簡(jiǎn)介：本文側(cè)重于從統(tǒng)計(jì)學(xué)角度出發(fā)對(duì)基礎(chǔ)科學(xué)領(lǐng)域核心期刊H指數(shù)的性質(zhì)加以分析。選取ISI、SCOPUS數(shù)據(jù)庫中六大基礎(chǔ)科學(xué)120種高影響力期刊作為分析基礎(chǔ)運(yùn)用相關(guān)分析、回歸分析等統(tǒng)計(jì)學(xué)方法通過期刊H指數(shù)和影響因子、期刊引文總量的比照深入挖掘指標(biāo)量之間的關(guān)系。同時(shí)運(yùn)用定性和定量相結(jié)合的方法構(gòu)造期刊H指數(shù)的公式歸一化和數(shù)據(jù)歸一化換算公式將不同領(lǐng)域期刊H值進(jìn)行歸一運(yùn)算以實(shí)現(xiàn)H指數(shù)領(lǐng)域間可比的設(shè)想希望借此為學(xué)術(shù)評(píng)價(jià)工作提供參考依據(jù)并為期刊評(píng)測(cè)指標(biāo)體系的架構(gòu)提供可行性建議。文章首先對(duì)期刊H指數(shù)的起源、優(yōu)勢(shì)與不足、已有數(shù)據(jù)模型等現(xiàn)階段研究成果進(jìn)行歸納和闡釋。在此基礎(chǔ)上對(duì)同領(lǐng)域期刊H指數(shù)和影響因子、總被引次數(shù)等指標(biāo)進(jìn)行定量分析并根據(jù)實(shí)際情況選擇部分H指數(shù)公式進(jìn)行擬合。緊接著提出公式歸一化和數(shù)據(jù)歸一化兩種算法力求將不同學(xué)科領(lǐng)域之間的H指數(shù)進(jìn)行同一處理得到具有比較意義的統(tǒng)計(jì)量。最后筆者探究了兩種算法的數(shù)據(jù)差異產(chǎn)生原因并在剔除了客觀因素的干擾后得出兩種算法性質(zhì)相同、結(jié)論互相支持的結(jié)論。本文的創(chuàng)新之處在于運(yùn)用兩種歸一化算法對(duì)不同領(lǐng)域期刊的H指數(shù)進(jìn)行換算得出具有學(xué)科問可比意義的期刊評(píng)價(jià)指標(biāo)HE和HF構(gòu)成學(xué)術(shù)期刊評(píng)價(jià)參考指標(biāo)體系。

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簡(jiǎn)介：中圖分類號(hào)G243UDC訝JI占解為密級(jí)學(xué)校代碼碩士學(xué)位論文同等學(xué)力公開10094邢臺(tái)醫(yī)學(xué)高等?？茖W(xué)校學(xué)生體育意識(shí)和體育行為研究STUDYONSPORTSCONSCIOUSNESSANDSPORTSBEHAVIORSOFSTUDENTSINXINGTAIMEDICALCOLLEGE作者姓名指導(dǎo)教師學(xué)科專業(yè)名稱研究方向論文開題日期褚立輝田菁副教授體育教育訓(xùn)練學(xué)學(xué)校體育學(xué)2007年10月20日二OO八年十J9十二日H事尢識(shí)和行為產(chǎn)生明顯促進(jìn)作用、女生比例偏大，體育情感、體育意志和體育行為較弱是邢臺(tái)醫(yī)專學(xué)生體育意識(shí)培養(yǎng)和體育行為實(shí)施過程中存在的主要問題。6改善邢臺(tái)醫(yī)專學(xué)生體育意識(shí)和體育行為水平的主要措施有糾正不良的教學(xué)觀念，保護(hù)體育教學(xué)；注意培養(yǎng)學(xué)生良好、均衡的體育意識(shí)創(chuàng)造一切有利條件切實(shí)保障學(xué)生體育意識(shí)的發(fā)展和體育行為的實(shí)施；發(fā)揮醫(yī)學(xué)院校的特色，將健康教育和醫(yī)學(xué)教育、體育教育進(jìn)行教育整合；提高體育教師自身的素質(zhì)；建立體育教師一輔導(dǎo)員協(xié)同體育教育模式；調(diào)動(dòng)女大學(xué)生體育學(xué)習(xí)的積極性。關(guān)鍵詞邢臺(tái)醫(yī)學(xué)專科學(xué)校學(xué)生體育意識(shí)體育行為IV

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簡(jiǎn)介：四川師范大學(xué)碩士學(xué)位論文八年級(jí)科學(xué)課程探究式學(xué)習(xí)的研究姓名孫明霞申請(qǐng)學(xué)位級(jí)別碩士專業(yè)學(xué)科教學(xué)化學(xué)指導(dǎo)教師彭蜀晉20090408四川師范大學(xué)教育碩士學(xué)位論文新課程指出科學(xué)探究是科學(xué)學(xué)習(xí)的中心環(huán)節(jié)。在科學(xué)課程的學(xué)習(xí)過程中不僅要使學(xué)生體驗(yàn)到探究的樂趣，獲得自信，形成正確的思維方式，而且要使他們能夠識(shí)別什么是科學(xué)，什么不是科學(xué)。要讓他們經(jīng)歷一個(gè)個(gè)探究活動(dòng)，養(yǎng)成良好的科學(xué)態(tài)度，這就需要在科學(xué)教學(xué)中有效地開展探究性學(xué)習(xí)，為學(xué)生營(yíng)造一種良好的學(xué)習(xí)環(huán)境，引導(dǎo)學(xué)生去探索、去發(fā)現(xiàn)，以實(shí)現(xiàn)真正意義上的探究式學(xué)習(xí)，而不是形式化的。3科學(xué)課程探究式學(xué)習(xí)的實(shí)踐價(jià)值實(shí)施探究式學(xué)習(xí)，能使學(xué)生改變?cè)瓉淼膯渭兘邮苁降膶W(xué)習(xí)方式，形成對(duì)知識(shí)主動(dòng)探求，并注重對(duì)實(shí)際問題解決的科學(xué)素質(zhì)，有助于培養(yǎng)學(xué)生的創(chuàng)新精神與實(shí)踐能力。也有利于轉(zhuǎn)變教師的教學(xué)觀念，落實(shí)學(xué)生的主體地位，真正實(shí)現(xiàn)教學(xué)重心由“教“向“學(xué)“的轉(zhuǎn)移。4結(jié)語’主要采用的研究方法有文獻(xiàn)研究法、行動(dòng)研究法和調(diào)查研究法。關(guān)鍵詞八年級(jí)科學(xué)課程探究式學(xué)習(xí)調(diào)查研究

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簡(jiǎn)介：四川師范大學(xué)碩士學(xué)位論文學(xué)前教育專業(yè)計(jì)算機(jī)課程的現(xiàn)狀與對(duì)策研究四川幼兒師范高等?？茖W(xué)校個(gè)案姓名蔣在強(qiáng)申請(qǐng)學(xué)位級(jí)別碩士專業(yè)現(xiàn)代教育技術(shù)指導(dǎo)教師黎明周雄俊20100310第三章四川幼專學(xué)前教育專業(yè)計(jì)算機(jī)課程現(xiàn)狀及問題，主要從教學(xué)內(nèi)容、課程設(shè)置、教學(xué)方法、教學(xué)模式、評(píng)價(jià)方法等方面進(jìn)行了闡述。第四章四川幼專學(xué)前教育專業(yè)計(jì)算機(jī)課程的改革對(duì)策，針對(duì)第三章找到的問題提出相應(yīng)的對(duì)策。總結(jié)，對(duì)研究成果進(jìn)行了歸納總結(jié)、指出了不足及確定了本論文進(jìn)一步深入研究的方向。關(guān)鍵詞學(xué)前教育專業(yè)計(jì)算機(jī)課程信息技術(shù)現(xiàn)狀對(duì)策H

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簡(jiǎn)介：華東師范大學(xué)碩士學(xué)位論文教師科學(xué)本質(zhì)觀個(gè)案研究以一位初中理科教師為例姓名周巧學(xué)申請(qǐng)學(xué)位級(jí)別碩士專業(yè)學(xué)科教育指導(dǎo)教師李雁冰20100501ABSTRACTTODEVELOPCITIZENSWITHSCIENTIFICLITERACYISTHEULTIMATEGOALOFCURRENTSCIENCEEDUCATIONFORSTUDENTSINJUNIORHIGHSCHOOLS；ANDUNDERSTANDINGTHENATUREOFSCIENCEISONEOFTHEMAJORCOMPONENTSTHATCONSTITUTESSCIENTIFICLITERACYRESEARCHERSTHROUGHOUTTHEWORLDHAVEPAIDSPECIALATTENTION，BOTHTHEORETICALLYANDPRACTICALLYTOINVESTIGATETHECONCEPTIONOFSCIENCEEDUCATORS，TEACHERSANDSTUDENTS，TOWARDSTHENATUREOFSCIENCEREVIEWEDTHERELEVANTLITERATURESAVAILABLE，THISPAPERISTODEEPLYEXPLOREAJUNIORHIGHSCHOOLTEACHER’SVIEWPOINTOFSCIENTIFICNATURE，APPLYINGTHEMETHODOLOGYOFCASESTUDYANDRELYINGONVARIOUSDATAGATHERINGTECHNIQUESSUCHASSURVEYINTERVIEWANDNONPARTICIPATIVEOBSERVATION，THENTODISCLOSESOMEHIDDENREASONSANDTOMAKESOMEGENERALIZATIONTHEFINDINGSOFTHISRESEARCHAREASFOLLOWSTHEMAINCHARACTERISTICSOFTHECASETEACHER’SCONCEPTIONTOWARDSTHENATUIEOFSCIENCEAREASCIENCEASUNCHANGEABLETRUTH；BSCIENTIFICKNOWLEDGEANDLAWSARERELEVANTTOBUTSOMEWHATINDEPENDENTOFSOCIALCULTURE；CTHERE’SSOMETHINGWRONGWITHTHEEXPERIENCENATUREOFSCIENTIFICTHEORY；DCORRECTLYUNDERSTANDINGTHEMODELS，BUTHAVINGNOCLEARIDEAABOUTHOWTHEYAREPRODUCED；ENOSIGNIFICANTDIFFERENCEBETWEENOBSERVATIONANDDEDUCTION；FUNREASONABLECONCLUSIONSONHOWSCIENTIFICLAWSANDTHEORIESCOMEOUTANDTHERELATIONSHIPBETWEENTHEM；GCREATIONANDIMAGINATIONSHOULDBEABSENTDURINGDATACOLLECTION，WHEREASCONFIRMINGTHEIMPORTANCEOFTHEMINSCIENTIFICSTUDY；HCORRECTLYDESCRIPTIONOFHOWSCIENTIFICTHEORIESDEVELOPWHILEUNSUREOFEXPLICITREASONS；IASSUMINGTHELADENTHEORYOFSCIENTIFICKNOWLEDGE；JMODERNIZEDOPINIONSABOUTTHEPROCESSESOFSCIENTIFICRESEARCH；KCORRECTCOMMENTSONSCIENTISTSFACTORSAFFECTINGCASETEACHER’SCONCEPTIONOFTHENATUREOFSCIENCEAREASTUDYEXPERIENCE，INCLUDINGSCIENCEEDUCATION，BOOKSREADINGABOUTSCIENCE，THEHISTORYOFSCIENCEANDPHILOSOPHYOFSCIENCE，MATERIALISMEDUCATIONANDSOFORTH；BRESEARCHACTIVITIESOFEDUCATION；CEDUCATIONALPHILOSOPHYANDPEDAGOGICALMETHODS；DNATIONALCONTEXTSFINALLYSOMERECOMMENDATIONSFORTEACHEREDUCATIONANDTEACHINGMANUALⅡ