簡介：首都師范大學碩士學位論文中學生物理學習成就動機強度的研究姓名聶長和申請學位級別碩士專業(yè)課程與教學論指導教師續(xù)佩君20070519ABSTRACTTHEPROBL鋤OFSL11D伽臨’LAIRILINGMODVA石ONISCONCALLODBYCDUCATORAUME石METHEMAINLYOFL訓NGMOTIVATI∞ALWAYSBEHAVESACHJEV鋤肌TMOTIVATIONWLLICHISINP刪FSILIT0FTHE取IH001WOD【SⅢ嬲SIILI伐IFIIINGFIELDWH黝SACTLICL，黜ALTMOTIVA虹ON’SIMPORT孤TS咖SINL伐IRLLINGACTIVITI船。ALLDTLLATTHED蛆MCTCROFSTLLDERLTSCONDUC鶴TOTHEDI任B胤TMOTIVATI∞LEVDSACCORDINGLYWEBA∞UPONPHYSI∞EDUCA虹ONTRYTOFINDO啦TTHEDIFFB姍CEOFⅡLEACHICV鋤ENTMOTIVAD∞LEVELSWLLICHBE晰蹦ITLLE∞D鶴，THEGMSANDBOYSELSEACCORDIILGT0THED唧側E瑙OF髓CHMOTIV圳I0咀LEVELS，WE跚HEKTO曲呤REIA虹刪塔TLIPSBE咐EENTHE砌UENCIILGFHCTOFS棚DTHEACHIEVEMENTMO石VATI∞LE’，ELSTHERESIXPARTSINTHISPAPELTHE缸TPAFTIN吐。小L嘲T11EB卸CK毋O岫D’T11ENCCESSARYOFTLLISSTLLDY，MOSNYCOMALT，RESAIRCHME咖躚DTHESIGNIFIC孤CCOFMISSTILDMTHESECONDPARTISATHEORIESFOMLIKNIONOFMISRE戳A地MAILLLYINCLUDINGN啪RYOFACHIEV鋤曲T加ODVANONBYATL【INSO血M∞RYOFACBI∞，啪％TMODVATIONBYA啵UBEL，T11EORYOFSEIFE伍CACYBYB鋤DU璃廿LEORYOFPHYSI∞L∞MILLGS眥E百銘，TLLEORYOFA出EVEM脅TGOAL孤DTLLCORYOFACBIEVEM鋤TA地RIBI撕∞Ⅳ【OR∞VER，WEAL∞颯舶瑚ARIZET11EDLA瑚瞄EROFSTILDENTS’PSYCHOLO目ⅣD酬OPM∞TTHEⅡLILDPARTIN鏟姻矗球N船吐地銣抽蹴ITYOFTHESMDENTS’A6HIEV鋤ALT蜘翩ALIONINPHYSICSLAⅡ11J【N再BASEUPONTLLEII】【VESTIG緬G托飄DTWEP科NLE刪協(xié)OFACHIEV鋤ALTMO吐VATIONINDIFFE嗍TLEVELSF毗HEFMOREWEAILALYZETLLEDI任婦CEOFTHE刪昏啪ENTMO石VATIONLEVELSWHICHBETW∞NTHEP，IID銘，TLLEBOYSANDTHEL區(qū)DSDSEWBCON廿ASTTLLEDI任BRENCE州CHM既TIONEDDBOVEWITLLTLLETOTALS’缸DⅥ僦TOFINDOUTⅡLESIILLIL撕D鶴鋤DDIFF柏1C鶴BE咐咖TLLEMB∞IDES，WE筘TTHECOMPON即臨AND蜘TSOFPHYSICSLE鋤NIILGIN06刪ONWBICHIILDI矗白韌吡SCH∞1WOD【，SLEVCL8BASCDONTL】峙向珊ERTLLR∞PANS，T11E鼬PARTMAILLLYAILAL犯囂THERELA石O∞撾PSB‘卿嘲LA出EV鋤∞TMOTIVAIIONL剛S觚D蚰R自C啪THE五硒PAR￡INCLUDESTLLEIM，髓TIGATIONOFEXPCC伽ONWONLLINE站ILLPHYSI∞L∞MING’THETABLEOF髓痂MTINGACTLIEVCLILENTMOTIVATI∞LEVDS，柚DINDIVI捌’SACHIEV咖ENTMO吐VALION刪N霉IUTTLL鋁EWORI【SC孤’TCARRYONTLLEFLLRDLER∞SEARCHOWILLGTOO砒LIIILITED缸ETHESI】【THPART飄LNLMARIZESTHECONCLUSIO璐趾DTLLES11礎AGESOFTLLISPAP既TBIS麟EARCHIIL‰器R囂曲RCHMETLLODOFFACTOR卸MYSISF吣MPSYCHOLO斟STATISTI鼴FOFVALIDITYTESTTHEMAINRESE疵HMEMODINDUDCSLITANATTL∞懈∞RCH，QU髑啦。艙AI∞SURVEYMLDII埔EⅣIEWM亂HOD1EYWORDSACHIEVEMEMMO廿VATI∞I鉀CBPHYSI鏘L翱MINGDIFFBR∞∞2

簡介：中國科學技術大學碩士學位論又基于微灌流腔的細胞膜生物物理學參數(shù)的高精度測定作者姓名學科專業(yè)導師姓名完成時間劉威生物醫(yī)學工程趙剛教授二。一五年五月四日中國科學技術大學學位論文原創(chuàng)性聲明本人聲明所呈交的學位論文，是本人在導師指導下進行研究工作所取得的成果。除已特別加以標注和致謝的地方外，論文中不包含任何他人已經發(fā)表或撰寫過的研究成果。與我一同工作的同志對本研究所做的貢獻均己在論文巾作了明確的說明。作者簽名簽字日期叢墮‘；中國科學技術大學學位論文授權使用聲明作為申請學位的條件之一，學位論文著作權擁有者授權中國科學技術大學擁有學位論文的部分使用權，即學校有權按有關規(guī)定向國家有關部門或機構送交論文的復印件和電子版，允許論文被查閱和借閱，可以將學位論文編入中國學位論文全文數(shù)據(jù)庫等有關數(shù)據(jù)庫進行檢索，可以采用影印、縮印或掃描等復制手段保存、匯編學位論文。本人提交的電子文檔的內容和紙質論文的內容相一致。保密的學位論文在解密后也遵守此規(guī)定。嘗蓁名|三I芒導師簽名_翅作者簽名』牝導師簽名_二莖嬰簽字日期旌璉‘至簽字日期盈L堇墨3

簡介：浙江師范大學2007級教育碩士論文高中物理學習情境創(chuàng)設研究THEI迮SEARCHONTHELEARNINGSITRATIONINPHYSICSOFSEM0RMDDLESCHOOL徐麗若導師蔡鐵權教授浙江師范大學數(shù)理與信息工程學院2012年L2月THERESEARCHONTHELEARNINGSITRATIONINPHYSICSOFSEMORⅣⅡDDLESCHOOLABSTRACTWHAT’STHEROLEOFTEACHERIFITISMORETHANANINFORMATIONTRANSFERRING‘‘PIPELINE’’INTHELEARNINGPROCESSASAPOTENTIALDESIGNEROFCURRICULUMANDINSTRUCTION，THEROLEOFTEACHERINSITUATEDLEARNINGENVIRONMENTISCOMPLETELYDIFFERENT、析TLLTHEROLEDESCRIBEDINTHEPASTINTHELEARNINGENVIRONMENT，THETEACHERSUPPORTINGSITUATIONALTEACHINGPLAYSVERYIMPORTANTROLEDURINGDESIGNINGCURRICULUMANDINSTRUCTIONBECAUSEIFPEOPLEWANTTOVALUABLEANDMEANINGFULLEARNINGCANTAKEPLACE，EVENTUALLYEVENTHEPREPRESCRIPTIVE，STANDARDIZED，ASSIGNEDANDEXTERNALDECISIVECONTENTALSOMUSTBEPLACEDINTHECONTEXTOFSPECIFIEDLEARNINGENVIRONMENTLETTHESTUDENTSMASTERINORDERTOIMPROVEEFFICIENCYCREATIONOFLEARNINGENVIRONMENTWILLCOMBINESUCHASPROBLEMSOLVING，SELFDIRECTEDLEARNING，PEERLEARNING，THELEARNINGINREALSITUATIONSANDREALEVALUATIONOFLEARNINGETCSTRATEGIESTHECREATIONOFLEARNINGENVIRONMENTANDTEACHINGDOESNOTMEANITISABRANDNEWTEACHINGMETHOD，BUTAMETHODINTEGRATEDANUMBEROFDIFFERENT，RELATEDMETHODSTHETHEORYOFSITUATIONALTEACHINGATTACHESGREATIMPORTANCETOTHEREFORMSCHOOLINTHECONTEXTOFLEARNING，PARTICULARLYFOCUSONSPECIFICLEARNINGGOALSANDTOMASTERINGSPECIFICCONTENTINTHISPAPERWEANALYZEDCHARACTERISTICSOFPHYSICSTEXTBOOKS知OMPEOPLESEDUCATIONPRESSPEPFORSENIORGRADEONEANDSENIORGRADETWOTHEFIRSOSEMESTERWECLASSIFIEDTHECHARACTERISTICSOFKNOWLEDGEBASEDONTHECLASSIFICATION，WECREATEDDIFFERENTLEARNINGSITUATIONSCARRIEDOUTINTWOCLASSESWITLLTHETRADITIONALTEACHINGANDEXPERIMENTALPRACTICERESPECTIVELYWEANALYZEDTHEOUTCOMEBYTHEORETICALANALYSISANDCOMPARISONWITHEXPERIMENTALRESULTSONTHEFINALLEARNINGACHIEVEMENTANDLEARNINGMOTIVATIONFIRSTLYTHISPAPERREVEALEDTHEBACKGROUNDOFCREATIONSCIENTIFICANDRATIONALLEARNINGENVIRONMENTANDCLARIFYTHEORETICALANDPRACTICALMEANINGSOFSTUDYINGTHE

簡介：江西師范大學碩士學位論文科學玩具的物理學習情感教育功能研究姓名吳瑕申請學位級別碩士專業(yè)課程與教學論物理指導教師胡銀泉20090501ABSTRACTTHEPHYSICSNEWCURRICULUMSTANDARDPROMOTESAPPLYINGTHEOBJECTSINLIFE，MATERIALS，INSTRUMENTS，ANDTOYSINPHYSICSEXPERIMENTTEACHING，WHICHCALLSTIMULATESTUDENTS’INTERESTSINEXPLORATION，BRINGSTUDENTSAFFINITYMAKETHEDISTANCEBETWEENLIFEANDPHYSICSCLOSERBUTTHINKINGABOUTTHESTATUSOFPHYSICSEDUCATION，THEREAREMANYSTUDENTSLACKINGTHEINTERESTINLEARNINGPHYSICS，ANDTHETEACHERSOFTENFEELLACKINGCURRICULUMRESOURCEAFTERANALYZINGTHEDIFFERENCESOF‘TEACHINGPHYSICSWITHTOYS”INCHINAANDAMERICATHEAUTHORBROUGHTTHECONCEPTOF“SCIENCETOY“’，ANDSUMMEDUPITSDEFINITION，CHARACTERISTICANDCLASSIFICATIONTHETHESISHELDTHATTEACHINGPHYSICSWITHSCIENCETOYSCALLPROMOTESTUDENTS’PHYSICSLEARNINGCOGNITION，TECHNICALABILITYANDTHELEVELOFPHYSICSLEARNINGEMOTIONTHEREAREMANYEXAMPLESONSCIENCETOYSFROMBUSINESSMARKETINTHISTHESIS，ANDTHEC刮SESABOUTHOWTEALIZETHESCIENCETOYS’PHYSICSEDUCATIONFUNCTIONINTHISTHESIS，THEAUTHORCONDUCTEDTHEEXPERIMENTALRESEARCHTOVERIFYTHATTHEREISPOSITIVEEFFECTTOTHESTUDENTS’PHYSICSLEARNINGEMOTIONAFTERTEACHINGPHYSICSWITHSCIENCETOYSKEYWORDSSCIENCETOYS；PHYSICSEDUCATIONFUNCTION；PHYSICSLEARNINGEMOTIONLL

簡介：河南師范大學碩士學位論文中學生物理學習中自我評價的研究姓名李瑩申請學位級別碩士專業(yè)課程與教學論指導教師葉海智20060501ABSTRACTWITHTHECONTINUOUSDEEPENINGOFLHEREFO皿OF也EB聒ICEDUCATIONINC‰A，THEEVALUATIOⅡSTO也ESTUDENTSSHOW也ETREⅡD0FBEINGPANICIPATEDBYMORE“ES，IK∞ⅡEVALUATION0FTHESTUDEII乜DRAWSTHEATTEⅡTIDNOFTHEEDUCATO巧ESPIEDAUYNISSTUDYC缸TIES嘰TTHEPRELIMINARYEXPLO枷0Ⅱ劬MB0山THEPERSPE咖EOFTHETHEORY蛆DMEPEISPECLIVEOFTHEPTACT衄IILA岫THROUGH齜MEMODOFLITERATUREANALYSIS，INVE鰣GATION，IN‘“I?！?缸DSTATISTICAL柚ALYSIS111EAUTHORHOLDSTLLEVIAW山ATMESE妊CVALUAIJON0FNLCMIDDLESCH00LSTUDENTSI11THEIRSTUDYIS也ERENECTI。Ⅱ缸DADJUS恤ENTTOMCLE啪IⅡGWARCNESS姐D也ELC啪崦ACLSIⅡVMEITISNOTOLLLYAKINDOFLEAMIⅡGCAPAC時BUTALS0A“NDOFIE帥INGSTRATEGYFIRST，TBEPAPETDE鈾ESTHCSELKVALUATIONOF也EMIDMESCHOOLSTUDENTSINTBEIIS恤DY，她DEXPOUNDS也ECONTEⅡTS，F(xiàn)ILNCTIONS，CHA衄ELS，PSRCBOLOGICALPROCESSES，也EDEVELOPMENTFEATURESANDTHEIMPACTINGNCTORSOF也ESEⅡEV山ATIONTHEAUTHOR出OC8RFIESO仳也EINVESTIGATIONABOUT也ESE趴VALU蛐Ⅱ0FTHETNIDME。SCHOOLSTUDENTSINTHEIFPHYSICSK姍ING，ANDGETSTOLⅢ0WTHCPROBLEIILSTHATCXISLSECONDLY，THIS蛐也OR訊ESCFEATING恤IMPLEMENTATIONST豫TEGYTO弘IDETHE咖DENTSTOCARRYOUTSELKVALU8TINGIⅡTHEJRPHYSICSLE姍啦1ⅡIHISP吼THC蛐MORDESI胂THEPM伊砌T0GIIIDETHESTUDE曲幻CARRY0UTSELKVALUATIILG，ES詛BLISHESTLLE皿NDPLEST0GIIIDE岫SMDENLST0CARRYOUTSEMEVMA血G，越DMAKESACOMPREHENSIVE卸ALYSISABOUTHOWTOCREATETHEBENE石CIALENV昀ⅡMENTFORTLLESTUD蚰TST0CARRYO“TSELFEVALUA顫GAⅡDHOWT0GLLIDE也ESTUDEBTSTOSETUP也ESE搏EVALUATIONCFITERIAINRESPONSET0MEPHYSI璐LE啪INGOFIHE咖DE吣INPRA甜CE，TLLEAUTHOFGIVESMANY咖DS0FOPERA廿ONALMETHODST0CARRYOUTSELF_EV山A缸GONAFOCALPMT，ANDHOPESTOPROVIDESOMEFUNCTIONALSTR咄GIESFOR也ESELH砌岫TIONOFT11EMIDDLESCHOOLSTILDEⅡTSJNTHEIRPHYSICS1E鋤I1唱F池UYTHEAUTHORCARRICDOUTTHEEXPEMLCM“RESE缸CHAPPLY噸THEIIILPLE礎Ⅱ瞰IONPRO擎AMAND血EⅡ

簡介：學位論文獨創(chuàng)性聲明本人鄭重聲明所提交的學位論文是本人在導師指導下進行的研究工作和取得的研究成果。本論文中除引文外，所有實驗、數(shù)據(jù)和有關材料均是真實的。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。其他同志對本研究所做的貢獻均己在論文中作了聲明并表示了謝意。學位論文作者簽名了涉毛氣日期秒隆廠、學位論文使用授權聲明研究生在校攻讀學位期間論文工作的知識產權單位屬南京師范大學。學校有權保存本學位論文的電子和紙質文檔，可以借閱或上網公布本學位論文的部分或全部內容，可以采用影印、復印等手段保存、匯編本學位論文。學?？梢韵驀矣嘘P機關或機構送交論文的電子和紙質文檔，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位論文屬于保密論文，密級保密期限為年。一虢形F，一肛壚日期ⅦN曩卅日期∽，鄉(xiāng)，易弓／目錄443業(yè)務模塊31第五章系統(tǒng)測試及結果分析3451系統(tǒng)測試過程34511蒙特卡羅測試34511系統(tǒng)實測3552結果分析36第六章總結與展望3861全文總結3862系統(tǒng)需要完善之處38參考文獻40致射422

簡介：中國科學技術大學碩士學位論文二十世紀中國粒子物理學的發(fā)展姓名丁兆君申請學位級別碩士專業(yè)科學技術史指導教師胡化凱丁毅信20060501中國科學技術大學碩士學位論文20世紀中國粒子物理學的發(fā)展第四部分蓬勃發(fā)展階段首先考察了北京正負電子對撞機的建造過程，分析了我國的科技水平、政治和經濟因素以及國際環(huán)境對這項工作的影響；然后論述了我國自擁有第一臺高能加速器以來在高能實驗物理方面所做出的令世界矚目的突出成就以及理論粒子物理、宇宙線物理的新進展，并對高能物理的副產品同步輻射應用技術在我國的發(fā)展狀況進行了考察；最后論述了我國粒子物理學科隊伍的分布，并以幾個單位為代表，闡述其粒子物理教學與研究概況。論文按照粒子物理學科自身體系，分別論述每個階段我國理論粒子物理、宇宙線物理、高能實驗物理與加速器物理的發(fā)展狀況，同時考察我國粒子物理學研究隊伍的形成與壯大、研究機構與學術組織的成立與發(fā)展、學術會議的召開、學術刊物的創(chuàng)辦、學會的形成等有關學科建制化過程的相關內容。在系統(tǒng)論述學科發(fā)展史的基礎上，具體分析、討論與評價了我國粒子物理不同階段各個分支的發(fā)展脈絡、關鍵人物與重要成就，以及學科本身的發(fā)展規(guī)模、速度與國家政治、經濟因素的關聯(lián)，并試圖從整體上把握我國粒子物理發(fā)展的主線，探討其規(guī)律。

簡介：華東師范大學碩士學位論文初中物理學業(yè)不良學生問題解決能力的研究姓名謝靜申請學位級別碩士專業(yè)教育（物理）指導教師舒信隆20071001華東師范大學碩上學位論文初中物理學業(yè)不良學生問題解決能力的研究摘要初中物理學業(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。問題解決能力差是導致學生學業(yè)不良的主要原因，培養(yǎng)學生分析和解決問題的能力是中學物理教學的主要目標之一。因此，本論文的研究具有現(xiàn)實的操作意義。本論文通過問卷調查和統(tǒng)計分析，發(fā)現(xiàn)物理學業(yè)不良學生問題解決能力差的原因有兩方面在非認知方面主要是他們對物理不感興趣，動機弱，學習態(tài)度不端正絕大多數(shù)學業(yè)不良學生解題速度饅，分析問題不全面，解題習慣差；不會正確歸因。在認知方面主要是他們的元認知水平較低，物理知識結構不完整；記憶力差，信息提取比較混亂；不會運用正確的解題策略，作圖能力較差。于是筆者對癥下藥，找到一套提高學業(yè)不良學生問題解決能力的培養(yǎng)模式，實踐證明，本套培養(yǎng)模式是非常有效的，學業(yè)不良學生的問題解決能力顯著提高，學習更有信心，更加熱愛物理。但是也有很多不足之處，本文在教學實踐中未考慮研究者自身的影響因素。出于本人自身能力的限制，問卷設計可能不夠準確和全面；在教學中不可避免的出現(xiàn)啟發(fā)、指導、引導學生不到位個別輔導比較費時吃力，計劃與結果有時脫節(jié)等等。所以，本套模式還很不完善，從理論到實踐都需要教育研究工作者、學校和教師的共同努力。另外還需要社會、家庭各方面力量的相互配合、互相支持，提高學業(yè)不良學生各科的問題解決能力，為國家輸送更多合格的人才。關鍵詞物理學業(yè)不良學生、問題解決、知識結構、元認知、策略

簡介：首都師范大學碩士學位論文物理學中的對偶姓名王丹申請學位級別碩士專業(yè)應用數(shù)學指導教師吳可20070410英文摘要ABSTRACTDUALITY,ASWELLASSUPERSYMETRY,ISONEOFTHEMOSTIMPORTANTCONCEPT8INPHYSICSTHATTRIESTOUNIF、，ALLTHEFOUNDAMENTALLAWSOFTHEUNIVERSE．ALTHOUGHNOTVERYSUCCESSFULINUNIFYINGTHEFORCESTHATUNDERLYINGVARIOUSKINDSOFINTERACTIONS，DUALITYINDEEDPREDICTED10TSOFUSEFULRESULT8FORBOTHPHYSICSTSANDMATHEMATICIANS．INTHISARTICLEWEFIRSTPRESENTEDTHERUDIMENTARYCONCEPTSOFDUALITY,EARLYMODELSANDPOSSIBLERELATIONSWITHGRAVITON．FIVEFOUNDAMENTARYSUPERSTRINGSANDMTHEORYWEREALSODICUSSEDCONCISELYBUTCLEARLYINORDERTOMAKETHEFULLTHINGSALLENTITYSINCEDUALITYPLAYSANEXTREMELYIMPORTANTROLEINSUPERSTRINGTHEORY．SEVERALKINDSOFDUALITIESINSUPERSTRINGTHEORYWEREINTRODUCEDANDATLASTDUALITYRELATIONSBETWEENTHEFIVEFOUNDAMENTALSUPERSTRINGS，MTHEORYAND11DIMENTIONALSUPERGRAVITY,WHICHHASNOBEENINTRODUCEDINTHISARTICLE，HAVEBEENSETUPINTERMSOFDUALITYTRANSFORMATIONS．KEYWORDSDUALITY,SUPERSTRING，HETEMTICSTRING，STRONGINTERACTION，WEAKINTERACTION，MTHEORY,STRONGCOUPLING，WEAKCOUPLING．一V．

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簡介：華中師范大學碩士學位論文中學物理學習策略的研究姓名周彬申請學位級別碩士專業(yè)學科教學物理指導教師余蘭山20051201⑧碩士學位論文MASTER’STHESISABSTRACTPHYSICSLEARNINGSTRATEGYISANEWRESEARCHFIELDAITHASAWIDEDEVELOPINGFUTURE。TOSTUDYITISTHENEWREQUESTOFQUALITYEDUCATION，THEEMBODIMENTOF”STUDENTISTHEPRINCIPALPARTOFLEARNING”，ANDTHENEEDTOENTIRELYIMPROVETEACHINGQUALITY。AFTERSTUDIEDTHEIRERATURES，THISTHESISTHINKTHEREALETWOPROBLEMSINTHERESEARCHOFPHYSICSLEARNINGSTRATEGYONEISTHECONCEPTIONOFPHYSICSLEARNINGSTRATEGYHASNOTBEENPUTFORWARDDEFINITELY；THEOTHERISTHESTUDYONHOWTOTEACHPHYSICSLEARNINGSTRATEGYISTOOSHORTTOINSTRUCTPHYSICSTEACHERS。BASEDONTHESTUDYOFFORMERS，THISTHESISCOMBINESTHERESEARCHOFLEARNINGSTRATEGYANDPHYSICSSUBJECT。THESTUDYINTWOASPECTSISDONEINTHISPAPERASFOLLOWSFIRSTLY，F(xiàn)URTHERRESEARCHOFPHYSICSLEARNINGSTRATEGYISDONEINTHEORY。THECONCEPTIONISPUTFORWARDDEFINITELY。PHYSICSLEARNINGSTRATEGYISTHEPHYSICSLEARNINGMANNERORPROCESSTOACCOMMODATELEARNINGACTIVITIESANDTHECHOICEANDUSINGOFLEARNINGMETHODSINORDERTOACHIEVECERTAINLEARNINGPURPOSE。ITISAFFECTEDBYMETACOGNITION。THEFACTORS，WHICHINFLUENCEPHYSICSLEARNING，ANDTHEIRRELATIONSARECOGNIZED。ATTHESAMETIME，THEIMPORTANCEOFPHYSICSMETACOGNITIVESTRATEGYISEMPHASIZED。ANDTHERELATIONBETWEENPHYSICSCOGNITIVESTRATEGYANDPHYSICSMETACOGNITIVESTRATEGYISDISCUSSED。THEN，PHYSICSLEARNINGSTRATEGYISSTUDIEDINTWOCLASSIFICATIONSPHYSICSCOGNITIVEINFORMATIONPROCESSINGSTRATEGYANDPHYSICSMETACOGNITIVESTRATEGY。MANYEXAMPLESAREGIVEN。SECONDLY，THETEACHINGOFPHYSICSLEARNINGSTRATEGYISPROBEDINTO。THETEACHINGAPPROACHESALEDISCUSSEDINTWOASPECTSONEISHOWTOTEACHPHYSICSCOGNITIVESTRATEGY；THEOTHERISHOWTOTEACHPHYSICSMETACOGNITIVESTRATEGYAMANYTEACHINGEXAMPLESAREGIVEN。THEN，THETEACHINGSKILLSARESUMMARIZED。KEYWORDSPHYSICSLEARNINGSTRATEGY；PHYSICSCOGNITIVE；INFORMATIONPROCESSINGSTRATEGY；PHYSICSMETACOGNITIVESTRATEGY；TEACHINGAPPROACHES；TEACHINGSKILLS

簡介：華中師范大學碩士學位論文物理學史在高中物理教學中的融合姓名楊如意申請學位級別碩士專業(yè)學科教學物理指導教師韓德培20061101ABSTRACTASWEKNOWPHYSICSISTHEMOSTDIFFICULTAMONGALLSU毯ECTSINMIDDLESCHOOL。BECAUSEOFPOORANDDIFFICULTPHYSICS，QUITEALOTOFSTUDENTSSTUDYTHEARTSINSTEADOFTHESCIENCEINORDERTOCHANGETHISSITUATION，MANYPHYSICSTEACHERALEALWAYSDOINGRESEARCHASAMEANSOFREFORMINGPHYSICSTEACHINGTHEAPPLICATIONOFTEACHINGTHEHISTORYOFPHYSICALSCIENCEINPHYSICSTEACHINGINHI曲SCHOOLISBEINGPAIDMOREANDMOREATTENTIONBYTEACHERSOFPHYSICSINTHEPURPOSEOFACCELERATINGTHISPRACTICE，THISPAPEREXPOUNDSTHEIMPORTANCEOFTEACHINGTHEHISTORYOFPHYSICALSCIENCEINTHEPHYSICSTEACHINGINHIGHSCH001MEANWHILETHEWRITERPOINTSOUTTHEEXISTINGPROBLEMSONTHISMATTERINCLASSBYANALYZINGTHEPRESENTSITUATIONINHIGHSCHOOLPHYSICSTEACHINGAIMEDATTHESEPROBLEMS，THEWRITERRESEARCHESTHEFOLLOWINGSUBTOPICSINTHISPAPER1PRINCIPLESWENEEDTOFOLLOW；2，THREEMETHODSTOINDUCTTHEHISTORYOFPHYSICALSCIENCEINTOPHYSICSTEACHINGIN鞋酶SCHOOLWPENETRATIONINCLASSCLASSPARTICIPATIONOFSTUDENTSINDEPENDENTLY，LECTURESONSPECIALTOPICS，ANDEXPOUNDSTHREEDIFFERENTPROCEDURESTOTAKETHEMINTOPRACTICEWITHSOMEPRACTICALEXAMPLESALTHOUGH，THEREALEMANYPROBLEMSINTEACHINGPRACTICE，INVIEWOFHELPINGSTUDENTS‘LIFELONGEDUCATION，THETEACHINGOFHISTORYOFPHYSICALSCIENCEHIGHSCHOOLMUSTBEENFORCEDWELL，DIFFERENTTEACHERSHAVEDIFFERENTTEACHINGMETHODS；THEAUTHORHOPESTHEAPPLICATIONOFTHECOMBINATIONOFTHETWOCANTAKEAPARTINTHEPHYSICSTEACHINGKEYWORDSHISTORYOFPHYSICSCOMBINATIONSCIENTIFICMETHODSABILITY

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