簡介：X1022674分類號密級G6337公開單位代碼學號寧夏大學學位論文中學物理新課程中科學探究的甲木目，C聲，L墨、觀點與策略研究107490203026ASTUDYONCONCEPT，VIEWPOINTANDSTRATEGYOFSCIENCEINQUIRYINPHYSICSCURRICULUMOFMIDDLESCHOOL研究指導教生閨齬室?guī)熅麦唪u副塾援申請學位門類級另IJ熬直堂亟稱遲程皇熬堂途向物理塾堂途院熬直型堂堂院2006年4月名方學業(yè)究在專研所寧夏大學碩士學位論文摘要ABSTRACTSCIENCEINQUIRYISNOTONLYCONLMONCONCERNINTHETEACHINGTHEORYOFPHYSICSCURRICULUMANDCURRICULUMREFORMPRACTICE，BUTALSOALLIMPORTANTANDSPECIFICGOALOFTHEFUNDAMENTALEDUCATIONREFORMITINTENDSTOCHANGETHEOVEREMPHASISONRECEPTIONLEARNINGANDMECHANICALTRAININGINCURRICULUMIMPLEMENTATION，幻ADVOCATESTUDENTS’INDEPENDENTABILITYTOLEARN，TOINQUIRYTOGATHERANDDEALWITHINFORMATION，OBTAINNEWKNOWLEDGE，TOANALYT∞ANDSOLVEPROBLEMS，IOCOMMUNICATEANDCOOPERATETHEREFORE，SCIENCELUQU的ISNOTONLYPUTFORWANT∞IMPORTANTIDEAANDTEACHINGADVICE，BUTALSOLISTEDASCURRICULUMGOALSANDSTANDARDSWHICHSHOULDBEOBLIGATORYIMPLEMENTEDHOWEVERTHELEARNINGANDTEACHINGOFSCIENCEINQUIRYISSTILLATPRIMARYSTAGEINOURCHINAAFTERALLTHEEDUCATIONALCIRCUMSTANCETHATSCIENCEINQUKYREQUIRES，SUCHASTRANSFORMATIONOFTEACHERS’EDUCATIONALCUNCEPT，TEACHERS’ABILITYOFCOMPREHENSION，ETCCALLNOTBERESOLVEDBYCURRICULUMSTANDARDSBASEDONVARIOUSCASES，QUESTIONNAIRES，INTERVIEWANDLITERATURERESEARCH，REFLECTIONONHISTORYANDREALITYTHISTHESISATTEMPTSTOINVESTIGATETHENATURE，F(xiàn)EATURESPRINCIPLESOFSCIENCEINQUIRYTHEWAYBYWHICHONEUTILIZESTHE∞NCC叫OFSCIENCEINQUIRYTOINSTRUCTPHYSICSTEACHINGREFOL“MANDSTRATEGIESWHICHCALLACHIEVETHREEDIMENSIONCURRICULUMGOALSINCLUDINGKNOWLEDGEANDSIDLLSPROCESSANDMETHODS，ATTITUDESANDVALUPSKEYWORDSCIENCEINQUIRY，PHYSICSCURRICULUM，TEACHINGSTRATEGYTEACHINGMODELS

簡介：目的應用系統(tǒng)綜合的評價方法、數(shù)理統(tǒng)計學方法和科學計量學方法構建跨學科領域自然科學學術論文影響力綜合評價體系。該體系能在評價和比較跨學科門類、不同研究領域間學術論文影響力時較傳統(tǒng)他引量、發(fā)表期刊影響因子IF值更具客觀性、公正性、穩(wěn)定性，以達到科學評價學術論文學術影響力的目的，為科研績效評估提供了參考依據(jù)。方法本研究以2001年至2006年諾貝爾生理或醫(yī)學獎獲獎者突出貢獻論文為參比論文，并與其同研究領域的相關論文劃分為論文樣本集合，來考察通過綜合評價理論和文獻計量學方法構建的綜合評價體系。該體系通過論文他引量、發(fā)表期刊影響因子及派生出的年均他引量、三年他引量、最大年度他引量和IF值、年均他引量、三年他引量同年均值比共8項指標將學術論文納入其發(fā)表時代、學科進展、研究熱點、技術手段等背景之中考慮，綜合反映學術論文的影響力。論文樣本集合各項指標經數(shù)理方法處理后，利用逼近理想解的排序法TOPSIS法和因子分析法得出綜合評價值，將兩種方法結果同傳統(tǒng)他引量、IF值、年均他引量評價結果進行比較，驗證該綜合評價體系的客觀性、公正性。同時，在綜合評價體系下，利用SOM神經網(wǎng)絡聚類和KMEANS兩種方法將論文樣本集合聚類，將其結果同TOPSIS法和因子分析發(fā)結果比較，以這四種數(shù)理模型不同的方法考察該學術論文影響力綜合評價體系的穩(wěn)定性。結果得到在該學術論文影響力綜合評價體系下TOPSIS法和因子分析法結果。與傳統(tǒng)上使用的評價指標他引量等所得到樣本集合評價結果相比較在同一學科領域內比較時，前者與后者評價結果秩次間具有正相關性，即不改變后者評價的總體趨勢；在多學科領域比較時，前者較后者在均衡學科間差異的基礎上能更加提升參比論文的顯示度。TOPSIS法和因子分析法綜合評價值呈非常顯著的正相關關系，并且與SOM聚類結果和KMEANS快速聚類結果間具有一致性。結論本研究針對現(xiàn)有跨學科多領域論文學術影響力評價和比較中常以論文他引量、發(fā)表期刊IF值作為評價標準的片面性，構建了更趨公正性、客觀性、穩(wěn)定性及科學性的多維度論文學術影響力綜合評價體系。在該體系下應用TOPSIS法和因子分析法產生的綜合評價值，在評價和比較同一學科內論文時，不僅能保持與傳統(tǒng)評價指標結果相同的趨勢，且提高了具有高學術影響力特征論文的顯示度，還與SOM神經網(wǎng)絡、KMEANS聚類結果間有著良好的一致性；在不同學科領域間比較時，綜合評價值以其分布相似性，避免了由于他引量等統(tǒng)計參數(shù)在跨學科領域內差異性較大而產生的評價結果的偏倚和失真，并在保持傳統(tǒng)指標評價結果的趨勢下，進一步突出高學術影響力特征的論文。該綜合評價體系可以作為跨學科領域學術論文影響力比較和評價的重要和科學的參考。

簡介：學控代碼L絲鰻分類母籃3磷究生學號；照墅塑煦塑密數(shù)震③東壯埽茁埔碩士學位論文Y88233中學巍地理辯攀越維秒式瓿其培養(yǎng)研究THE；EOGR鑫PHYSCIEHTI弱C‰IN韜玨鏊垤O‘LESOFMLDDLESCHOOLSLUDENTSA玨D’】隆EIR】珀STE娃娃G’LHCTICS指導教師學科專監(jiān)研究方向學位類型柞毒韓盒蒙囊拳事教授幕稚每教學論擘科教學論縫瑾掌掰磋士東北9匿范大攀學位浮跫婺爨會2006牮5月莢鍵逶魂理科舉憨綴方式；象閽定鍵；蟪壤姆縫分櫥；區(qū)域麓菇魄較入與囂竣關系；認識涎娩；綜合瞧；黧濯影蒙懋維LL

簡介：Y827255學校代碼魚研究類型廛周壁窒浙江師范夫學教育碩士專業(yè)學位論文題目型堂豎猩旦盤整金魚魚盟童學科專業(yè)堂盤塑鱟塹堡2年級一2QQ2絲學號至QQ21垂壘研究生塹達指導教師盎堡盛F整蕉中圖分類號一魚魚33答辯時間盟年一旦一月驗，突出科學探究，探究學習和接受學習相結合。科學課程目標整合教學的理論基礎主要有馬克思實踐整合觀理論、后現(xiàn)代緘默知識理論、建構主義理論，它們分別從哲學、知識觀、教育心理學的角度，為科學課程目標整合教學奠定理論基礎。根據(jù)科學課程目標整合教學的理論和初中科學教學實際，初中科學目標整合教學要遵循主動性原則、實踐性原則、開放性原則、情境性原則、協(xié)作性原則、發(fā)展性評價原則。實踐研究方面，在上述理論的指導下和總結已有的教學經驗的基礎上，對科學課程目標整合教學進行實踐探索，主要對初中自然科學概念、規(guī)律、實驗教學三方面的整合教學主要過程和實踐案例進行研究并實施教學實驗。初中自然科學目標整合教學的實驗研究初步表明在初中自然科學進行科學目標整合教學對培養(yǎng)學生科學素養(yǎng)是基本有效的，尤其在科學知識技能和探究能力方面有顯著的作用。

簡介：南京師范大學碩士學位論文利用生物科學史培養(yǎng)學生建模能力的教學模式研究姓名錢荷芳申請學位級別碩士專業(yè)學科教學生物指導教師張成軍20080428ABSTRACTONTHEBASISOFPSYCHOLOGYANDPEDAGOGYTHEORIES，PRESENTSTUDYEXPLORESTHECOMBINATIONOFBIOLOGYSCIENCEHISTORYANDINQUIRYLEARNING，INWHICHSOMETISSUESOFINQUIRYLEARNINGAREADDRESSEDBYMEANSOFBIOLOGYSCIENCEHISTORY。ANDSOMETEACHINGMODESAREPUTFORWARDINTHESEMODES，WITHBIOLOGYSCIENCEHISTORYASTHECARRIER，THEINQUIRINGLEARNINGWASACHIEVEDTHROUGHASERIESOFBASICUNITSINADDITION，AUTHORDESCRIBESTHETHEORETICBASE，IMPLEMENTINGPROCEDUREANDMATTERSNEEDINGATTENTION，ANDATTHESAMETIME，SOMETEACHINGCASESOFMODETEACHINGAREILLUSTRATEDATFIRSTBYREFERRINGANDSTUDYINGTHERELATIVETHEORIESONSCIENCEHISTORYANDMAKINGMODELSBOTHATHOMEANDABROAD；ANALYZINGTHEFUNCTIONOFBIOLOGICALSCIENCEHISTORYANDUSINGSCIENCEHISTORYTOFOSTERSTUDENTS’MINDOFPROBINGANDRESEARCHING；DEFININGTHEDEFINITIONOFTHEBIOLOGICALSCIENCEHISTORY，MAKINGMODELTEACHINGMODEANDANALYZINGTHETHEORIESOFLEARNING，LEARNINGPHILOSOPHY，INTERESTANDMOTIVATION，THEORETICALBASISOFTHETEACHINGMODEAREINITIALLYAPPROACBEDOFMAKINGMODELSANDUSINGBIOLOGICALSCIENCEHISTORYTOFOSTERSTUDENTS’ABILITYOFMAKINGMODELSTHEKEYELEMENTSOFTHOUGHTSHOWTOMAKEBIOLOGICALMODELSAREANALYZEDANDITISSTRESSEDTHATBIOLOGICALMODELSPLAYAVERYIMPORTANTROLEINBOTHTHEDEVELOPMENTOFBIOLOGYANDBIOLOGICALTEACHINGTHEGENERALTACTICSANDPRINCIPLESOFMAKINGBIOLOGICALMODELSAREGIVENHEREACCORDINGTOTHESETHEORIES，ITISANALYZEDTHECOMBINATIONOFBIOLOGICALSCIENCEHISTORYANDMAKINGBIOLOGICALMODELS，DEVELOPINGTHETEACHINGMODEOFUSINGBIOLOGICALHISTORYTOFOSTERSTUDENTS’ABILITYOFMAKINGBIOLOGICALMODELS“STUDYIMITATECREATE。ITMAKESCLEARTHATTHISTEACHINGMODESHOULDBEADAPTEDTHROUGHOUTTHETEACHINGPROCESSOFFOSTERINGSTUDENTS’ABILITYOFMAKINGMODELSTHROUGHPRACTICINGATSENIORHIGHSFHOOIINCHIN鞏THEAUTHORSUGGESTSFOSTERINGTHESTUDENTS’ABILITYOFPROBINGINTONEWTHINGSANDSCIENCEMINDOFINVENTIONBYFOSTERINGTHEIRABILITYOFMAKINGBIOLOGICALMODELSANDDIRECTINGTHEIRRESEARCHINGACTIVITIESKEYWORDSBIOLOGICALMODELS，BIOLOGICALSCIENCEHISTORY，MODELMAKINGABILITY

簡介：湖南師范大學碩士學位論文物理教學中培養(yǎng)學生科學素養(yǎng)的研究姓名郭建軍申請學位級別碩士專業(yè)教育指導教師宋善炎20050401A8S’FL詛CTTHESCIENTIFICEDUCATIONALREFORMOFTHEMODEMWORLDAIMSTLLETRAININGOFALLSTUDENTS’GOODSCIENTIFICACCOMPLISHMENTASITSOWNGOAL．THEHIGHORLOWLEVELOFSCIENTIFICACCOMPLISHMENTOFTHENATIONALCITIZENSOFACOUNTRYAFFECTSDIRECTLYTHEDEVELOPMENTOFSCIENCEANDTECHNOLOGYOFTHECOUNTRY,THATIS，THESYNTHESISPOWEROFACOUNTRYL磁SCLOSERELATIONSWITHTHENATIONALCITIZENS’SCIENTIFICACCOMPLISHMENT．COMPAREDTOADEVELOPEDCOUNTRY，THESCIENTIFICACCOMPLISHMENTOFOURNATIONALCITIZENSSTILLREMAINSINABACKWARDSITUATION．CURRENTLY，THELOWLEVELOFOURNATIONALCITIZENS’SCIENTIFICACCOMPLISHMENTISBECOMIN垡ASERIOUSLAGFACTOROFRETARDINGTHEPROGRESSOFOURNATIONALSOCIETY,ECONOMYDEVELOPMENTANDINTEMATIONALCOMPETITION．SUPPOSINGACOUNTRYWANTSTOBEPOWERFULANDWANTSTODEVELOPITSRACE，ITISOFGREATURGENCYTORAISETHESCIENTIFICACCOMPLISHMENTOFNATIONALCITIZENS．INTHETEXT，F(xiàn)IRSTOFALL，ITHASDISCUSSEDWHATTHESCIENTIFICACCOMPLISHMENTIS，ANDONTHISBASIS，ITHASEXPLAINEDTLLECOMPOSITIONOFMIDDLESCHOOLSTUDENTS’SCIENTIFICACCOMPLISHMENTANDTHEIMPORTANTFUNCTIONINTRAININGMIDDLESCHOOLSTUDENTS’SCIENTI螽CACCOMPLISHMENTOFPHYSICSTEACHING．LAUNCHINGTHERESEARCHOFSCIENTIFICACCOMPLISHMENTEDUCATIONACCORDSWITHCULTIVATINGSTUDENTS’INITIATIVESPIRITANDTHEREQUESTFORPRACTICEABILITYPUTFORWARDATPRESENT．WHICHCANOFFERACERTAINBASISFORTHEPRACTICEOFQUALITY．ORIENTEDEDUCATION．INTHETHESIS，ITHASANALYSEDTHESITUATIONOFDOMESTICANDFOREIGNSCIENTIFICACCOMPLISHMENTEDUCATIONANDITHASALSOANALYSEDTHESTATUSOFSCIENTIFICCOURSEOFSUCHCOUNTRIESASGREATBRITAINANDAMERICA，THEREFORMSCHENLEOFSCIENTIFICEDUCATION，ANDTHECHARACTERISTICOFFOREIGNSCIENTIFICⅡ

簡介：學校找碼I鰩照分類號鯉虬⑧Y888毒王7磅究生學號密級纛孽妊嶧蘊戈謄碩士學位論文錦』¨師范．碧弘摶科學校教J雨職_匕倦怠調查研究0NTHERES黼RCHOFTEACHERS’洳BBUMOUTINJMZH伽TE鑫CHE貓墨蛹懿GC0騅EGE作者周彥良指導教師路海采副教授學辯專韭教騫擎囂理研究方向教師心耀健康學位類型高校教師東北師范大學學位評定委員會2006年5月ABSTRACTSOCIAL仃ANGFB肋撕ON，TECHILICALPMGRESSANDREN酬OFIDCABRINGNEWCHALLENGEWIMTHEEDUCAIIONALTBEORR粕DPM嘶CEINNEWCEN_TTLRY．NOTONLYTHE廿A衄F(xiàn)ONNATION劬MTHESYSTEMOFEDUCATIONALSTYLES，BLITALSO丘OMTHEIDEAOFEXMILI柵ONORIEⅡTEDEMLCATIONSYSTEMTOEDUCATIONFORALLR01MDDEVCLOPMEM．AUOF曲EMIILFLUENCE吐LETEACHERS’EMCIENCYAILDQLLALI哆OFLI丘．UNDER山E硼UENCEOFSOCI喲0SCHOOL粕D咖DENT鋤DSOON，METEACHERSSHOULDSETUPNEWIDEASOFTEACHERS，蚰UD廿1TSANDTEACHING．THEURGENTCHAILGEOFTHOSEWDUESAI】D卿INGTO吐LEREQUIRCMENTOFCHA唱ELEADTOTEACHERS’NCGATIVEPSYCHOLOGICALPROBLEMSINMANYASPECTS，BM‘伽FESSIONALB啪OUT’IS徹EOFTHETEACHERS’T，PICALPROBLEMS．NETEACHERS’PROFESSIOLLALBURNOMANDI乜EXPRESSIO地HAVEBADE婦融TONQUALITYOFEDL】CA_CION．THEYNOTONLYHINDERTHEDEVELOPMENTOF也ESTILDEN招’GROWTHBUTALS0ILLNUENCETHEDEVELOPME址OFHETEACHERS’MEN詛1鋤DPHYSICALHEAI饑INORDERTOUNDERGTAILD也EGENERALSINLATIONOF血EHI曲SCHOOLPROFESSIONALBUMOUT陽D也ERELALIOLLSHIPBEMEENJOBBUM叫T鋤DSOMEA也ER謝ABLESSUCHASSEX，LENGTHOFTEACHING，TITLEANDSOON．INADDMON，IT哪LOYSDOCUMENTSEARMNGANDQUESTI01111AIREMEASUREANDSOFTEILSG嘧略西ESOFPMFESSIONAJBILRLLOUT．THESN塒YTAKESTO證IRARLDOMS卸1PLINGAS伍EMAINWAY趾DTAKES218TE虻HERSWBOCOME行0MJINZBOUTEACHERSTHJNILLGCOLLEGE嬲EX鋤1PLESA11DTAKE也EMBLWHICHBDONGSTOMASLACHTORESE孤CH．SEARCHINGE11DILLGSOFTHISSNLDY1．THELEVELOF也EEMOTIONALE【T1肌STIONOFⅡLE鈀ACHERS舶MHI吐SCHOOLISSERIOUS，DISINTE鯽EDPERSONAL時ISORD岫AILDTHESENSEOF眥CESSIS11I曲．2．PMFCSSIONALB啪OUTOFTEACHERS矗DMHI曲SCH00LSISCONNECTED塒T11SCHOOLAGE．TEACHERSWHOHAVEWORKEDFORSIXT0TENYEARSHAVCAHI曲CR1EVELON也EEMOTIONALEXLLAUSTIONT11ANT11E衄ICH盯SWBOHAVEWORKEDFORLESSTHAILFIVEYEARS．INF01】RG∞UPSOFME1ENGMOFTEACLLING，Ⅱ】EMOSTS嘶OUSOFTLLEEMODONALEXHAUSTIONISINPROCESSOF曲ETEACHERSWHOHAVEWORKEDFORSIXTOTENYEARS．晰血也EINCREASEOF血ELEN啦OFTEACHJNG血ESEⅡSEOFSUCCESSDOESINCREASE，TOO．AMONGMEM，THE10WEST1EVELBELONGSTOⅡLE掣OUPWHOSEWO越NGDMELESSTHANFIVEYEARS，THELESSLEVELISSIXT0TCNYEARS，MEHI曲ERLEVELIS11T015YEARSANDTHELLI曲ESTLEVELISMORETHAIL16YEARS．DI虢RENT1ENGTHOFTE礎．MG11ASNO工ILARKEDDI鼢ENCESON血ELEVELOFTHEDISINTEGRATEDPER80N“夠3．NDOESNOTHAVENOTICEABLEDI丘色RENCESATEACHASPECTEVENIFTHETEACHERS’鯽DERSAREDI腩REM．4．PROFESSIONAJBL】RNOMISCORULECTED、ⅣITLLMETITLEOFTEACH盯S．TCACHERSWHOHAVETLLEHI曲LCVELTINEAREHJ曲ERTLL紐ATHERSWHOHAVETHEINIDDLEORLO、VCRLCVELMLEINTIRESOMETT

簡介：西南大學碩士學位論文科學意象教學對小學生概念學習影響的研究姓名郭彥霞申請學位級別碩士專業(yè)應用心理學指導教師趙伶俐20070401西南大學碩上學位論文對實驗班和對照班概念學習水平進行前后測，結果分析表明1在概念學習各項成績上，實驗班的平均分均顯著高于對照班；三年級實驗班的成績已接近或達到五年級對照班水平，且在釋義精確性和概念關系理解上顯著高于五年級對照班。2在概念學習各項成績上，學業(yè)水平高的學生平均分最高其次是學業(yè)水平中等者，最后是學業(yè)水平低者；且在跨學科象遷移和意遷移成績上，實驗班與對照班平均分的差異在高學業(yè)水平上較大，而在低學業(yè)水平上較小。3在概念釋義、遷移和學科間概念關系上，五年級各項平均分均顯著高于三年級。4在正確性釋義、跨學科象遷移、意遷流暢性、意遷廣闊性和跨學科意遷移上，年級與實驗處理的交互作用顯著?？茖W意象教學對五年級的影響大于三年級。5在概念釋義和概念遷移上，各項具體性的平均分均高于相應的抽象成績。6在概念遷移的流暢性、廣闊性、跨學科上，象遷移平均分均顯著高于相應的意遷移。7在概念的象遷移和意遷移上，流暢性平均分最高，其次是廣闊性，最后是跨學科。8多元回歸和路徑分析結果表明，概念關系和概念遷移對小學生學業(yè)水平產生直接效應，概念釋義對學業(yè)水平產生間接效應，本研究所確定的概念學習水平各因素對學業(yè)水平的發(fā)展具有一定的統(tǒng)計預測力。本項研究的價值在于豐富和發(fā)展了心理學理論及應用的研究，為教育技術體系建構和學校課程建設提供理論和實踐支持，也為教師教育和發(fā)展提供策略和思路，對促進學生科學認知和創(chuàng)造性思維的發(fā)展具有積極意義。本研究的創(chuàng)新之處在于建構了科學意象教學模式，并將其應用教學實驗中，同時編制了基本符合測量學要求的“概念學習水平”問卷。關鍵詞科學意象科學意象教學概念學習學業(yè)水平IL

簡介：西南大學博士學位論文小學科學課程的科學哲學研究姓名蔡其勇申請學位級別博士專業(yè)課程與教學論指導教師靳玉樂20081101西南大學博十學位論文開發(fā)的具體內容，通過課程資源開發(fā)，促進小學科學課程的建設與發(fā)展。作為一種研究視角，當前科學哲學的整體態(tài)勢是相對主義，這對小學科學課程改革提出了挑戰(zhàn)，本文所持的科學哲學觀點不是絕對的相對主義，而是溫和的相對主義。本文認為，在科學哲學的相對主義指導下，未來小學科學課程改革需要處理好科學真理的絕對性與相對性、科學發(fā)展的階段性與連續(xù)性、個體的科學與公開的科學的關系。同時，科學方法的多元化，對小學科學課程也帶來了不小的沖擊。小學科學課程開發(fā)要堅持科學方法的多元化，運用新科學觀、新科學方法論指導小學科學課程改革，通過實施以“探究”為中心的科學教學，促進小學科學課程走向科學與人文的融合，實現(xiàn)以培養(yǎng)學生科學文化素養(yǎng)為宗旨的小學科學課程目標。II關鍵詞小學科學科學課程課程文化科學哲學

簡介：蘇州大學碩士學位論文幼兒科學探究能力培養(yǎng)策略研究姓名何鳳莉申請學位級別碩士專業(yè)教育管理指導教師吳繼霞20090901THESUMMARYOFTHESTUDYINGMETHODOFTRAININGABOUTKIDS’SCIENTIFICEXPLORATIONABILITYTHESUMMARYOFTHESTUDYINGMETHODOFTRAININGABOUTKIDS’SCIENTIFICEXPLORATIONABILITYABSTRACTNOWTHEFASTDEVELOPMENTOFECONOMICSANDSOCIETYPROMOTESTHEPROGRESSOFEDUCATIONITHASBECOMEALLIMPORTANTAIMTOGETTHEABILITYTHATISGOODFORT11EIRALLLIFEDEVELOPMENTBYSTUDENTS’ACTIVELYSTUDYTOMAKEKIDSHAVETHEABILITYTOLEARNANDBEHAPPYTOLEARNANDGETTHEEXPERIENCEABOUTTHEMATERIALWORLDANDIT’SPERCEPTUALEXPERIENCE，WESHOULDTRAINTHEKIDSTOHAVETHEABILITYOFRESEARCHINGANDSTUDYINGANDLETTHEMTOEXPERIENCETHEPROCESSOFRESEARCHINGANDDISCOVERING“HOWTOCARRYONWITHTHERESEARCHINGEDUCATION”，‘HOWTOTRAINCHILDREN’SSCIENCERESEARCHINGABIFITY”THEYARCVERYGOODTOPICSTOATEACHINGWORKERTHISTHESISDISSECTINGFROMTHEORYANDPRACTICE，INDICATESTHATEXPLORINGISALSOONEWAYOFLEARNINGACTIVITIESWITHMULTIANGLES，WHICHHASFEATURESOFWATCHING，ASKING，PROVINGANDCOMMUNICATINGKIDSOWNBIRTHLYCURIOSITYANDEXPLORATIONWITHWHICHTHEYPERFORMANDEFFECTTHEIRENVIRONMENT，INWHICHTHEYAGAINANDAGAINDISPLAYWHATTHEY’VELEARNT，LEARNHOWTOSOLVEPROBLEMS，OBTAINSCIENTIFICEMOTIONANDMETHODSTHESECOULDBESCIENTIFICEXPLORATIONFORKIDS，WHICHISUSUALLYUNSTEADLY’ROUGHANDUNIQUETRAININGCHILDREN’SSCIENCERESEARCHINGABILITYISTHENEEDOFPROTECTINGMEIRCURIOSITYIT’SGOODTOMOTIVATECHILDREN’SPASSIONANDINITIATIVEITCANTRAINTHECHILDRENTESPECTTHEFACT，CHASETHEREALITYANDFORMTHEGOODLIVINGATTITUDEANDTHINKINGHABITIT’SALSOGOODFORTEACHERSTOGRASPTHECHILDREN’SSTUDYINGFEATURES，ANDDEEPLYCALTYONWITHTHEKINDERGARTEN’SSCIENCEEDUCATIONALACTIVITIESTHISPAPEREMPHASIZESATSTATINGTHEMETHODSOFTRAININGCHILDREN’SSCIENCERESEARCHINGABILITYTHROUGHTHECREATIONOFTHESCIENCEEDUCATIONENVIRONMENTTHATISGOODFORCHILDREN’SRESEARCHINGABILITY；CARRYINGONWITHTHESCIENCEEDUCATIONACTIVITYTHATISGOODFORTHEDEVELOPMENTOFCHILDREN’SRESEARCHINGABILITYANDTHEEXPLORATIONOFTHESCIENTIFICGUIDINGWAYSTHATISGOODFORTHEDEVELOPMENTOFCHILDREN’SRESEARCHINGABILITYITCLEARLYSTATESTHEVIEWSENCOURAGINGCHILDRENTOBEDARETORAISEDOUBTS，GUIDINGTHECHILDRENACTIVELYTAKEPARTINTHERESEARCHINGPROCESS，GRASPINGEVERYCHAINOFRESEARCHINGEDUCATION，PROVIDINGRICHRESEARCHINGMATERIALS，CARRYINGONWITHTHESUITABLEINTERFEREGUIDESITALSOSTUDIES，Ⅱ

簡介：9SIL8D～。一，，’一曩索取號盟塑』△LLLQ一密緞二_上蛙L南京師勉夫掌碩士學位論文畫新西蘭科學教材SCIENCEWORLD9的化學內容研究作者院系指導教師；學科專業(yè)靳云他擘與薜境科幸學院馬巖掛赦授課程與教學論化學課程與教學論化學碩士學位論文新西蘭科學教材SCIENCEWORLD9的化學內容研究新西蘭科學教材SCIENCEWORLD9的化學內容研究中文摘要新西蘭科學教材SCIENCEWORLD9是由PAMHOOK、PETERSTANNARD等人編寫的面向13歲的9年級學生的一本教材。該教材以新西蘭科學課程標準SCIENCEINTHENEWZEALANDCURRICULUM為依據(jù)，要求學生通過本教材的學習達到科學課程標準第五等級的目標。本論文以新西蘭科學教育現(xiàn)狀和我國科學教育現(xiàn)狀為背景，依據(jù)綜合課程理論、建構主義學習理論和當代科學教育理論，對新西蘭科學教材SCIENCEWORLD9進行了深入地分析，并重點對其中的化學部分內容進行文本研究和實證研究。通過研究，研究者得出以下一些結論1教材遵循學習規(guī)律和學生心理特點設置多種板塊和欄目，促進學生的學習，發(fā)展學生的能力；2教材內容既注重內容的基礎性，又具有鮮活的生活氣息；3注重通過實驗培養(yǎng)學生的科學態(tài)度和科學思維方法，注重學生科學技能的訓練4采用多種呈現(xiàn)方式使教材版面豐富多彩，以此激發(fā)學生學習興趣，更好地引導學生進行學習。通過研究也發(fā)現(xiàn)，SCIENCEWORLD9也存在著一些有待改進的地方。首先是大量的、各種類型的圖片中，有些圖片不能促進學生的學習，還有些圖片有拼湊、濫用之嫌其次，對科學概念和原理的系統(tǒng)化敘述能否為學生接受是值得商榷的。此外，在實證研究的基礎上，研究者還改進了兩個課本實驗并自行設計了三個學生實驗，這三個實驗分別是NACI晶體模型的制作、食物中能量的測定、鋅和硫酸反應速率的測定?！八街梢怨ビ瘛?。研究者期望對新西蘭中學科學教材SCIENCEWORLD9的研究所得出結論和建議能為我國的科學教材的編制提供一些幫助和指導。關鍵詞科學教育SCIENCEWORLD9化學部分

簡介：（工商管理碩士）哈爾濱金融高等?？茖W校HFC籌資渠道的研究THERESEARCHONHARBINFINANCECOLLEGEFUNDRAISINGCHANNEL劉海燕2009年3月CLASSIFIEDINDEXF2571UDC336ADISSERTATIONFORTHEDEGREEOFMBATHERESEARCHONHARBINFINANCIALCOLLEGEHFCFUNDRAISINGCHANNELCANDIDATELIUHAIYANSUPERVISORPROFWANGFUSHENGACADEMICDEGREEAPPLIEDFORMBAAFFILIATIONHARBINFINANCIALCOLLEGEDATEOFDEFENSEMARCH,2009DEGREEOFFERINGINSTITUTIONHARBININSTITUTEOFTECHNOLOGY

簡介：合肥工業(yè)大學碩士學位論文在物理教學中加強科學方法教育的研究姓名張云麗申請學位級別碩士專業(yè)課程與教學論物理指導教師梅忠義20080501THESTUDYINREINFORCEMENTOFPHYSICALSCIENTIFICMETHODEDUCATIONABSTRACTPHYSICALSCIENTIFICMETHODEDUCATIONAIMSTOPENETRATEANDINSTRUCTPHYSICALSCIENCERESEARCHMETHODPURPOSEFULLY，CONSCIOUSLYANDGRADUALLYINPHYSICSTEACHINGANDMAKESTUDENTSGRASPTHEMOSTBASICANDTHEMOSTIMPORTANTPHYSICALSCIENCEGRADUALLYBYINFLUENCINGANDTRAININGOFTHESEMETHODSCONTINUALLY。THEIMPLEMENTOFPHYSICALSCIENCEMETHODEDUCATIONISOFBENEFITFORSTUDENTSTOMASTERPHYSICALKNOWLEDGE。MEANWHILE，ITISHELPFULTOCULTIVATESTUDENTS’ABILITYTOFIND，ANALYZEANDSOLVEPROBLEMS，RAISINGSCIENTIFICQUALITYANDIMPROVINGINNOVATIONCAPACITYASWELL。SINCET980S，PHYSICALSCIENTIFICMETHODEDUCATIONHASBEENSTUDYINGINOURCOUNTRY．WEHAVEOBTAINEDSOMEACHIEVEMENTSINTHEORYANDPRACTICE，BUTTHEIMPLEMENTATIONOFPHYSICALSCIENCEMETHODEDUCATIONISNOTSOWIDEANDDEEPTHATTHEREAREMANYQUESTIONSREMAINEDFORUSTOBEINVESTIGATEDINPRACTICE。INTHEFIRSTPARTOFTHEARTICLE，THEWRITERMAKESADEEPSTUDYINTHEMEANINGOFPHYSICALSCIENTIFICMETHODEDUCATIONANDANALYZESTHESTATUSINOURCOUNTRYANDOVERSEAS。THEWRITERPROPOSESTHATTHEREWERESOMEPROBLEMSINPHYSICALSCIENTIFICMETHODEDUCATIONINOURCOUNTRY．FOREXAMPLE，ITDOESN’TPAYENOUGHATTENTIONTOTEACHINGGUIDANCEANDCONSIDERTHEACTUALSITUATIONOFTHETEXTBOOKSANDSTUDENTS，INADDITION，ITCAN’TPASSONSCIENTIFICMETHODSEFFECTIVELY，DIFFERENTIATEPRIMARYFROMSECONDARYINTEACHINGCONTENTS，ANDLACKOFPROPERWAYSOFEVALUATIONANDINITIATIVEPARTICIPATIONOFSTUDENTSINTHESECONDPARTOFTHISARTICLE，THEWRITERMAKESASYSTEMATICSTUDYONNORMALPHYSICALSCIENTIFICMETHODSTHROUGHINDUCTINGANDSYNTHESIZINGREFERENCESAVAILABLE，SUCHAS0BSERVATIONALMETHOD，EXPERIMENTALMETHOD，MATHEMATICALMETHODANDSCIENTIFICTHOUGHTMETHOD。THECHARACTERISTICANDAPPLICATIONOFTHESEMETHODSAREALSOINVESTIGATEDDEEPLYINTHISARTICLE。INTHETHIRDPARTOFTHISARTICLEPUTSFORWARDSOMEPRINCIPLESTHATSHOULDBEFOLLOWEDINTHEPROCESSOFEDUCATIONONTHEBASISOFTHEFEATUREOFPHYSICSTEACHINGANDDEVELOPMENTCHARACTERISTICOFSTUDENTS’PSYCHOLOGY。FIRST，TEACHERSSHOULDBECONSCIOUS．SECONDLY，PUTSCIENTIFICMETHODSTEACHINGINTOKNOWLEDGETEACHING，THIRD，CONNECTIMPLICITEDUCATIONWITHEXPLICITEDUCATION．FORTH，PLACETHEWAYOF菩

簡介：浙江師范大學碩士學位論文初中科學發(fā)展性課堂教學的研究與實踐姓名張福勇申請學位級別碩士專業(yè)學科教學（物理）指導教師徐承楠20071201ABSTRACTTHECLASSROOMTEACHINGISAMAINAPPROACHTOCARRYOUTEDUCATIONFORALLROUNDDEVELOPMENT．ITSQUALITYANDRESULTWILLMAKEADIRECTEFFECTONTHEREALISATIONOFTEACHINGTARGETS．HOWEVER,LOOKINGINTOCURRENTCLASSROOMTEACHING，WECALLFINDITSTILLHASSOMEDISTANCEAWAYFROMTHEULTIMATEGOALOFEDUCATIONFORALLROUNDDEVELOPMENT．THEBIGPROBLEMLIESINTHEBACKWARDNESSOFTEACHINGPRINCIPLES．THEREFORE，ITISFULLOFTHEORETICALWORTHANDREALISTICMEANINGTOMAKEAPROFOUNDANALYSISONTHEPROBLEMSINTHECURRENTCLASSROOMTEACHINGANDTOCARRYOUTATHEORIESRESEARCHTOTHEDEVELOPMENTCLASSROOMTEACHING．THISRESEARCH，BASEDONPREVIOUSRESEARCHACHIEVEMENTS，、VITLLTHEDEVELOPMENTCLASSROOMTEACHINGTHEORYFORGUIDE，APPLIESTHECASERESEARCHMETHODANDTHEINVESTIGATIONRESEARCHMETHOD．AND，ACCORDINGTOTHEREQUESTOFTHEAGE，ITGIVES“DEVELOPMENTVIEW’謝THANEWCONTENTTHATIS，DEVELOPMENTCLASSROOMTEACHING，EMPHASIZINGONTHEOVERALL，INTEGRATEDANDSUSTAINABLEDEVELOPMENTANDSETTINGUPNEWEDUCATIONPRINCIPLESINTHETARGETVIEW,TEACHERANDTHESTUDENTS’VIEW,INTERACTIONVIEW,COOPERATIONVIEW,EVALUATIONVIEWANDVALUEOFCLASSROOMTEACHING．BESIDES，ITPUTSFORWARDTHEFEATURESOFDEVELOPMENTCLASSROOMTEACHINGOFJUNIORSCIENCEFORCHINATHISRESEARCHDISTILLSANDDEEPENSTHECURRENTLYPOPULARINVESTIGATIONTYPEANDSCENARIOTYPEOFCLASSROOMTEACHING．ANDITDIVIDESTHECLASSROOMTEACHINGPROCESSINTOFOURSTEPSSCENARIOQUESTION，INTERACTIONINVESTIGATION，GUIDEDETECTIONANDEVALUATIONSUBLIMATION．WITHYEARS’PRACTICESEXPERIENCEINTEACHING，THEWRITERMAINLYCARRIESOUTTHERESEARCHONHOWTOADVANCESTUDENTS’DEVELOPMENTWITHRELEVANTTEACHINGSTRATEGIES，SUCHASIDENTIFYINGTHEDIVERSETEACHINGTARGETS，EMBODYINGTHEORDERLYTEACHINGPROCESS，ORGANIZINGTHEOPENTEACHINGCONTENT，ENRICHINGTHEENCOURAGINGTEACHINGEVALUATIONANDAPPLYINGTHEEFFECTIVETEACHINGTECHNIQUES．KEYWORDSJUNIORSCIENCEFORCHINA,DEVELOPMENT，CLASSROOMTEACHING，INVESTIGATIONABILITY,PRACTICESRESEARCHII

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