簡介：山東師范大學碩士學位論文體驗探究性教學在高師公共心理學教學中的應用研究姓名高建鳳申請學位級別碩士專業(yè)教育技術學指導教師宮淑紅20080408山東師范大學碩上學位論文體驗一探究性教學在高師公共心理學教學中的應用研究摘要信息化時代的教育要求在課堂教學上更應該具有時代特征，無論在教育理念上還是教學方法上都應該體現(xiàn)出信息化時代所提倡的創(chuàng)新、求異的教學特點。高師公共心理學承擔著為基礎教育培養(yǎng)具有時代精神、創(chuàng)新意識、創(chuàng)新能力、具有良好心理素質和合理心理學知識的全面發(fā)展的現(xiàn)代化師資的重要任務。然而，目前的高師公共心理學限于學時短、任務重，教學以講授為主，重理論、輕實踐，重知識、輕技能，忽略學生的實踐體驗和心理健康水平的提高，因而，無法收到預期的教學效果，為改變這一現(xiàn)狀，適應信息化時代的教育要求，提高公共心理學的教學效能，嘗試在高師公共心理學教學中運用體驗一探究性教學。體驗一探究性教學在高師公共心理學教學中的應用研究，采用了訪談、問卷測驗、案例分析等研究方法。在對體驗一探究性教學的概念進行分析和界定的基礎上，以情境認知學習理論、建構主義學習理論和教育的四大支柱觀為理論支撐，在已有多媒體網(wǎng)絡技術參與教學的基礎上，提出了教學過程設計的理念、指導思想和策略，設計了六階段的教學過程創(chuàng)設學習情境，激發(fā)學習興趣，引發(fā)心理體驗；提出任務課題，質疑，引發(fā)認知沖突；借助于網(wǎng)絡技術提供學習資源，積極感悟，體驗探究；合作、交流、探討，共情理解，相互促進；知識整理，實踐運用，體驗內(nèi)化，思維創(chuàng)新；反思總結，強化體驗，意義建構，拓展延伸。教學過程的實施注重體驗，面向全體，重視發(fā)展學生的情商和提高學生的心理健康水平。圍繞六階段教學過程設計理論，進行了具體的教學策略及案例研究。提出了情境導疑教學策略、吸引借鑒了企業(yè)中的六頂思考帽原理而形成了六頂思考帽教學策略、借鑒箱庭沙盤療法而提出了箱庭沙盤游戲教學策略。分別闡述了策略的原理和在教學過程中的作用，通過教學案例的分析研究，對策略的應用價值作了總結。情境導疑策略以境生驗，以驗解疑，以疑生疑，探疑生律，體驗內(nèi)化，意義建構，實踐應用，拓展延伸，實現(xiàn)知識的融會貫通；六頂思考帽教學策略其最大的價值在于提供了一種平行思維的方法，為人們建立了多角度體驗和思考心理活動的框架，克服思維定勢，學會共感

簡介：上海師范大學碩士學位論文試從心理學視角論合作性學習姓名湯震宇申請學位級別碩士專業(yè)課程與教學論指導教師吳維屏20070401ABSLTJTAC’I’COOPERATIVELEARNINGREQUIRESTEACHERNOTONLYTEACHSTUDENTSKNOWLEDGEBUTALSODEVELOPSTUDENTS’ABILITIESTHISKINDOFLEARNINGISAHUGECHALLENGETOTRADITIONALPRACTICERSHENCE，WENEEDNEWVIEWSTOUNDERSTANDCOOPERATIVELEARNINGFURTHERANDUNCOVERSTUDENTS’INTERRELATIONSHIPFEATURESANDTEACHERSTUDENTSRELATIONSHIPFEATURESTHISISKEYTOMAKECOOPERATIVELEARNINGINTOPRACTICETHISTHESISINTRODUCESTHEINTERPERSONALTHEORY，OBJECTIVETHEORYATTACHMENTTHEORYINDIVIDUALPSYCHOLOGYANDGROUPDYNAMICSINTERPERSONALTHEORYPROPOSEDTHATHUMANBEINGISEXISTENCEOFINTERPERSONALTHEORYANDSELFSYSTEM，MAKINGOF‘GOODSELFAND‘BADSELF’ISTHEOUTCOMEOFINTERPERSONALPERSONALIZINGSOINTERPERSONINCOOPERATIVELEARNINGWILLINFLUENCESTUDENTS、PERSONALITYDEVELOPMENTTHISTHEORYHELPSSTUDENTSBUILDGOODPERSONALITY0BJEETIVETHEORYPROPOSEDTHERULESOFINTERPERSONALDEVELOPMENTTOHELPPRACTICERSUNDERSTANDANDCONDUCTSTUDENTSBETTERATTACHMENTTHEORYINTRODUCESFOURKINDSOFINTERPERSONALRELATIONSHIPSECURE，RESISTANTAVOIDANTANDDISORGANIZED。ATTACHMENTTHEORYHASLEDTOANEWUNDERSTANDINGOFSTUDENTSANDHELPTEACHERTEACHSTUDENTACCORDINGTOHISSTYLEASFORINDIVIDUALPSYCHOLOGYALFREDCAMEUPWITHTHETERMINFERIORITYCOMPLEXHEDESCRIBEDTHISASFEELINGSOFLACKOFWORTHTHEONLYWAYTOOVERCOMEINFERIORITYCOMPLEXISCOOPERATIVE，WHICHHELPPRACTICERSBUILDTHEAIMSOFCOOPERATIVELEARNINGGROUPDYNAMICSISMEANTOPROVIDESTUDYOFCOOPERATIVE，COMPETITION，BYONESELFANDSHOWSADVANTAGESOFCOOPERATIVELEARNINGTHESIGNIFICANCEOFTHESTUDYISTHATFIRSTLYENRICHANDPERFECTTHETHEORIESABOUTCOOPERATIVELEARNING；SECONDLYUNCOVERTHEESSENCEOFPSYCHOLOGYINCOOPERATIVELEARNING，SOTHATTHECOOPERATIVELEARNINGCANBEWELLDEALWITH；THIRDLY，PROVIDESUGGESTIONSFORTEACHERSTOMAKECOOPERATIVELEARNINGINTOPRACTICETHISTHESISHASTHREESECTIONSTHEFIRSTSECTIONCONCLUDESDEFINITIONOFCOOPERATIVELEARNINGANDSTUDYCONCLUSIONS；THESECONDSECTIONINTRODUCESPSYCHOLOGYTHEORIES；THETHIRDSECTIONPROVIDESTRATEGIESOFHOWTOBUILDINTERACTIONKEYWORDSCOOPERATIVELEARNING，INDIVIDUALPSYCHOLOGY，INTERPERSONALTHEORY4

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簡介：福建師范大學碩士學位論文中學歷史課程改革新模式心理學在歷史教學中的滲透和運用姓名梁曉英申請學位級別碩士專業(yè)學科教學歷史指導教師王堅德20070801中文摘要人類跨入21世紀，基礎教育從教學思想、教學內(nèi)容、教學方法、教學手段和教學評價體制等方面進行變革，高中歷史教學該如何改革，給每一位中學教師帶來挑戰(zhàn)。本文運用心理學人本主義、行為主義、認知主義和建構主義心理學的核心思想主動性、反思性、合作性、社會文化性指導歷史教學，探討自主學習、問題學習、發(fā)現(xiàn)學習、協(xié)作學習的新的教學模式拋錨式教學、巴特勒的自主學習模式、加涅模式、意義認知學習模式和新的教學設計問題教學設計、情景教學設計并在廈門學生進行問卷調查研究與分析。該模式強調在整個教學過程巾實現(xiàn)以學生為中心，教師起到組織者、指導者、幫助者和促進者的作用，既強調學習者的認知主體作用，又不忽視教師的指導作用，最終達到新課標的目的培養(yǎng)和提高學生的歷史意識、文化素養(yǎng)和人文素養(yǎng)，促進學，E全面發(fā)展。關鍵詞CT學歷史教學；新課標教育心理學；教學新模式

簡介：分類號旦鱧墨密級公五UDC300學位論文積極心理學對我國大學生思想政治教育的啟示研究作者姓名雷丹指導教師趙興宏教授東北大學文法學院申請學位級別碩士學科類別法學學科專業(yè)名稱思想政治教育論文提交日期2011年6月論文答辯日期2011年6月學位授予日期2011年7月答辯委員會主席張玉麟評閱人張玉麟、張穎東北大學2011年6月獨創(chuàng)性聲明本人聲明，所呈交的學位論文是在導師的指導下完成的。論文中取得的研究成果除加以標注和致謝的地方外，不包含其他人己經(jīng)發(fā)表或撰寫過的研究成果，也不包括本人為獲得其他學位而使用過的材料。與我一同工作的同志對本研究所做的任何貢獻均己在論文中作了明確的說明并表示謝意。學位論文作者簽名觸EL期BIF’60學位論文版權使用授權書本學位論文作者和指導教師完全了解東北大學有關保留、使用學位論文的規(guī)定即學校有權保留并向國家有關部門或機構送交論文的復印件和磁盤，允許論文被查閱和借閱。本人同意東北大學可以將學位論文的全部或部分內(nèi)容編入有關數(shù)據(jù)庫進行檢索、交流。作者和導師同意網(wǎng)上交流的時間為作者獲得學位后半年口一年口一年半口兩年D學位論文作者簽名奄A簽字日期ZOT1B1導師簽名鄉(xiāng)“芡萬簽字日期害扣J∥Z7

簡介：蘇州大學碩士學位論文高職心理學課程設置研究對淮安若干高校的調查姓名袁海燕申請學位級別碩士專業(yè)高等教育學指導教師周川20090901高職心理學課程設置研究中文摘要不夠，課程設置有著較大的隨意性，課程內(nèi)容不規(guī)范，學校重知識的灌輸、輕精神的培養(yǎng)，缺少先進的教學方法和教學手段，教學條件局限性對課程設置造成影響，心理健康教育課程的評價無法真正體現(xiàn)心理健康教育課程教學的效果等方面的問題。借鑒國內(nèi)外同樣課題研究的成果，結合自身工作經(jīng)驗，從理論和實踐兩個方面對高職心理學課程設置進行探討，并提出了適應高職學生的心理學課程設置的相應對策，那就是要更新高職心理健康教育課程的基本設計理念重新定位心理健康教育的價值取向，創(chuàng)設良好的課堂心理氛圍，以充分開放的課堂教學接納高職學生，探尋建構式教學的新型教學觀和教學方式，通過創(chuàng)造性的組織教學全面提高學生的素質；深入探究社會需求，合理構架心理健康課程體系，采取“原理課程健康課程活動課程“模式；充分利用團體心理輔導，使學生在相互交流與體驗中成長；對心理健康教育課程的教學進行科學的評價。關鍵詞高職、心理學、課程設置Ⅱ作者袁海燕指導教N周川

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簡介：河北工業(yè)大學碩士學位論文基于兒童發(fā)展心理學的兒童娛樂設施研究姓名李美申請學位級別碩士專業(yè)設計藝術學指導教師許曉云20081101基于兒童發(fā)展心理學的兒童娛樂設施研究IIRESEARCHONCHILDRENSERTERTAINMENTFACILITIESBASEDONCHILDRENSPSYCHOLOGICALDEVELOPMENTABSTRACTCHILDRENAREFLOWERSOFTHEHUMANRACEPIONEEROFTHEFUTUREPEOPLENOWPAYMEATTENTIONTOHOWTOCREATEAGOODEDUCATIONALENTERTAINMENTENVIRONMENTFCHILDRENDESIGNINGFCHILDRENISEVENMEIMPTANTSINCECHILDRENARETHEFUTUREOFHUMANDEVELOPMENTTHEREFETHEPURPOSEOFTHISPAPERISTOFINDADESIGNPATTERNOFCHILDREN’SENTERTAINMENTFACILITIESWHICHISSUITABLEFTHEDEVELOPMENTOFCHILDRENTOMAKESURETHATTHEDESIGNOFCHILDRENSENTERTAINMENTFACILITIESISNOTONLYINTERESTINGBUTALSOINSTRUCTIVEBYMEANSOFLIVELYACTIVITIESUNDERTHEINFLUENCEOFSOCIALBACKGROUNDEDUCATIONCHILDREN’SPHYSICALMENTALBEHAVIALDEVELOPMENTSCHANGEALOTWHILEDOINGVARIOUSGAMEBASEDACTIVITIESENTERTAINMENTFACILITIESAREOFGREATSIGNIFICANCEASTHEMAINPARTOFCHILDREN’SPLAYENVIRONMENTPROMOTINGTHEDEVELOPMENTOFCHILDREN’SGAMESBEINGAPLATFMFCHILDREN’SGAMECOMMUNICATIONENTERTAINMENTFACILITIESCONCENTRATETHENEEDSOFCHILDRENINTOASMALLSPACEPROVIDETHEMAJITYOFCHILDRENPLAYACTIVITIESENTERTAINMENTFACILITIESFCHILDRENSHOULDBEDESIGNEDTO“CHILDIENTED“BASEDONCHILDDEVELOPMENTPSYCHOLOGYSUMMINGUPFEATURESOFPHYSICALPSYCHOLOGICALDEVELOPMENTOFALLAGESCHILDRENTHISPAPERANALYZEDTHERELATIONSHIPBETWEENENTERTAINMENTFACILITIESPHYSICALPSYCHOLOGICALDEVELOPMENTOFCHILDRENASWELLASTHEDESIGNELEMENTSOFCHILDREN’SENTERTAINMENTFACILITIESWHICHINCLUDEFMCOLSTRUCTUREMATERIALSECURITYENVIRONMENTITALSORESEARCHEDTHEPRINCIPLEOFCHILDREN’SENTERTAINMENTFACILITIESDESIGNINTHEPARTABOVEINDERTOPROVIDETHEETICALBASISINSTRUCTIONTOTHEDESIGNOFMODERNCHILDPRODUCTKEYWDSCHILDRENSENTERTAINMENTFACILITIESCHILDRENPSYCHOLOGICALDEVELOPMENT

簡介：B一并中釬鬣夫蓐碩士學位論文叢叢壘堂墨窒魚鏖塹壘高主差堡塑逛塾至T編號學位申請人姓名范墅申請專業(yè)學位類別熬盎塑申請學位專業(yè)方向甚量壘疊墼盎指導教師姓名劐盎墊趲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

簡介：作者簽名雖皇日期211I§芻學位論文使用授權聲明本人授權沈陽師范大學研究生處，將本人碩士學位論文的全部或部分內(nèi)容編入有關數(shù)據(jù)庫進行檢索；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，允許論文被查閱和借閱；有權可以采用影印、縮印或掃描等復制手段保存、匯編學位論文。保密的學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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