簡(jiǎn)介：學(xué)號(hào)研究婁型玨蕉盟基⑩朋』匕Z‘薌碩士學(xué)位論文。學(xué)科門類學(xué)科專業(yè)指導(dǎo)教師研究生論文題目LFAS把R’STHESIS教育學(xué)課程與教學(xué)論章天金教授毛鴻“固體物理學(xué)網(wǎng)絡(luò)課程的設(shè)計(jì)與實(shí)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(jiǎn)介：得的研究成果。3、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。4、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)表或撰寫過(guò)的研究成果。。5、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。研究生簽名絲塑蘭研究生簽名拶司二I_叢日期學(xué)位論文使用授權(quán)聲明本人完全了解南京師范大學(xué)有關(guān)保留、使用學(xué)位論文的規(guī)定，學(xué)校有權(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；有權(quán)將學(xué)位論文用于非贏利目的的少量復(fù)制并允許論文進(jìn)入學(xué)校圖書館被查閱；有權(quán)將學(xué)位論文的內(nèi)容編入有關(guān)數(shù)據(jù)庫(kù)進(jìn)行檢索；有權(quán)將學(xué)位論文的標(biāo)題和摘要匯編出版。保密的學(xué)位論文在解密后適用本規(guī)定。研究生簽名噬蘊(yùn)基日期【ABSTRACT】ENFORCINGTHENEWCURRICULUMOFHIGHSCHOOLPHYSICSPUTSFORWARDHIGHERREQUIREMENTSFORPHYSICSTEACHINGTHEAUTHORFOUNDFROMTHETEACHINGPRACTICETHATEMOTIONALFACTORSHAVEAGREATINFLUENCEONHIGHSCHOOLGIRLSINPHYSICSLEARNINGINTHISPAPER，BASEDONSOMUCHLITERATUREANDGUIDEDBYTHEORYOFPHYSIOLOGY，SOCIOLOGY，PSYCHOLOGY，THEAUTHORINVESTIGATEDSOMEBOYSANDGIRLSINMYSCHOOLONTHEIRSTATUSOFLEARNINGPHYSICALANDANALYZEDTHEFACTORSINFLUENCINGITALSOTHEEMOTIONALFACTORSINFLUENCINGHIGHSCHOOLGIFTSTOSTUDYPHYSICSWEREANALYSEDINTHEPAPERINADDITION，THEAUTHORPUTFORWARDSOMECORRESPONDINGMEASURESTOIMPROVETHEABILITIESFORHIGHSCHOOL百RLSTOLEARNPHYSICALWELL，SUCHASTHEMANAGEMENTOFPHYSICSLEARNINGPORTFOLIOFORFEMALE，EXPANSIONANDCARDINGOFPHYSICALKNOWLEDGEFOREACHUNIT；BUILDINGGIRLS’SELFCONFIDENCETOLEARNPHYSICAL，INSPIRINGGIFLS’INTRINSICMOTIVATIONTOSTUDYPHYSICSANDSOONSOTHEINITIALTEACHINGPRACTICEHASACHIEVEDPOSITIVERESULTS【KEYWORDSLSENIORGIDSTUDENTS，PHYSICSSTUDYEMOTIONALFACTORS

簡(jiǎn)介：蘇州大學(xué)碩士學(xué)位論文高中物理學(xué)習(xí)困難的成因分析及對(duì)策研究姓名林海蘭申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育管理指導(dǎo)教師李建寧201011高中物理學(xué)習(xí)困難的成因分析及對(duì)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(shí)驗(yàn)存在著的無(wú)關(guān)因素干擾，實(shí)驗(yàn)還存在一些不足之處。例如教育實(shí)驗(yàn)的中哪個(gè)策略在什么教學(xué)條件下最有效筆者今后將繼續(xù)研究。關(guān)鍵詞關(guān)鍵詞物理學(xué)困生成因轉(zhuǎn)化對(duì)策作者者林海蘭指導(dǎo)教師指導(dǎo)教師李建寧

簡(jiǎn)介：華中師范大學(xué)碩士學(xué)位論文高中生物理學(xué)習(xí)認(rèn)知因素分析姓名劉娟申請(qǐng)學(xué)位級(jí)別碩士專業(yè)課程與教學(xué)論指導(dǎo)教師黃致新20090501⑨碩士學(xué)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(jiǎn)介：新疆師范大學(xué)碩士學(xué)位論文高師物理學(xué)專業(yè)教育實(shí)踐性課程建構(gòu)姓名廖碧濤申請(qǐng)學(xué)位級(jí)別碩士專業(yè)課程與教學(xué)論指導(dǎo)教師祝恒江20070610新疆師范大學(xué)碩士學(xué)位論文2ABSTRACTTHEEDUCATIVEPRACTICALCURRICULUMISAGENERALCURRICULARTHATPUTSTHETHEYKNOWLEDGEINTOPRACTICESCIENTIFICALLYWHICHMAKETHESTUDENTSGAINTHEPRACTICEKNOWLEDGEDEVELOPTHEIRPRACTICALWISDOMFMTHEPRACTICEABILITYACCELERATEPROFESSIONALDEVELOPMENTOFPRESERVICETEACHERSTHEEDUCATIVEPRACTICALCURRICULUMISONEOFTHECURRICULUMSTHATMANIFESTTHETEACHERTRAININGACTERISTICSITALSOISANIMPTANTGUARANTEETOACHIEVETHETRAININGGOALOFTHENMALCOLLEGESITISOFNOTONLYTHEETICALVALUEBUTALSOPRACTICALSIGNIFICANCETOANALYZETHEPROBLEMSOFTHEEDUCATIVEPRACTICALCURRICULUMPUTFWARDTENTATIVEWAYSUNDERTHEBACKGROUNDOFTEACHERSPROFESSIONALDEVELOPMENTCURRICULUMREFMOFBASICEDUCATIONTHEFIRSTPARTOFTHEPAPERISTHEDEFINITIONOFTHERELATIONALCONCEPTDISCUSSESTHEBACKGROUNDVITALROLEOFTHEEDUCATIVEPRACTICALCURRICULUMTHESECONDPARTSTUDIESTHETHEYOFTHEEDUCATIVEPRACTICALCURRICULUMINCLUDINGTHECONSTRUCTIVISMTEACHERSPROFESSIONALDEVELOPMENTDEWEYSLEARNINGBYDOINGTHEPRACTICALCURRICULUMTHEYTHETHEYOFHABITUSTHESTRUCTUREOFTEACHERSKNOWLEDGETHETHIRDPARTISTHEACTUALITYOFTHECURRICULARSETTINGSIMPLEMENTATIONASSESSMENTOFTHEEDUCATIVEPRACTICALCURRICULUMINTHEPHYSICSEDUCATIONDISCIPLINEOFTHENMALUNIVERSITYBASEDONANALYZINGTHEEDUCATIONPLANOFTHEPHYSICSEDUCATIONDISCIPLINEOFTHENMALUNIVERSITYSURVEYQUESTIONNAIREINTERVIEWWITHTHESTUDENTSTEACHERSTHEPRESENTSITUATIONSOFTHEEDUCATIVEPRACTICALCURRICULUMAREASFOLLOWINGS1THEGOALDOESN’TKEEPUPWITHSOCIETYDEVELOPMENT2THEFMCONTENTARESIMPLE3THESETTINGTIMESAREUNREASONABLE4LITTLEATTENTIONPAID5LACKOFUNDERSTINGONTHEEDUCATIVEPRACTICALCURRICULUM6LACKOFTHESYMBIOTICRELATIONSHIPBETWEENTHENMALCOLLEGESPRIMARYDLESCHOOL7LACKOFEFFECTIVEDIRECTION8THEEVALUATINGIDEASNEEDTOBEREFRESH9THEWAYOFASSESSMENTISSIMPLE10THECONTENTSOFASSESSMENTAREARROWTHEFTHPARTANALYZESTHEPRESENTSITUATIONOFTHEEDUCATIVEPRACTICALCURRICULUMABROADTHEIRREFERENCEVALUE

簡(jiǎn)介：I初中生物理學(xué)習(xí)興趣的研究摘要物理，是學(xué)生普遍反映既喜歡學(xué)而又難學(xué)的一門課程，這主要是由物理學(xué)科的本身特點(diǎn)決定的。由于存在這一問(wèn)題，興趣與意志都成為顯著影響物理學(xué)習(xí)質(zhì)量的因素。而興趣在學(xué)生的學(xué)習(xí)活動(dòng)中起著至關(guān)重要的作用。學(xué)生如果能夠?qū)W(xué)習(xí)有了興趣，那么他的學(xué)習(xí)本身以及所學(xué)習(xí)的科目都會(huì)符合他的由活動(dòng)動(dòng)機(jī)產(chǎn)生的認(rèn)識(shí)傾向，也就可以激起他的學(xué)習(xí)積極性，推動(dòng)他在學(xué)習(xí)中取得好成績(jī)。物理教學(xué)就是要從理論和實(shí)踐兩個(gè)方面，研究如何進(jìn)行物理教學(xué)才能激發(fā)學(xué)生的學(xué)習(xí)興趣以及怎樣能夠提高物理教學(xué)的效率。而在整個(gè)物理教學(xué)過(guò)程中，初中物理教學(xué)是青少年進(jìn)入物理知識(shí)寶庫(kù)的入門和啟蒙，是培養(yǎng)學(xué)生學(xué)習(xí)物理的興趣，使其具有初步觀察事物、分析問(wèn)題、解決問(wèn)題能力的關(guān)鍵。因而在初中物理教學(xué)中啟發(fā)學(xué)生對(duì)科學(xué)的興趣，調(diào)動(dòng)其學(xué)習(xí)積極性，為今后的深造打下良好的基礎(chǔ)有著重要的作用。本文就是以現(xiàn)狀調(diào)查為基礎(chǔ)，通過(guò)問(wèn)卷調(diào)查的形式探究影響初中學(xué)生物理學(xué)習(xí)興趣的各方面因素。由于物理學(xué)科本身的難度、各科學(xué)業(yè)負(fù)擔(dān)過(guò)重、不同學(xué)生在學(xué)習(xí)物理上的不同困難、學(xué)校實(shí)驗(yàn)設(shè)備和多媒體的應(yīng)用以及物理教師本身對(duì)學(xué)生的影響等，都會(huì)導(dǎo)致中學(xué)生物理學(xué)習(xí)興趣產(chǎn)生差異。找到學(xué)生對(duì)物理本無(wú)興趣或原有興趣逐漸喪失的原因，然后針對(duì)某些被試追蹤觀察，從教師自身能力、作業(yè)合理性的設(shè)計(jì)、個(gè)性化教學(xué)手段三大方面著手采取應(yīng)對(duì)的措施，實(shí)施相應(yīng)的具體教學(xué)策略后再對(duì)所選的被試進(jìn)行后測(cè)。學(xué)生在中考是否取得優(yōu)異的成績(jī)，是社會(huì)較為關(guān)注的問(wèn)題，所以培養(yǎng)學(xué)生學(xué)習(xí)物理的興趣，增強(qiáng)學(xué)生學(xué)習(xí)物理的能力，最終提高學(xué)生的物理成績(jī)，就是本研究所期望達(dá)成的目標(biāo)。關(guān)鍵詞初中物理學(xué)習(xí)興趣教學(xué)策略2TLII，、，KLI■I■■■■■■IIIIL◆初中生物理學(xué)習(xí)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(jiǎn)介：鄒琴南京師范大學(xué)Q弋“一L■摘要摘要學(xué)業(yè)水平測(cè)試是我省新高考方案的重要組成部分，是對(duì)高中生在校期間學(xué)習(xí)情況的全面檢測(cè)。2010年新高考方案指出“對(duì)第一次參加必修科目測(cè)試且技術(shù)科目測(cè)試合格的考生，每1門必修科目成績(jī)達(dá)到A級(jí)，在劃線前加1分計(jì)入統(tǒng)考成績(jī)?nèi)?門必修科目成績(jī)均達(dá)到A級(jí)，在劃線前獎(jiǎng)勵(lì)1分，即加5分計(jì)入統(tǒng)考成績(jī)?！阿缶褪钦f(shuō)有1個(gè)A就能加1分。而物理在六門測(cè)試科目中，得A的難度也相對(duì)較大，對(duì)某些同學(xué)來(lái)說(shuō)，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(guò)對(duì)物理教學(xué)大綱、課程標(biāo)準(zhǔn)的解讀來(lái)分析物理學(xué)業(yè)水平測(cè)試必修科目對(duì)于物理教學(xué)的意義；通過(guò)復(fù)習(xí)的種類、復(fù)習(xí)的方法和影響復(fù)習(xí)的因素來(lái)探討出有效復(fù)習(xí)物理概念和規(guī)律的途徑；在對(duì)學(xué)生平時(shí)的訓(xùn)練做題中，總結(jié)出學(xué)生在解題規(guī)范中容易出錯(cuò)的地方，從而避免在小高考中失利。最后，基于有效復(fù)習(xí)的理論研究，詳細(xì)介紹我校在小高考復(fù)習(xí)中的措施和取得的成績(jī)，連續(xù)3年物理小高考通過(guò)率全區(qū)第一，得A率名列前列，進(jìn)而得出我校在小高考中的經(jīng)驗(yàn)和教訓(xùn)。通過(guò)這篇論文想進(jìn)一步總結(jié)如何才能在“減負(fù)增效”的背景下進(jìn)行更有效的復(fù)習(xí)，如何提高課堂45分鐘的效率，建設(shè)高效課堂；如何在減少檢測(cè)、考試次數(shù)的情況下，及時(shí)發(fā)現(xiàn)教學(xué)過(guò)程中存在的問(wèn)題，及時(shí)幫助學(xué)生梳理鞏固知識(shí)。這既是對(duì)三年小高考復(fù)習(xí)的沉淀，也為今后迎接小高考復(fù)習(xí)提供參考，同時(shí)也為自身的教學(xué)提供一次反思的機(jī)會(huì)。關(guān)鍵詞物理，學(xué)業(yè)水平測(cè)試，。有效復(fù)習(xí)

簡(jiǎn)介：中國(guó)科學(xué)技術(shù)信息研究所碩士學(xué)位論文二叢進(jìn)叢筮物理堂獎(jiǎng)苤猩鲞羞趔ASTUDYOFTHEACADEMICRELATIONSHIPBASEDONSCIENTIFICPAPERS一OFHIGHLEVELSCHOLARSACASEONTHENOBELLAUREATESINPHYSICS作者蘇靜導(dǎo)師趙捷中國(guó)科學(xué)技術(shù)信息研究所論文提交日期2012年10月獨(dú)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(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。盡我所知，論文中除已經(jīng)加以標(biāo)注和致謝的地方外，不包含任何他人享有著作權(quán)的內(nèi)容。對(duì)本論文所涉及的研究工作做出貢獻(xiàn)的其他個(gè)人和集體，均已在文中明確說(shuō)明并表示了謝意。研舟生答名專，督時(shí)間鉚≯年堋朋關(guān)于論文使用授權(quán)的說(shuō)明本人完全了解中國(guó)科學(xué)技術(shù)信息研究所有關(guān)保留、使用學(xué)位論文的規(guī)定，即所里有權(quán)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(fù)制手段保存、匯編學(xué)位論文。同意中國(guó)科學(xué)技術(shù)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(nèi)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(shí)問(wèn)仉F，年，，月／。日時(shí)間二乙∥2年／壙EL／U日

簡(jiǎn)介：貴州師范大學(xué)碩士學(xué)位論文貴州省中學(xué)生物理學(xué)習(xí)策略及其歸因研究姓名駱遠(yuǎn)征申請(qǐng)學(xué)位級(jí)別碩士專業(yè)課程與教學(xué)論指導(dǎo)教師吉世印20080421貴州省中學(xué)生物理學(xué)習(xí)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(jí)學(xué)生與高二年級(jí)學(xué)生存在顯著性差異，其它年級(jí)之間均無(wú)顯著性差異；在資源管理策略上，初二年級(jí)學(xué)生與各年級(jí)學(xué)生之間均存在顯著性差異；其它各年級(jí)之間均無(wú)顯著性顯差異；在物理學(xué)習(xí)策略總分上，初三年級(jí)學(xué)生與高二年級(jí)學(xué)生無(wú)顯著性差異，其它各年級(jí)之間均存在顯著性差異。7中學(xué)生的物理學(xué)習(xí)策略受教師因素的影響最大，學(xué)生因素次之，環(huán)境因素最小，且它們對(duì)中學(xué)生的物理學(xué)習(xí)策略有顯著的預(yù)測(cè)作用。8中學(xué)生物理學(xué)習(xí)策略的學(xué)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(wú)顯著性差異，而在學(xué)習(xí)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(xué)習(xí)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(xué)生的物理學(xué)習(xí)策略與其歸因的復(fù)相關(guān)系數(shù)均在O97以上，它們之間的線型相關(guān)關(guān)系非常顯著。關(guān)鍵詞中學(xué)生；物理；學(xué)習(xí)策略

簡(jiǎn)介：湖南師范大學(xué)學(xué)位評(píng)定委員會(huì)辦公室二零一零年十月中文摘要’|1IIIIIIIIIIIIIIIIIIIILY1862027中學(xué)物理課程的根本目標(biāo)是提高全體學(xué)生的科學(xué)素養(yǎng)，滿足全體學(xué)生終身發(fā)展需求。在物理教學(xué)中，使每個(gè)學(xué)生都得到發(fā)展，在某種意義上說(shuō)，就是要關(guān)注物理學(xué)業(yè)不良學(xué)生的教育。初中物理學(xué)業(yè)不良學(xué)生在學(xué)生中占有一定的比例，他們不僅影響了教育教學(xué)質(zhì)量的全面提高，而且他們可能會(huì)因?yàn)閷W(xué)業(yè)不良而導(dǎo)致心理不健康或行為障礙。物理學(xué)業(yè)不良研究，可以促進(jìn)物理教學(xué)質(zhì)量的提高，推進(jìn)素質(zhì)教育的實(shí)施。本課題以長(zhǎng)沙市區(qū)的三所學(xué)校和邵東的兩所中學(xué)中的初中物理學(xué)業(yè)不良學(xué)生為研究對(duì)象，以認(rèn)知理論為指導(dǎo)，采用定性與定量相結(jié)合的研究方法主要包括文獻(xiàn)法、問(wèn)卷調(diào)查法、追因法、歸納法等，從理論和實(shí)踐兩方面，提出了解決問(wèn)題的途徑和方法。筆者針對(duì)初中學(xué)生的身心特點(diǎn)、認(rèn)知水平及物理的學(xué)習(xí)情況，從認(rèn)知心理、認(rèn)知能力和元認(rèn)知能力三方面，設(shè)計(jì)出信度、效度和區(qū)分度較高的物理學(xué)業(yè)不良學(xué)生認(rèn)知因素分析的問(wèn)卷調(diào)查表，對(duì)調(diào)查結(jié)果進(jìn)行量化處理，分析歸納出學(xué)生學(xué)業(yè)不良的認(rèn)知方面原因，提出了教學(xué)中應(yīng)采取的相應(yīng)轉(zhuǎn)化策略。在認(rèn)知心理方面，教師要激發(fā)物理學(xué)業(yè)不良學(xué)生的物理學(xué)習(xí)動(dòng)機(jī)和學(xué)習(xí)興趣，培養(yǎng)學(xué)生良好的意志品質(zhì)和學(xué)習(xí)習(xí)慣，激發(fā)學(xué)生積極情緒體驗(yàn)，引導(dǎo)學(xué)生掌握有效學(xué)習(xí)方法；在元認(rèn)知能力的培養(yǎng)方面，向物理學(xué)業(yè)不良學(xué)生傳授有關(guān)元認(rèn)知的知識(shí)，給予積極的元認(rèn)知體驗(yàn)，強(qiáng)化學(xué)習(xí)過(guò)程中的監(jiān)控、調(diào)節(jié)，提高學(xué)生的反思能力；在認(rèn)知能力的培養(yǎng)方面，加強(qiáng)概念與規(guī)律教學(xué)，提高學(xué)生的理解力和信息提取能力，從而提高這些學(xué)生分析問(wèn)題和解決問(wèn)題的能力。筆者的教學(xué)實(shí)踐證明，只要對(duì)學(xué)業(yè)不良學(xué)生多加關(guān)心、關(guān)愛(ài)，更新教育教學(xué)觀念，改進(jìn)

簡(jiǎn)介：河北師范大學(xué)碩士學(xué)位論文高中物理教學(xué)中通過(guò)物理學(xué)史融合科學(xué)精神和人文精神的研究姓名成麗申請(qǐng)學(xué)位級(jí)別碩士專業(yè)課程與教學(xué)論物理學(xué)指導(dǎo)教師高永昌20100407ABSTRACTSCIENTIFICSPIRITASTHECEOFSCIENCECOVERSDEEPCODESOFCONDUCTVALUESTARDSTHESCIENTIFICSPIRITREPRESENTSSPECIALCULTURALTRADITIONSFMEDDURINGTHEDEVELOPMENTOFNATURALSCIENCEWHICHHASLASTEDFHUNDREDSOFYEARSITISTHEESSENCETHATDISTINGUISHESSCIENTIFICCULTUREFROMTHEOTHERCULTURESHUMANISTICSPIRITISTHECEOFHUMANISTICCULTUREITSEEKSTHEPRINCIPALWHICHMAKESTHEHUMANBEINGSBETHEMSELVESITCANBEDEDUCEDTHATWHETHERAPERSONHASHUMANISTICSPIRITFROMWHETHERHECANTREATHIMSELFTHEOTHERSTHESOCIETYTHENATURETHESCIENTIFICHUMANISTICSPIRITSARECONSISTENTTHEYAREMUTUALLYINFILTRATEDSUPPTEDTHESCIENTIFICSPIRITMUSTBECOMBINEDWITHTHEHUMANISTICSPIRITTOPROPELCONTINUATIONOFHUMANCIVILIZATIONECONOMICDEVELOPMENTSOCIALHARMONYEDUCATIONISTHEFOUNDATIONOFNATIONALDEVELOPMENTINTHELONGRUNITBECOMESNECESSARYTOADVOCATETHECOMBINATIONOFTHESCIENTIFICHUMANISTICSPIRITINTHEEDUCATIONTHEETICALANALYSISINVESTIGATIONSHOWTHATITMEETSTHEGOALOFPHYSICSEDUCATIONCONFMSTOPSYCHOLOGICALACTERISTICSOFTHESTUDENTSINHIGHSCHOOLTOMERGETHESCIENTIFICHUMANISTICSPIRITHISTYOFPHYSICSHASTHETRAITTHATCOMBINESTHESCIENTIFICHUMANISTICSPIRITITISFEASIBLETOMERGETHESCIENTIFICHUMANISTICSPIRITBYTHEHISTYOFPHYSICSINPHYSICSTEACHINGTHETEACHERS’CONCEPTIONOFEDUCATIONISUPDATEDMEMEASTHENEWIDEAABOUTREFMINGCURRICULUMISACCEPTEDMEMEWIDELYHOWEVERTHEYJUSTSTAYINTHESTAGEOFUNDERSTINGTHECONCEPTOFEDUCATIONBEINGLACKOFGUIDEOFTHECONCRETEMETHODSEXPERIENCESTHEMOSTIMPTANTTHINGISTHATMANYTEACHERSDONOTHAVEAVERYGOODUNDERSTINGOFTHERELATIONSHIPAMONGPHYSICSSCIENCESHUMANITIESALTHOUGHTHEYHAVEAPPROVEDTHEIMPTANCEOFTHESCIENTIFICHUMANISTICSPIRITCULTIVATIONINPHYSICSEDUCATIONTHUSTHEHISTYOFPHYSICSISNOTMADESUFFICIENTUSEOFINPHYSICSTEACHINGTEACHERSHAVENOTDEVELOPEDENOUGHABOUTITSFUNCTIONSTHEREEXISTSABIGDIFFERENCEAMONGACCEPTANCESOFTHENEWCONCEPTOFEDUCATIONAMONGACTUALPROCESSESOFTHEPRACTICALTEACHINGFTEACHERSOFDIFFERENTLEVELSBASINGONTHEABOVEANALYSISWESHOULDDEVELOPMEADVICESFTEACHINGBUTITISTHENECESSARYPREMISEFMERGINGTHESCIENTIFICHUMANISTICSPIRITTHROUGHTHEHISTYOFPHYSICSTOCHANGETEACHERS’THOUGHTSESTABLISHAHARMONIOUSEDUCATIONALENVIRONMENTWESHOULDFOLLOWTHEMERGINGPROCESSOFTHESCIENTIFICHUMANISTICSPIRITTAKETHEHARMONIOUSDEVELOPMENTOFKNOWLEDGETEACHINGITASOURMAINPRINCIPALITISCRUCIALDURINGTHEMERGINGOFTHESCIENTIFICHUMANISTICSPIRITTHATWHETHERYOUCANSTUDYGANIZEMATERIALSABOUTTHEHISTYOFPHYSICSWITHAMETHODCOMBININGLOGICHISTYITISALSOVERYCRUCIALTHATWHETHERYOUCANTREATUNDERSTTHEPHYSICSCANDISCOVEREDUCATIONALVALUEOFTHEPHYSICSFROMTHEPHYSICSCULTUREPOINTOFVIEWITMUSTBEREFLECTEDINTHEGOALOFTEACHINGTOMERGETHESCIENTIFICHUMANISTICSPIRITDURINGTHEPHYSICSTEACHINGTHERESULTMUSTBEVALUEDFROMITSESSENCEPERFMANCEDURINGTHEVALUATIONTHEDIFFERENCEAMONGDIFFERENTINDIVIDUALSHOULDNOTBEIGNEDITSHOULDBEPAIDATTENTIONTOHOWTODEALWITHTHERELATIONBETWEENFEIGNCULTUREOURNATIONALCULTUREDURINGTHEMERGINGOFTHESCIENTIFICHUMANISTICSPIRITTHEATTENTIONSHOULDALSOBEPAIDTOIMPROVETEACHERS’QUALITYDEVELOPMATERIALWHICHSHOULDBEIV

簡(jiǎn)介：學(xué)校代碼幽分類號(hào)魚塑研究生學(xué)號(hào)Q呈QQ星QQ魚星墨ZZ密級(jí)五⑧東牡知予葒大雪碩士學(xué)位論文認(rèn)知心理學(xué)視角下高中物理概念課堂教學(xué)設(shè)計(jì)的實(shí)踐研究COGNITIVEPSYCHOLOGYUNDERTHEPERSPECTIVEOFSENIORHIGHSCHOOLPHYSICSCONCEPTTHEPRACTICEANDRESEARCHOFCLASSROOMTEACHINGDESIGN作者袁曉松指導(dǎo)教師學(xué)科專業(yè)研究方向?qū)W位類型唐恩輝副教授教育碩士全日制學(xué)科教學(xué)物理專業(yè)碩士東北師范大學(xué)學(xué)位評(píng)定委員會(huì)2011年5月摘要二十世紀(jì)以來(lái)，教學(xué)設(shè)計(jì)理論的發(fā)展深刻的影響了教學(xué)實(shí)踐領(lǐng)域的變革。在這些理論的影響下物理教學(xué)實(shí)踐改變著自己原有的教學(xué)方式和方法。本文運(yùn)用認(rèn)知心理學(xué)理論和教學(xué)設(shè)計(jì)理論結(jié)合新課程的教育理念，從全新的的角度對(duì)物理概念課堂教學(xué)進(jìn)行設(shè)計(jì)。本文的目的在于溝通物理概念教學(xué)的理論和實(shí)踐，尋找理論和實(shí)踐的結(jié)合點(diǎn)，實(shí)現(xiàn)物理概念教學(xué)的最優(yōu)化。筆者在論文中介紹教學(xué)設(shè)計(jì)理論的發(fā)展歷史、國(guó)內(nèi)外教學(xué)設(shè)計(jì)發(fā)展的現(xiàn)狀，詳細(xì)分析了教學(xué)設(shè)計(jì)模型，提出了教學(xué)原則，并對(duì)對(duì)物理概念進(jìn)行分類。筆者通過(guò)對(duì)物理教學(xué)設(shè)計(jì)案例的分析得出教學(xué)設(shè)計(jì)的模式和策略。關(guān)鍵詞物理概念；教學(xué)設(shè)計(jì)；實(shí)踐研究；認(rèn)知主義

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