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簡介：蠢鏨霎薹霎耋薹|至霎薹薹萋1。1薹羹冀霧蓁摘要中學(xué)物理教學(xué)大綱明確指出，物理課程要使學(xué)生受到相信科學(xué)、熱愛科學(xué)的教育，引導(dǎo)學(xué)生思考科學(xué)技術(shù)與人類社會(huì)的相互關(guān)系。要使學(xué)生在學(xué)習(xí)知識(shí)的同時(shí)潛移默化地受到辯證唯物主義教育，要培養(yǎng)學(xué)生實(shí)事求是的態(tài)度，教育學(xué)生從實(shí)際出發(fā)，尊重事實(shí)，按客觀規(guī)律辦事。當(dāng)前國內(nèi)物理學(xué)史方面的研究重點(diǎn)在從物理學(xué)的發(fā)展中研究物理學(xué)家在探究中所使用的方法；從物理學(xué)的發(fā)展中總結(jié)物理學(xué)的研究方法、物理思維、重要的實(shí)驗(yàn)以及重要概念規(guī)律的確定和古代的科技及文化。對(duì)于物理學(xué)史與教學(xué)之間的關(guān)系研究的較少，對(duì)物理學(xué)史教育功能的研究主要集中于愛國主義教育，激發(fā)學(xué)生學(xué)習(xí)興趣等方面，缺泛全面系統(tǒng)的研究。總的來講目前在中學(xué)教學(xué)中絕大多數(shù)教師在教學(xué)中不太注重利用物理學(xué)史來服務(wù)教學(xué)，由于物理學(xué)科本身體系性很強(qiáng)，再加上受到應(yīng)試教育的影響，使得廣大物理教師將大量的精力用于知識(shí)的傳授和對(duì)學(xué)生進(jìn)行解題技能方面的訓(xùn)練，許多教師認(rèn)為物理學(xué)史的引入必然會(huì)分散學(xué)生的精力從而削弱技能的訓(xùn)練。物理學(xué)史是豐富的物理教學(xué)資源寶庫，有豐富的內(nèi)涵，在物理知識(shí)教學(xué)、科學(xué)思維和方法的教育以及樹立科學(xué)人文精神等方面發(fā)揮著積極有效的作用。通過物理學(xué)史的學(xué)習(xí)，不但能增長見識(shí)，加深對(duì)物理學(xué)的理解，更重要的是可以從中得到教益，得到啟示，開闊眼界，從前人的經(jīng)驗(yàn)中吸取營養(yǎng)，用以指導(dǎo)我們的工作、學(xué)習(xí)，使我們少走彎路。物理學(xué)史集中體現(xiàn)了人類探索和逐步認(rèn)識(shí)物理世界的現(xiàn)象、特性、規(guī)律和本質(zhì)的歷程．任何一個(gè)具體的物理知識(shí)和理淪體系都是匯集許多入的研究成果而建立起來的，常常是幾十年、甚至上百年的努力才能邁出有意義的一步，它包含著認(rèn)識(shí)論和方法論的因素，包含著探索者的艱辛與悲歡，又體現(xiàn)著認(rèn)識(shí)過程中理論與實(shí)踐、繼承與突破、理性與非理性的辨證統(tǒng)一，因而也包含著豐富的“教書育人”的教育因素，因此，在高中物理教學(xué)中引入物理學(xué)史教育具有非常重要的意義。本文開展物理學(xué)史在物理教學(xué)中滲透的研究，綜述分析物理學(xué)史在中學(xué)生物理教學(xué)中滲透研究的現(xiàn)狀，闡述了物理學(xué)史在物理教學(xué)的意義，物理學(xué)史滲透物理教學(xué)的理論依據(jù)，物理學(xué)史與物理教學(xué)的關(guān)系，物理學(xué)史在物理教學(xué)中滲透的重要性，物理學(xué)史在物理教學(xué)中滲透的原則，物理學(xué)史與中學(xué)生綜合素質(zhì)培養(yǎng)的關(guān)系，特別是物理學(xué)史與學(xué)生能力培養(yǎng)的關(guān)系。通過本課題的研究，期望能更加全面的地了解物理學(xué)史的素質(zhì)教育功能和如何有效地實(shí)現(xiàn)物理學(xué)史的素質(zhì)教育功能的方法和途徑，能夠在課堂教學(xué)實(shí)踐中在發(fā)展中學(xué)生綜合素質(zhì)方面發(fā)揮其應(yīng)有的作用。關(guān)鍵詞物理學(xué)史物理教學(xué)

簡介：山東師范大學(xué)碩士學(xué)位論文借鑒多元智能理論改革物理學(xué)科知識(shí)教學(xué)的研究姓名王霞申請(qǐng)學(xué)位級(jí)別碩士專業(yè)課程與教學(xué)論（物理）指導(dǎo)教師劉文賢20060410山東師范大學(xué)碩十學(xué)位論文II于斗H對(duì)應(yīng)的符號(hào)系統(tǒng)足敏感的。岡此，我們可以根據(jù)學(xué)生的智能結(jié)構(gòu)狀況，將知識(shí)I山容以多元化形』℃望現(xiàn)，使每個(gè)學(xué)G都可以運(yùn)用自己的智能強(qiáng)項(xiàng)進(jìn)行學(xué)爿這樣束C，J以促進(jìn)學(xué)牛對(duì)知識(shí)的王甲解，有利丁個(gè)體AIJ以的生成。本文刈知識(shí)以多元化形式呈現(xiàn)的意義進(jìn)行了探討，在此基礎(chǔ)上，結(jié)合目前基礎(chǔ)教育中課章教學(xué)的實(shí)際，筆者提出了借鑒多幾智能理淪對(duì)物理學(xué)科知識(shí)的多?；尸F(xiàn)形式進(jìn)行選擇時(shí)所應(yīng)遵循的原則。關(guān)鍵詞物理知識(shí)個(gè)體知識(shí)多元智能理論符號(hào)系統(tǒng)分類號(hào)G6337

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簡介：分類號(hào)G632學(xué)校單位代碼10446碩士學(xué)位論文論文題目運(yùn)用物理學(xué)史提高高中生科學(xué)素養(yǎng)的研究研究生姓名高鑫學(xué)科、專業(yè)課程與教學(xué)論研究方向物理課程與教學(xué)論導(dǎo)師姓名、職稱李新鄉(xiāng)教授論文完成時(shí)間2012年4月曲阜師范大學(xué)研究生學(xué)位論文原創(chuàng)性說明（根據(jù)學(xué)位論文類型相應(yīng)地在“□”劃“√”）本人鄭重聲明此處所提交的博士□碩士□論文運(yùn)用物理學(xué)史提高高中生科學(xué)素養(yǎng)的研究，是本人在導(dǎo)師指導(dǎo)下，在曲阜師范大學(xué)攻讀博士□碩士□學(xué)位期間獨(dú)立進(jìn)行研究工作所取得的成果。論文中除注明部分外不包含他人已經(jīng)發(fā)表或撰寫的研究成果。對(duì)本文的研究工作做出重要貢獻(xiàn)的個(gè)人和集體，均已在文中已明確的方式注明。本聲明的法律結(jié)果將完全由本人承擔(dān)。作者簽名日期曲阜師范大學(xué)研究生學(xué)位論文使用授權(quán)書（根據(jù)學(xué)位論文類型相應(yīng)地在“□”劃“√”）運(yùn)用物理學(xué)史提高高中生科學(xué)素養(yǎng)的研究系本人在曲阜師范大學(xué)攻讀博士□碩士□學(xué)位期間，在導(dǎo)師指導(dǎo)下完成的博士□碩士□學(xué)位論文。本論文的研究成果歸曲阜師范大學(xué)所有，本論文的研究內(nèi)容不得以其他單位的名義發(fā)表。本人完全了解曲阜師范大學(xué)關(guān)于保存、使用學(xué)位論文的規(guī)定，同意學(xué)校保留并向有關(guān)部門送交論文的復(fù)印件和電子版本，允許論文被查閱和借閱。本人授權(quán)曲阜師范大學(xué)，可以采用影印或其他復(fù)制手段保存論文，可以公開發(fā)表論文的全部或部分內(nèi)容。作者簽名日期導(dǎo)師簽名日期

簡介：首都師范大學(xué)碩士學(xué)位論文激發(fā)中學(xué)生物理學(xué)習(xí)成就動(dòng)機(jī)途徑的理論研究姓名趙欣申請(qǐng)學(xué)位級(jí)別碩士專業(yè)課程與教學(xué)論指導(dǎo)教師續(xù)佩君20060401ABSTRACTACHIEVENLELLTMOTIVATIONISANINT甜ORDYN鋤ICALPROCESSING也ATMDIVIDUALMAKEASUCCESSOFSOMEWORTHWOFKSORACTIVEITISALE妣GMOTIVATIONFORSCHOOLWORKSUCCCSSIILLEAMINGFLELD，AILDITISANINTERIORPOWERWHICHDRIVESS伽DEILTSTO1EAMWHEREASACHIEV啪ENTMOTIVATION’SIMPONANTPLACEINLEARNINGACTIVEANDSNJDENTS’ACLLIEVEMENTMOTIVATIONREPRESENTSDIFFH∞TLEVELANDIMENSIONINDIFF缸ENTSUBJECTS，ITISNECESSARYTHATM鋤AGEG％ER8LACHIEV啪ENTMOTIVATIONMEORYTORESEARCHINSOMESUBJECTS，SUCHASPHYSICS，HOLDSOMECHARACTERISTICSANDSOMEINNUENDNGFACTORSOFACLLIEVEMENTMOTIⅥ瞳I(xiàn)ONINHIGHSTILDENTS’PHYSICS1E蛐IN島TRYTOFINDOUTSOMEAPPROACHESTOINSPIREACLLIEV鋤E11TMOTIVATIONINSTUDENTS’PH”ICS1E鋤IN昏THEREAREFOURPANSINTHISTEXTTHEFIRSTPARTIN仃ODLLCESTLLERESEARCHBACK舀0UND，MOSTLYCONT蹦T，RCSEARCHMCMODANDSI蟹皿IFICANCEOFTHISSTUDYTHESECONDPARTISATLLCORIESFO蚰DATIONOFTLLISRESEARCH，MAINLYINCLUDINGRCLATEDTLLCORIESOFADHIEV啪ENTMO缸ⅥNION，TLLEORYOFM嬲TERY1EAMINGBYBLOOM，CO髓ITIVEDEVELOPMENTALTHEORYBYVYKOTSKYA11DPJAGEIANDRRARGET’ST洲NGMODEBYAMESTHESECONDPARTALSOINTRODUCESS啪ECH耵A涮STICSOFLLI曲SNLD朗心PSYCHOLOGYDEVELOPMEILT，LLI曲SCH001’SPHYSICSOOURSE鋤DS咖ECH鋤CL嘶STICSOFPH徊CSLEAFLLINGTHETHIRDPANDESI印S，CAM韶ON柚D柚ALYS髓TLLEFE鋤LTOFS鋤LPLINGF齬E疵HOFPRESEMCONDMONOFLLIGHSCHOOLS拋DEMS’ACLLIEVEM∞TMOTIV砒IONINPHYSICS1CANLINGETSHI曲SCHOOLSTUDENTS’CHAMCTERISTICSOFACHI“鋤E11TMOTIVATIONINPHYSICSLE鋤ING，ANDCONSTITUTESDAMMODELABOUTINFLU觚DNGFACTORSOFACHIEVEM％TMOTIVATIONIN11I西STTLDENTS’PHYSICSLEAM缸GB嬲EDONTHERCSEARCHOFFOMLCRMRCEPARTS，THEFBURTHPARTPUTSFION】LRARDSOMEAPPROACHESA11DCORRESPONDINGME粥URESTOINSPIREACHIEV鋤EMMOTIVATIONINSTUD髓TS’PLLYSICSLE刪N舀THENPMVESSOMEAPPMACH’SEMCIENCYALLDFEASIBILITYBY曲VESTIGATINGAILDINTEⅣI哪ING肺MLLI曲SCHOOL’SPHYSICSTEACHERS鋤DHI91LSCH001STLLD鋤TS，ATL嬲T，CORRECTSSOMEAPPROACHESANDCORRESPONDINGMEASURESTHEFIFNLPANS眥吼撕ZESMERCSEARCH’SWORKS，POINTSOUTSOMEDEFICIELLCIESOFTHISRESEARCH，PROSPECLSTHEFOREGROLLLLDOFITT11ISRCSEARCHINTRODUCESRESEARCHMETHODOFMULTIPLEREGRESSIONANALYSIS仔OMPSYCHOLOGYST撕STICS，THEMAINRESEARCHMEMODASSOCIATESQUAILTITYWIMQUALITY，INCLUDINGLITERANJRERESEARCH，QUESTIONNAIRESURREYANDINTERVIEWMETHODKEYWORDSACHIEVELLLCNTMOTIVATION，PHYSICSTEACHING，HI曲SCH001STUDENTS，MULTIPLERE乒ESSIONANALYSIS，INSP塒NGAPPROACH

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簡介：山東師范大學(xué)碩士學(xué)位論文中學(xué)物理教學(xué)中滲透物理學(xué)史教育的研究姓名鄭衛(wèi)之申請(qǐng)學(xué)位級(jí)別碩士專業(yè)學(xué)科教學(xué)（物理）指導(dǎo)教師張磊20090330山東師范大學(xué)教育碩士專業(yè)學(xué)位論文SECONDARYSCHOOLPHYSICSTEACHINGTHEHISTORYOFPHYSICSEDUCATIONRESEARCHABSTRACTCHINESENEWROUNDOFCURRICULUMREFORMOFBASICEDUCATIONINTHETEACHINGPROFESSIONFORNEWREQUIREMENTS，F(xiàn)ORTEACHINGEXPERIENCEALONEANDNOTTHEORIGINALDEPTHOFTHEEXPERIENCEOFTHINKING，THENEVENIFTHEREISA”20YEARSOFTEACHINGEXPERIENCE，PERHAPSONLYAYEARDUPLICATIONOFWORK20；UNLESSBEGOODATPRACTICALWORKFROMLESSONSLEARNED，ITWILLBEIMPOSSIBLETOHAVEANYIMPROVEMENT”ALWAYSWILLREMAINATANOVICELEVELTEACHERSTHEHISTORYOFPHYSICSASAHUGETREASUREWOVEOFEDUCATIONALRESOURCESTOIMPROVEOURTEACHINGTOPLAYADECISIVEROLE，THEREFORE，HASTOADAPTTOTHEREQUIREMENTSOFTHENEWCURRICULUMITISNECESSARYTOACHIEVETHEEDUCATIONALCONCEPTTEACHINGBEHAVIORTEACHERSROLECHANGES，ITISNECESSARYTOEFFECTIVELYIMPLEMENTTHENEWCURRICULUMCONCEPT，TEACHERSSHOULDBETHEROLEOFGREATIMPORTANCETOTHEHISTORYOFPHYSICSINTHISPAPERMAINLYTHECOLLECTIONOFLITERATUREANDEXPERIENCEINLAWPRACTICESPARTOFTHECONTENTSINCLUDETHEFOLLOWINGPARTIINTRODUCTIONINCLUDINGTHEISSUESRAISED，THESTUDYOFTHESTATUSATHOMEANDABROADTHEWORKOFTHISPAPERWEPRELIMINARILYANALYSISTHETEACHINGOFPHYSICSTOTHEHISTORYOFTHEINTRODUCTIONPARTⅡTHEINTRODUCTIONOFSECONDARYSCHOOLPHYSICSTEACHINGTHEHISTORYOFPHYSICSTHEORYWEDESCRIBETHEORETICALBASISFROMTHEORYANDEPISTEMOLOGYFROMTHEEDUCATION，MOTIVATIONTHEORYCONSMMTIVISTTHEORYHISTORYANDLOGICOFTHEUNIFICATIONPARTIIIINTHISPART，WEDESCIBETHATHISTORYOFPHYSICSINTRODUCESINTOPHYSICSTEACHINGANDPRACTICE，F(xiàn)ROMTHEACTUALTEACHINGONTHEROLEOFHISTORYOFPHYSICSPARTIVTEACHINGTHEPRACTICEOFANUMBEROFISSUESANALYSISANDRECOMMENDATIONSTHEAUTHORPUTFORWARDSOMEIDEAS，SOMECOLLEAGUESWOULDLIKETOHELPKEYWORDSHISTORYOFPHYSICSTHEORY，PHYSICSTEACHING，STUDYCATEGORYNUMBERG63373

簡介：中圖分類號(hào)G632UDC300密級(jí)學(xué)校代碼訝I￡鯫藝尤學(xué)碩士學(xué)位論文教育碩士公開10094高中物理學(xué)習(xí)動(dòng)機(jī)的激發(fā)與維持THESTIMULATIONANDTHEMAINTAININGOFTHEMOTIVATIONINPHYSICSTEACHINGOFHIGHSCHOOL研究生姓名指導(dǎo)教師學(xué)科專業(yè)研究方向論文開題日期王學(xué)苗俊輝副教授學(xué)科教學(xué)物理中學(xué)物理教學(xué)2010年6月7日學(xué)位論文原創(chuàng)性聲明／掣11IIIIIL8IIILLL6LLLLLL9LRLLLL2LLULL5LLLLL攀本人所提交的學(xué)位論文高中物理學(xué)習(xí)動(dòng)機(jī)的激發(fā)與維持，是在導(dǎo)師的指導(dǎo)下，獨(dú)立進(jìn)行研究工作所取得的原創(chuàng)性成果。除文中已經(jīng)注明引用的內(nèi)容外，本論文不包含任何其他個(gè)人或集體已經(jīng)發(fā)表或撰寫過的研究成果。對(duì)本文的研究做出重要貢獻(xiàn)的個(gè)人和集體，均已在文中標(biāo)明。本聲明的法律后果由本人承擔(dān)。論文作者簽名王I挈加|年6只CIEL指囂瀚鏟姊硼J年6砷／B、學(xué)位論文版權(quán)使用授權(quán)書本學(xué)位論文作者完全了解河北師范大學(xué)有權(quán)保留并向國家有關(guān)部門或機(jī)構(gòu)送交學(xué)位論文的復(fù)印件和磁盤，允許論文被查閱和借閱。本人授權(quán)河北師范大學(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)庫進(jìn)行檢索，可以采用影印、縮印或其它復(fù)制手段保存、匯編學(xué)位論文。保密的學(xué)位論文在年解密后適用本授權(quán)書論文作者簽名王F拳冽／年6月7ET指剝幣C㈣蕩4，始耖劫∥年石月7日11

簡介：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)表或撰寫過的作品或成果。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)庫供檢索；2為教學(xué)、科研和學(xué)術(shù)交流目的，學(xué)?？梢詫⒐_的學(xué)位論文或解密后的學(xué)位論文作為資料在圖書館、資料室等場所或在有關(guān)網(wǎng)絡(luò)上供閱讀、瀏覽。本人授權(quán)中國科學(xué)技術(shù)信息研究所將本學(xué)位論文收錄到中國學(xué)位論文全文數(shù)據(jù)庫，并通過網(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

簡介：化學(xué)與物理學(xué)都是以實(shí)驗(yàn)為基礎(chǔ)的自然科學(xué)，它們以自然界為研究對(duì)象，探究自然界萬物的本原，解釋千變?nèi)f化的自然現(xiàn)象。在中學(xué)化學(xué)教學(xué)中加強(qiáng)物理學(xué)觀念的滲透有利于克服當(dāng)前分科教學(xué)帶來的知識(shí)片面、零碎的弊端，讓學(xué)生真正從整體上把握科學(xué)，獲得對(duì)科學(xué)本質(zhì)的理解，養(yǎng)成知識(shí)遷移的意識(shí)和學(xué)科間聯(lián)系的思維模式。但是，通過問卷調(diào)查發(fā)現(xiàn)，當(dāng)前教師教學(xué)視野狹窄，表現(xiàn)在不能充分利用相關(guān)的物理學(xué)知識(shí)促進(jìn)對(duì)化學(xué)的理解、記憶；學(xué)科間聯(lián)系的意識(shí)模糊；沒有認(rèn)識(shí)到科學(xué)史內(nèi)容中的方法論教育價(jià)值化學(xué)實(shí)驗(yàn)的技術(shù)手段有待更新。本研究根據(jù)當(dāng)前教學(xué)的現(xiàn)狀，結(jié)合教學(xué)設(shè)計(jì)的案例進(jìn)行分析，提出在化學(xué)教學(xué)中滲透物理學(xué)觀念的教學(xué)設(shè)計(jì)策略1以實(shí)驗(yàn)為基礎(chǔ)，培養(yǎng)綜合分析能力；2以科學(xué)史為背景，形成科學(xué)的世界觀；3以物理知識(shí)為基礎(chǔ)，追求知識(shí)的整體性；4以物理學(xué)技術(shù)為依托，拓寬科學(xué)研究的方法。從而開闊視野，克服學(xué)科本位思想，理解自然科學(xué)的相容性和整體性，培養(yǎng)學(xué)生綜合分析能力和科學(xué)的世界觀。