guān)心理學(xué)研究以便更深入的了解大學(xué)生的女權(quán)主義傾向。本文以曲阜師范大學(xué)、長(zhǎng)江大學(xué)和上海交通大學(xué)三所學(xué)校的學(xué)生為研究對(duì)象在查閱文獻(xiàn)和做開放式問(wèn)卷的基礎(chǔ)上編制出了問(wèn)卷的初稿并經(jīng)過(guò)兩次的預(yù)測(cè)和因子分析刪除不合適的題目最后得到包含19個(gè)題目的大學(xué)生女權(quán)主義傾向量表該量表共包含四個(gè)因子享有權(quán)利、角色地位、男女等同和特殊言語(yǔ)行為。對(duì)編制好的問(wèn)卷施測(cè)用LISREL870軟件進(jìn)行驗(yàn)證性因素分析證明量表結(jié)構(gòu)良好與自尊量表、成就動(dòng)機(jī)量表一起施測(cè)得到以下幾個(gè)主要結(jié)論1大學(xué)生女權(quán)主義傾向量表具有良好的信度和效度。2大學(xué)生的女權(quán)主義傾向在人口統(tǒng)計(jì)學(xué)變量上存在差異尤其是在性別上的差異更加的顯著。3男大學(xué)生和女大學(xué)生在享有權(quán)利這一維度上都和自尊呈顯著的正相關(guān)而男性在特殊言語(yǔ)行為維度上與自尊呈顯著的負(fù)相關(guān)。4女大學(xué)生在角色地位這一維度上與成就動(dòng)機(jī)呈顯著的正相關(guān)而男大學(xué)生則在享有權(quán)利這一維度上和與成就動(dòng)機(jī)呈顯著的正相關(guān)。

簡(jiǎn)介：東南大學(xué)碩士學(xué)位論文初中生良心發(fā)展的心理學(xué)研究姓名張柳申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育學(xué)；應(yīng)用心理學(xué)指導(dǎo)教師馬向真20110224目錄APSYCH0109ICALSTUDYONCONSCIENCEDEVELOPMENTOFJUNIORMIDDLESCHOOLSTUDENTSABSTRACTCONSCIENCEISANINDIVIDUALMORALRESPONSIBILITYANDOBLIGATIONSOFACONSCIOUSAWARENESSANDEMOTIONALEXPERIENCE，ASWELLASAPSYCHOLOGICALMECHANISMTOEVALUATIONANDREGULATESTHECONDUCTASANINNERMORALVALUESYSTEM，THEMOSTBASICFEATUREOFCONSCIENCEISSELFDISCIPLINETHEMAINLYROLECONSCIENCEPLAYSINTHEBEHAVIOROFINDIVIDUALISSUPERVISION，GUIDANCEANDEVALUATIONJUNIORMIDDLESCHOOLSTUDENTSAREINTHE“GOLDENAGE“OFINDIVIDUAL’SPHYSICALANDPSYCH0109ICALDEVELOPMENTANDITISACRITICALPERIODTODEVELOPANDCULTIVATEPERSONALITY，INWHICHCONSCIENCEPLAYSANIMPORTANTROLEONTHEIMPROVEMENTANDHEALTHYGROWTHINTHECONTEXTOFCHINESECULTURAL，ITWOULDPROVIDEFEASIBLEMEASUREFORMORALEDUCATIONMANAGEMENTTOEXPLOREJUNIORMIDDLESCHOOLSTUDENTS’DEVELOPMENTALCHARACTERISTICOFCONSCIENCEANDTHECONCRETEWAYOFCULTIVATINGCONSCIENCEITALSOHASGREATTHEORETICALANDPRACTICALSIGNIFICANCETOCREATEAGOODSOCIALETHICSATMOSPHEREANDBRINGUPHIGHQUALITYINNOVATIVETALENTSTHISSTUDYAIMEDTOEXAMINETHESTRUCTUREANDTHEDEVELOPMENTCHARACTERISTICSOFCONSCIENCEBASEDONPREVIOUSRESEARCH，COMBINEDWITHOPENENDEDQUESTIONNAIRERESULTS，THISTHESISPUTSFORWARDATHEORETICALHYPOTHESISOFCONSCIENCEACCORDINGTOTHEHYPOTHESIS，THEAUTHORPRODUCESAFORMALQUESTIONNAIREOFJUNIORHIGHSCHOOLSTUDENTS’CONSCIENCEBASEDONTHESURVEYOF380PARTICIPANTS，THEAUTHORSTUDIESTHEDEVELOPMENTALCHARACTERISTICSOFCONSCIENCEOFJUNIORMIDDLESCHOOLSTUDENTSCONCLUSIONSOFTHESTUDYAREASFOLLOWS1THEORIGINALQUESTIONNAIREOFJUNIORHIGHSCHOOLSTUDENTS’CONSCIENCEISCOMPARATIVELYRELIABLEANDVALIDTHEFACTORANALYSISIDENTIFIES6FACTORSOFCONSCIENCE，INCLUDINGASENSEOFRESPONSIBILITY，GUILT，SHAME，SELFCONDEMNATION，SELFSATISFACTIONANDSELFRESTRAINT2AMONGALLTHEFACTORS’SCOREOFCONSCIENCE，THEHIGHESTISGUILT，THELOWERISSELFSATISFACTION，THESELFDISCIPLINEANDSENSEOFRESPONSIBILITY，ANDTHELOWESTII

簡(jiǎn)介：陵壓料技大學(xué)論文題目積極心理學(xué)視閾中的大學(xué)生思想政治教育實(shí)效性研究學(xué)科門類法學(xué)一級(jí)學(xué)科馬克思主義理論培養(yǎng)單位思想政治理論課教學(xué)科研部碩士生張英導(dǎo)師姚書志教授2012年5月?IIIIIIIIIIIIFILLIIIIJY2094052RESEARCHONTHEEFFECTIVENESSOFCOLLEGESTUDENTS7IDEOLOGICALANDPOLITICALEDUCATIONINPOSITIVEPSYCHOLOGYPERSPECTIVEATHESISSUBMITTEDTOSHAANXIUNIVERSITYOFSCIENCEANDTECHNOLOGYINPARTIALFULFILLMENTOFTHEREQUIREMENTFORTHEDEGREEOFMASTEROFLAWTHESISSUPERVISORPROFESSOR．Y．．．．．A．．．O．．．．．．S．．．．H．．．．．U．．．．Z．．．H．．．．I．MAY,2012

簡(jiǎn)介：目前以計(jì)算機(jī)和互聯(lián)網(wǎng)為代表的信息新技術(shù)已滲透到社會(huì)發(fā)展的眾多領(lǐng)域成為人們生產(chǎn)和生活不可或缺的重要因素。信息技術(shù)在提高了生產(chǎn)率、給人們生活帶來(lái)便利的同時(shí)也帶來(lái)了新的問(wèn)題信息異化。雖然在信息社會(huì)中宏觀環(huán)境和信息環(huán)境是導(dǎo)致信息異化產(chǎn)生的重要因素但現(xiàn)代人的心理因素卻是信息異化的直接導(dǎo)火索。本文在總結(jié)了信息異化的本質(zhì)、歷史必然性和信息異化成因的基礎(chǔ)上從現(xiàn)代心理學(xué)角度入手運(yùn)用弗洛伊德的精神分析理論、人格特質(zhì)論、人格學(xué)習(xí)論、馬斯洛的需求層次論、奧哈根的責(zé)任心理結(jié)構(gòu)理論、認(rèn)知心理學(xué)理論、阿希的從眾心理理論、群體極化和去個(gè)性化理論分析了信息焦慮、信息依賴、信息污染、信息窄化和網(wǎng)絡(luò)暴力這五種主要的信息異化表現(xiàn)形式的心理學(xué)成因并提出了網(wǎng)絡(luò)環(huán)境下這五種信息異化表現(xiàn)形式的控制策略。

簡(jiǎn)介：分類號(hào)密級(jí)學(xué)校代碼10165學(xué)號(hào)200810240逢掌童礦耗大學(xué)碩士學(xué)位論文②心理學(xué)專業(yè)大學(xué)生勝任特征模型的構(gòu)建、驗(yàn)證與現(xiàn)狀調(diào)查研究作者姓名學(xué)科、專業(yè)王菲應(yīng)用心理學(xué)研究方向人力資源開發(fā)與管理導(dǎo)師姓名孫遠(yuǎn)剛教授2011年05月學(xué)位論文獨(dú)創(chuàng)性聲明111ILLJIIIJLIPPLLLRLIIIRJIIIIIILR10＼1890630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。學(xué)位論文作者簽名斗學(xué)位論文版權(quán)的使用授權(quán)書本學(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。學(xué)位論文作者簽名年指導(dǎo)教師簽名簽名溉側(cè)＼1年廠月彳日

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