簡介：廣西大學(xué)碩士學(xué)位論文論格式塔心理學(xué)在新聞攝影傳播中的運(yùn)用姓名李明峰申請學(xué)位級別碩士專業(yè)新聞學(xué)指導(dǎo)教師虞達(dá)文20040501廣西大學(xué)碩士學(xué)位論文論格式塔心理學(xué)在新聞攝影傳播中的運(yùn)用THEAPPLICATIONOFGESTAIJPSYCHOLOGYINJOURNALISTICPHOTOGRAPHYCOMMUNICATIONABSTRACTGESTALTPSYCHOLOGYISASCHOOLOFPSYCHOLOGYTHATAPPEAREDIN1912INGERMANYITDEVELOPEDTHREETHEORIESONVISIONANDPERCEPTIONTHERELATIONSHIPBETWEENWHOLEANDSEGMENT、THETHEORYOFFIGUREANDBACKGROUND、THETHEORYOF‘‘FIELD”THESETHEORIESARECONSISTENTWITHTHEWAYOFVISIONALCOMMUNICATIONTHATTHEJOUMALISTICPHOTOGRAPHYDEPENDENTSON，SOTHEYCOULDBEAPPLIEDINTOTHESTUDYOFJOURNALISTICPHOTOGRAPHYCOMMUNICATIONTHISTHESISMAINLYUSETHETHREETHEORIESOFGESTALTPSYCHOLOGYTOANALYZETHEREASONSWHYJOUMALISTICPHOTOGRAPHYCOULDREFLECTTHEEVENTS，HOWTHECOMPOSITIONOFAPICTURECOMEINTOEXISTENCE，ANDWHYTHEREADERSUNSCRAMBLETHESAMEPHOTODIVERSELYONTHEBASISOFTHAT，THISTHESISPROBESINTOTHEUSEOFGESTALTPSYCHOLOGYINJOUMALISTICPHOTOGRAPHYCOMMUNICATION，ANDPROVIDESPRIVATEOPINIONSONHOWTOIMPROVETHEFORMATDESIGNBYTHEUSEOFVISIONALANDPERCEPTIONALTHEORIES，HOWTOSCHEMETHEPHOTOGRAPHYREPORTANDTHEWAYTOINNOVATEPHOTOGRAPHYREPORTKEYWORDSGESTALTPSYCHOLOGY；WHOLEANDSEGMENT；FIGUREANDBACKGROUND；THETHEORYOF“FIELD’；JOURNALISTICPHOTOGRAPHYCOMMUNICATION

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簡介：湖南師范大學(xué)碩士學(xué)位論文基礎(chǔ)教育體育教學(xué)的人本主義心理學(xué)教育觀探析姓名陳敏申請學(xué)位級別碩士專業(yè)學(xué)科教育（體育）指導(dǎo)教師湯長發(fā)20070501ABSTRACTTHEESSERTCEOFEDUCATIONISANACTIVITYOFCULTIVATINGHUMANBEINGTHEREFORE，ALLSTUDENT’PROGRESSASWELLASEVERYSTUDENT’SFULLSCALEDEVELOPMENTSHOULDBETHEESSENTIALAIMOFEDUCATIONEDUCATIONTHEORYOFHUMANISTICPSYCHOLOGY，WHICHAROSEIN1960SINAMERICA，STILLHASGREATINFLUENCETOOUL“LIFETODAYBECAUSEITPAYSMOREATTENTIONTOTHEDIGNITYANDVALUEOFHUMANBEINGS，EMPHASIZETHERESPECTANDCHERISHTOSTUDENTS，THINKHIGHLYOFTHESUBJECTIVITY，CREATIVITYANDPERSONALITYFOSTERINGOFSTUDENTSVARIOUSMETHODSALEUSEDINTHISSTUDYSUCHASLITERATUREANDLOGICALANALYSIS，INTERVIEWING，CONSULTINGREFERENCES，ANDDISCUSSINGTHROUGHREVIEWANDANALYSESTHESTATUSANDHISTORYOFPETEACHINGINCHINABASEDONTHEPROBLEMTHISTHESISPLANSTEGARDTHETHEORYOFHUMANISMPSYCHOLOGYEDUCATIONASGUIDANCE，USEMULTIDISCIPLINARYTHEORIES，SUCHASCOURSETHEORYLEARNINGTHEORYINSTRUCTIONTHEORYTHEORYOFPEETC，COMBININGTHECURRENTSITUATIONOFFUNDAMENTALPHYSICALEDUCATIONTEACHINGINOURCOUNTRYSOASTOCONSTRUCTTHEHUMANBASEDSYSTEMOFPETEACHINGWIMTHEINSPECTIONANDGUIDEOFHUMANISTICPSYCHOLOGYEDUCATIONIDEOLOGYTHESECONCEPTIONSASFOLLOWSHOULDBEESTABLISHEDINPEINCHINATHEBASICSTATUSOFHUMANISTICSPIRITSHOULDBEESTABLISHEDINPE，THEGUIDELINEOF‘HEALTHFIRST’ANDPROMOTINGBODYANDSOULADVANCEOFSTUDENTSSHOULDBEESTABLISHEDONEDUCATIONALTEACHINGTARGETINPESUBJECTIVITYTEACHINGSHOULDBECARRIEDOUTINTEACHINGPATTERNREFLECTIONANDANALYSISHADTOBEMADEINTHEASPECTOFPHYSICALEDUCATIONTEACHINGSUCHASTHETRADITIONALTEACHINGGOAL，CONTENTS，METHODS，ORORGANIZATIONFORMS，TEACHINGEVALUATIONANDFACULTYTRAININGSOASMODULATEPHYSICALEDUCATIONⅡ

簡介：F皿蛐娜⑧天率大萼碩士學(xué)位論文一■■疆●■■跚置強(qiáng)■曩■■●A■■■_學(xué)科專業(yè)AEIX42；E目M口自作者姓名李舞鳳指導(dǎo)教師宗文舉教攢ⅢM㈨自O(shè)『T1年、，月ABSTRACT“INTERNALIZATION”ISATERMOFMUCHSIGNIFICANCEINTHECATEGORYOFIDEOLOGICALANDPOLITICALEDUCATION．THEEFFECTIVENESSOFIDEOLOGICALANDPOLITICALEDUCATIONHASBEENRELATEDTOITSREALIZATIONORTHEDEGREEOFITSREALIZATION．AMONGREALISTICIDEOLQGYANDPOLITICSEDUCATIONALPRACTICE，THEREOFTENAPPEAROBSTACLESOFIDEOLOGICALANDPOLITICALEDUCATIONINTERNALIZATION，WHICHAFFECTSTHESMOOTHPROCESSOFIDEOLOGICALANDPOLITICALEDLLCMIONSLUDYING．THEREFORE，TAKINGOBSTACLEINSLUDYING,FINDINGOUTCAUSESOFTHEOBSTACLESANDPROPOSINGMEASURINGOFOVERCOMINGBECOMEONEOFTHEIMPORTANTTASKSOFIDEOLOGICALANDPOLITICALEDUCATION．THISPAPERTRIESTODOSOMEPRELIMINARYRESEARCHOFOBSTACLESOF“INTERNALIZATION’OFIDEOLOGICALANDPOLITICALEDUCATIONFROMAPSYCHOLOGICALPERSPECTIVE．THEPAPERINDICATESTHATOBSTACLESOFIDEOLOGICALANDPOLITICALEDUCATIONMEANTHEEDUCATEESAREUNDERUNHARMONIOUSWAYOFCOGNITION，F(xiàn)EELINGANDINTENTIONONTHEONEHAND，ANDROEARLTHEEDUCATEESFAILONEPANORMOREOFTHEPROCESSOFREGARDING，UNDERSTANDING，ACEEPTINGANDFORMINGCONCEPTOFIDEOLOGICATANDPOLITICALEDUCTION，ANDLOSTTHEWAYOFEDUCATIONCONTENTSABSORBINGANDVALUESYSTEMCONSISTINGANDSUBLIMATINGONTHEOTHERHAND．THEREPRESENTATIVEOBSTACLESOFIDEOLOGICALANDPOITIEALEDUCATIONARCTHEONESTHATAPPEARINTHEPROCESSOF“INTERNALIZATION’I‘‘ENTERNALIZATION”ANDMENTALACCEPTANCE．FROMTHEPSYCHOLOGICALPOINTOFVIEW,THEPAPERILLUSTRATESTHATTHEREASONSOFOBSTACLESOFIDEOLOGICALANDPOLITICALEDUCATIONINTAKINGPARTLYBECAUSEOFTHEPSYCHOLOGYDISTORTIONOFTHEEDUCATEES，SUCH磷INCORRECTATTITUDE，UNREASONABLEDESIRE，WRONGCOGNITIONSYSTEM，UNHARMONIOUSRELATIONSHIPWITHOTHERS，PROBLEMSOFINDIVIDUALMENLALITYANDFALSEIDEAL．F街仙ANDWELTANSCHANUNGASWELL；PARTLYBECAUSEOFTHEEDUCATOR’SPSYCHOLOGICALFACTOR．FORINZTANCE，THEEDUCATORLACKSTHEPRESTIGE，THEYINTENTTOCONTROLSTHEEAUCATEES，WHICHCAUSESANTAGONISTICPSYCHOLOGYANDTHEINACCURATEORIENTATIONVIEWTHEYHOLDETC．．．OBVIOUSLY,UNREASONABLEEDUCATIONCONTENT，INAPPROPRIATEMETHODSOFTEACHINGANDINADEQUATEEDUCATIONENVIRONMENTAREMAINCAUSESOFOBSTACLESOFIDEOLOGICALANDPOLITICALEDUCATIONIUTEMALIZATION．TOOVERCOMEOBSTACLESOFIDEOLOGICALANDPOLITICALEDUCATIONINTERNALIZATION，THISPAPERPUTSFORWARDSUGGESTIONSIMPROVEEDUCATORSOVERALLQUALITIESINANALLROUNDWAY,STRENGTHENTHEBUILDINGOFCONTINGENTOFIDEOLOGICALANDPOLITICALEDUCATION；

簡介：魯東大學(xué)碩士學(xué)位論文中小學(xué)音樂教育的哲學(xué)美學(xué)方法之比較以心理學(xué)為視角姓名張寧寧申請學(xué)位級別碩士專業(yè)課程與教學(xué)論音樂指導(dǎo)教師邵桂蘭20080401ENGLISHABSTRACTASOUNDEDUCATIONALPHILOSOPHYISTHEBASISFORGOODTEACHINGPRACTICEINMUSIC。PROFESSIONALTHEORETICALGUIDANCEINCLASSROOMDESIGNANDWELLPLANNEDTEACHINGOBJECTIVESINSPIRESTUDENTSTOLEARNENTHUSIASTICALLY。ASUCCESSFUL，PROGRESSIVETEACHINGPHILOSOPHYALSOSUSTAINSCURRICULUMDEVELOPMENT。THISARTICLEPROPOSESTHEIMPLEMENTATIONOFTWOPHILOSOPHICALTHEORIESFORPRIMARYANDSECONDARYSCHOOLMUSICEDUCATIONWHICHANALYSETHEPHYSIOLOGICAL，PSYCHOLOGICALLEARNINGPROCESSESINMUSICALDEVELOPMENT。FORPRIMARYMUSICEDUCATIONTHEHETERONOMIEAESTHETIKTHEORYTHETHEORYOFAUTONOMICAESTHETIKINSECONDARYMUSICEDUCATION。ANALYSISOFBOTHTHEORIESWILLPROVIDEACONCLUSIONASTOWHYONESUIT’SAPARTICULAREDUCATIONALLEVEL。THISPAPERISDIVIDEDINTOFIVEPARTSPARTLANALYSISOFPRIMARYSCHOOLMUSICEDUCATIONBASEDONAESTHETICPHILOSOPHY。INTHISPARTHETERONOMIEAESTHETIKTHEORYWILLBEAPPLIEDOBSERVINGTHEDEVELOPMENTALCHARACTERISTIESOFMUSICLEARNINGANDATTAINMENTTHROUGHPSYCHOLOGICALANDPHYSIOLOGICALPROCESSESANDITSAPPLICATIONINPRIMARYSCHOOLMUSICEDUCATION。PART2ANALYSISOFSECONDARYSCHOOLMUSICEDUCATIONBASEDONAESTHETICPHILOSOPHY。INTHISPARTAUTONOMIEAESTHETIKTHEORYWILLBEAPPLIEDOBSERVINGTHEDEVELOPMENTALCHARACTERISTICSOFMUSICLEARNINGANDATTAINMENTTHROUGHPSYCHOLOGICALANDPHYSIOLOGICALPROCESSESANDITSAPPLICATIONINSECONDARYSCHOOLMUSICEDUCATION。PART3ACOMPARISIONOFMUSICEDUCATIONINPRIMARYANDSECONDARYSCHOOLSBASEDONTHEDIFFERENTPHILOSOPHYOFAESTHETICSIDENTIFYINGTHEFOLLOWINGPSYCHOLOGICALANDPHYSIOLOGICALDEVELOPMENT，AESTHETICRESPONSES，STUDENTAWARENESSOFAESTHETICQUALITIESINMUSICANDITSDEVELOPMENT，MONITORINGOFATTAINMENT，PHYSICALACHIEVEMENTANDCOMMANDOFTHESUBJECT，LESSONCONTENTANDSTRUCTURE，SUSTAINABLEPRACTICEOFTHEORIESLEADINGTOEXCELLENTTEACHINGMETHODOLOGY。PART4CONSTRUCTAPRIMARYSCHOOLMUSICCURRICULUMBASEDONTHEHETERONOMIEAESTHETIKPHILOSOPHY。DEVELOPMENTOFSUCHACURRICULUMRESTALSOONTHEEXPERIENCEANDTEACHINGMETHODSOFTEACHERSTOCONSTRUCTCOURSECONTENTPART5CONSTRUCTAPRIMARYSCHOOLMUSICCURRICULUMBASEDONTHEAUTONOMIEAESTHETIKPHILOSOPHY。DEVELOPMENTOFSUCHACURRICULUMRESTALSOONTHEEXPERIENCEANDTEACHINGMETHODSOFTEACHERSTOCONSTRUCTCOURSECONTENTKEYWORDSPHILOSOPHICALBASISHETERONOMIEAESTHETIKAUTONOMICAESTHETIC；MUSICEDUCATIONⅡ

簡介：陜西師范大學(xué)碩士學(xué)位論文全球傳播與國際關(guān)系媒介化風(fēng)險認(rèn)知心理學(xué)的研究視角姓名王玉蘭申請學(xué)位級別碩士專業(yè)新聞學(xué)指導(dǎo)教師高有祥20070401第三部分分析了國際沖突沖突史上傳媒誘發(fā)知覺與錯誤知覺經(jīng)歷的一個從無到有，從小到大，從微到著的過程。這一過程體現(xiàn)在幾個漸趨明朗的心理模式上，對其進(jìn)行研究和總結(jié)有利于我們從微觀的角度分析規(guī)避國際關(guān)系媒介化所帶來的負(fù)面效應(yīng)。第四部分立足全球傳播嘗試提出了規(guī)避國際關(guān)系媒介化風(fēng)險所需遵守的原則，利用好這些正面因素，盡可能減少國際傳播引發(fā)的負(fù)面因素，才能最大程度地弱化國際沖突，尋求國際社會的和諧共處。本文的創(chuàng)新在于撇開傳統(tǒng)的立足傳播看關(guān)系國際關(guān)系、立足關(guān)系看傳播所造成盼橋梁乏力局限，以認(rèn)知心理學(xué)中知覺與錯誤知覺的概念，一用一個全新視角來審視全球化時代的大眾傳媒與國際關(guān)系的關(guān)系。全球傳播是一個比較新的研究領(lǐng)域，以心理學(xué)為橋梁，嘗試建構(gòu)全球傳播與國際關(guān)系的聯(lián)系更是前所未有的嘗試，本文所作的努力無疑具有一些開拓性，但許多問題有待進(jìn)一步深入。關(guān)鍵詞；全球傳播國際關(guān)系媒介化認(rèn)知知覺與錯誤知覺Ⅱ

簡介：南京師范大學(xué)碩士學(xué)位論文閱讀心理學(xué)觀照下的高中語文教材研究姓名周燁申請學(xué)位級別碩士專業(yè)學(xué)科教學(xué)（語文）指導(dǎo)教師張中原20100424ABSTRACTABSTRACTTHEMINISTRYOFEDUCATIONFORMULATEDANDPROMULGATED”STANDARDSOFHIGHSCHOOLCHINESECURRICULUM“THEYELABRATELYDESIGNEDNEWCURRICULUMOBJECTIVESINTERMSOF“KNOWLEDGEANDABI1ITY?！啊甈ROCESSANDMETHODS‘”EMOTIONALATTITUDESANDVALUES”A1SO，THEYPROMOTETHEUSEOFTHEMATCHINGNEWHIGHSCHOOLCHINESETEXTBOOKSINTHISSITUATION，READINGHASBEENPUTTOANIMPORTANTPOSITIONOFTEACHINGHIGHSCHOOLCHINESEESPECIALLY，THEREADINGPSYCHOLOGYRESEARCHISPLACEDINTHEFOREFRONTOFTHEDEVELOPMENTOFTEACHINGTHISRESEARCHSUBJECT，BASEDONTHERESEARCHOFREADINGPSYCHOLOGY，STUDIESINDEPTHITSRELEVANTTHEORIESFIRSTLY，INTERMSOFTHEORYSTRUCTURE，READINGPSYCHOLOGYCONSISTSOFCAPABILITYSTRUCTURESOFREADING，COMPREHENDING，EVALUATINGANDMEMORIZINGITINVOLVESREADINGPSYCHOLOGICALPATTERNS1IKE“FROMTOPTOBOTTOM“PATTERN，“FROMBOTTOMTOTOP”PATTERNANDGRAPHICPATTERNTHEORYMEANWHILE，THEINTELLECTUALCHARACTERISTICSEFFICIENTREADERSSHAREINCOIIIINODCONTAINPROCEDURESOFDIGESTING，SIMPLIFYING，ARRANGING，VIVIFYINGETCFROMREADINGPSYCHOLOGICALCHARACTERISTICSOFHIGHSCHOOLSTUDENTSACONCLUSIONISDRAWNTHATWHENITCOMESTEADINGPSYCHOLOGICALBEHAVIORS，THEYCOMMONLYTAKEPERFUNCTORYATTIRUDEORSHOWABSORPTION，ABOMINATIONORPREFERENCE，WHICHSHOULDRAISEENOUGHATTENTIONSECONDLY，ABOUTTHEIMPLEMENTATIONOFNEWCURRICULUM，WEMUSTMAKETHEPSYCHOLOGYDEVELOPMENTOFSTUDENTSINREADINGOURTRAININGDIRECTION，THEHUMANITIESANDINSTRUMENTALBASICTEACHINGOBJECTIVESTHECURRENTSENIORHIGHSCHOOLCHINESETEXTBOOKSFUL1YREFLECTTHERELEVANTREQUIREMENTSOFTHENEWCURRICULUM，IMPOSINGANIMPORTANTSIGNIFICANCEONSENIORHIGHSCHOOLCHINESETEACHINGFURTHERMORE，INTHEAREAOFREADINGPSYCHOLOGY，BASEDONTHEPSYCH0109ICALEXPLAINATIONABOUTREADING，ESPECIALLYTHESTUDYOFTHEREGULARITYINREADING，READINGCANBECLASSIFLLEDINTOTHREEDEGREEBEAUTYFINDING，MEANINGREFLECTIONANDHISTORICALVIEWACCORDINGTOTHETHREEDEGREE，THEFOLLOWINGARTICLEWILLTRYTOANALYZTHECHARACTERISTICSOFTHEPASSAGESPRESENTINTHECURRENTHIGHSCHOOLCHINESEBOOKPUBLISHEDBYTHEJIANGSUEDUCATIONPRESS，TOSTATETHECURRENTSITUATIONOFSTUDENTS’READING，ANDTOPROVIDENEWSOURCESFORTHEDEVELOPMENTOFTHETHEORYOFHIGHSCHOOLSTUDENTS’READINGPSYCHOLOGYFINALLY，ABOUTCOUNTERMEASURESANDUTILIZATION，THEOBJECTIYESOFREADINGTRAININGINNEWCURRICULUMARETHEACCUMULATIONOFKNOWLEDGE，READINGTRAINING，WRITINGTRAININGORALEXPRESSIONANDSOON，WITHEACHCORRESPONDINGCOUNTERMEASURESANDREADINGPSYCHOLOGYVALIDITYTOSUMUP，ONTHEBASISOFTHESOLIDTHEORY，THISARTICLEDEEPLYINVESTIGATESSOMEMAJORERRORSINTHEUSEOFCURRENTTEXTBOOKSWHICHISII

簡介：分類號密級學(xué)校代碼幽連享宦可耗大學(xué)教育碩士專業(yè)學(xué)位論文≥，雕乳蟄高中語文課堂有效教學(xué)的心理學(xué)策略研究ARESEARCHONTHEPSYCHOIOGICAISTRATEGIESFOREFFECTIVECHINESETEACHINGCIASSINSENIORHIGH作者姓名常正群專業(yè)方向?qū)W科教學(xué)語文導(dǎo)師姓名張慶利教授2011年5月學(xué)位論文獨(dú)創(chuàng)性聲明LIIIIIIIIITLILTLLIIIIL；Y19110337本人承諾所呈交的學(xué)位論文是本人在導(dǎo)師指導(dǎo)下所取得的研究成果。論文中除特別加以標(biāo)注和致謝的地方外，不包含他人和其他機(jī)構(gòu)已經(jīng)撰寫或發(fā)表過的研究成果，其他同志的研究成果對本人的啟示和所提供的幫助，均已在論文中做了明確的聲明并表示謝意。J學(xué)位敝儲躲互坌翌學(xué)位論文版權(quán)的使用授權(quán)書本學(xué)位論文作者完全了解遼寧師范大學(xué)有關(guān)保留、使用學(xué)位論文的規(guī)定，及學(xué)校有權(quán)保留并向國家有關(guān)部門或機(jī)構(gòu)送交復(fù)印件或磁盤，允許論文被查閱和借閱。本文授權(quán)遼寧師范大學(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)庫并進(jìn)行檢索，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，并且本人電子文檔的內(nèi)容和紙質(zhì)論文的內(nèi)容相一致。保密的學(xué)位論文在解密后使用本授權(quán)書。學(xué)位論文作者簽名三二篆二三二蘭蘭妒導(dǎo)教師簽名二壘盟簽名日期州年多月西

簡介：湖南師范大學(xué)碩士學(xué)位論文體育社會心理學(xué)研究內(nèi)容的探討姓名劉周敏申請學(xué)位級別碩士專業(yè)體育人文社會學(xué)指導(dǎo)教師李艷翎20060601ABSTRACTSPORTSSOCIALPSYCHOLOGYISAPRACTICALSCIENCEPRODUCEDWITHTHEDEVELOPMENTOFSCIENTIFICSPORTSSCIENCEANDPSYCH0109YITSTUDIESVARIOUSSOCIALPSYCHOLOGICALPROBLEMSINTHESPORTSACTIVITYFIELDPRACTICEHASPROVEDTHATTHESPORTSSOCIALPSYCHOLOGYREALLYPLAYSANIMPORTANTROLEWHILESTUDYINGTHESPORTSPROBLEMHOWEVERTHEOPINIONSVARYPARTICULARLYWHENREACHESTHESPORTSRESEARCHCONTENTSOFSOCIALPSYCHOLOGY，NOTFBRMINGTHEINDEPENDENCDISCIPLINESYSTEM，ANDDEVELOPMENTLAGSBEHINDTHENEEDOFSOCIALWORKCONTENTANDSYSTEMAREINTEGRALSOICISANIMPORTANTSIGNOFTHENEWDEVELOPINGCROSSDISCIPLINECONSTRUCTIONANDDEVELOPMENTLEVELTOJUDGEWHETHERTHEDISCIPLINESYSTEMISIMPROVEDORNOT，THECONTENTSTRUCCUREISRIGOROUSANDPRACTICALORNOTTHEREFBRE，EXPLORATIONONTHEDISCUSSIONTOTHESOCIALPSYCHOLOGYRESEARCHCONTENTSOFSPORTSHASCERTAINTHEORYANDACTUALMEANINGTOCONSTRUCTTHESOCIALPSYCHOLOGYRESEARCHCONTENTSSYSTEMOFSPORTS1HISRESEARCH，MAINLYADOPTSDOCUMENCSANDMATE“ALSLAW，EXPERTINVESTIGATIONMETHOD，BASICMATHEMATICALSTATISCICS，SUMUPANDSCIENTIFICRESEARCHMETHODOFDEDUCINGETC，USINGBASICTHEORIESANDVIEWOFDISCIPLINESONPHILOSOPHY，SOCIOLOGY，PSYCHOLOGY，SOCIALPSYCHOLOGY，PHYSICALCULTUREANDSOON，CONSTRUCTINGSPORTSRESEARCHCONTENTSSYSTEMOFSOCIALPSYCHOLOGYTENTATIVELYFROMBOTHTHEORYANDPRACCICEATEXISIINGRESEARCHLEVELTHISRESEARCHREGARDSTHATTHESOCIALPSYCHOLOGYRESEARCHOBJECTOFSPONSHASMEPRINCIPALLY、COLLIGATEANDPRACTICDBILITYPRINCIPLESSOCIALPSYCHOLOGYRESEARCHCONTENTSSYSTEMOFSPORTSATDIVIDED31EVELSMICRO1EVELINTERACTIONANDPSYCHOLOGYAMONGPEOPLEINSPORCS，MIDDLELEVELSPORTSCOLONY’SPSYCHOLOGYANDBEHAVIOR，MACRO1EVELSOCIALCULTUREPSYCHOLOGYOFSPORTSANDBEHAVIOR_THEMICROLEVELINCLUDESAREASFBLLOWS，SOCIALIZACIONOFSPORCSANDPEOPLE，EGOCONSCIOUSNESS，SOCIALII

簡介：獨(dú)創(chuàng)性聲明本人聲明所呈交的學(xué)位論文是本人在導(dǎo)師指導(dǎo)下進(jìn)行的研究工作及取得的研究成果，盡我所知，除了文中特別加以標(biāo)注和致謝的地方外，論文中不包含其他人已經(jīng)發(fā)表或撰寫過的研究成果，也不包含本人為獲得內(nèi)蒙古師范大學(xué)或其它教育機(jī)構(gòu)的學(xué)位或證書而使用過的材料。與我一同工作的同志對本研究所做的任何貢獻(xiàn)均已在論文中作了明確的說明并表示感謝。簽名研坳日期糾≯年上月J日關(guān)于論文使用授權(quán)的說明本學(xué)位論文作者完全了解內(nèi)蒙古師范大學(xué)有關(guān)保留、使用學(xué)位論文的規(guī)定內(nèi)蒙古師范大學(xué)有權(quán)保留并向國家有關(guān)部門或機(jī)構(gòu)送交論文的復(fù)印件和磁盤，允許論文被查閱和借閱，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、縮印或掃描等復(fù)制手段保存、匯編學(xué)位論文，并且本人電子文檔的內(nèi)容和紙質(zhì)論文的內(nèi)容相一致。保密的學(xué)位論文在解密后也遵守此規(guī)定。簽名唧渺導(dǎo)師簽名彳乞灰杪日期Ⅶ肛年多月歲日內(nèi)蒙古師范大學(xué)碩士學(xué)位論文小學(xué)識字教學(xué)能提供有益的啟示。關(guān)鍵詞。小學(xué)語文識字教學(xué)認(rèn)知心理學(xué)

簡介：中圖分類號G4233單位代碼10231學(xué)號42009098碩士學(xué)位論文基于心理學(xué)的化學(xué)教科書插圖的呈現(xiàn)形式研究碩士研究生胡艷燕導(dǎo)師季春陽教授學(xué)科專業(yè)課程與教學(xué)論（化學(xué)）答辯日期2012年6月授予學(xué)位單位哈爾濱師范大學(xué)

簡介：學(xué)位論文獨(dú)創(chuàng)性聲明本人鄭重聲明所提交的學(xué)位是本人在導(dǎo)師指導(dǎo)下進(jìn)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(guān)材料均是真實的。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)表或撰寫過的研究成果。其他同志對本研究所做的貢獻(xiàn)均已在論文中作了聲明并表示了謝意。學(xué)位論文作者躲翟勞日期馴F；口學(xué)位論文使用授權(quán)聲明研究生在校攻讀學(xué)位期間論文工作的知識產(chǎn)權(quán)單位屬南京師范大學(xué)。學(xué)校有權(quán)保存本學(xué)位論文的電子和紙質(zhì)文檔，可以借閱或上網(wǎng)公布本學(xué)位論文的部分或全部內(nèi)容，可以采用影印、復(fù)印等手段保存、匯編本學(xué)位論文。學(xué)?？梢韵驀矣嘘P(guān)機(jī)關(guān)或機(jī)構(gòu)送交論文的電子和紙質(zhì)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(xué)位論文屬于保密論文，保密期限為年。≯者簽翥I慧R麓搋摘要IIIIFLIRLFILLIIILLIRRLLFY1923942自二十世紀(jì)八十年代開始，我國學(xué)校心理健康教育至今開展了近三十年，但心理健康教育主要還是定位在預(yù)防和治療上，它以解決少數(shù)學(xué)生的問題為目標(biāo)，卻忽視了大多數(shù)學(xué)生的心理發(fā)展需求，這是心理健康教育面臨的一大問題和挑戰(zhàn)。而積極心理學(xué)的引入，為我國心理健康教育提供了新的思路，它以一種全新的姿態(tài)詮釋心理健康教育，重新整合心理健康教育各要素，形成新型的心理健康教育模式，這對探索積極心理學(xué)在我國小學(xué)心理健康教育中的應(yīng)用具有重要的理論和現(xiàn)實意義?；谶@種背景，筆者嘗試將積極心理學(xué)的思想應(yīng)用到小學(xué)心理健康教育中，結(jié)合常州市新北區(qū)泰山小學(xué)分析積極心理學(xué)在該小學(xué)的具體運(yùn)用，討論該小學(xué)將積極心理學(xué)用于心理健康教育實踐中的不足之處并提出建議。本文分為四部分，第一部分，總結(jié)積極心理學(xué)的國內(nèi)外研究狀況和對心理健康教育的影響，并闡述了積極心理學(xué)和心理健康教育的定義。第二部分，介紹本文研究的理論基礎(chǔ)，積極心理學(xué)和多元智力理論。第三部分，以筆者在泰山小學(xué)參加心理健康教育實踐工作為契機(jī)，全面分析積極心理學(xué)對小學(xué)心理健康教育工作產(chǎn)生的影響，主要從心理健康教育目標(biāo)、內(nèi)容、途徑、環(huán)境以及師資力量五個方面探究實際的心理健康教育工作中滲透的積極心理學(xué)理論。第四部分，分析該校積極心理健康教育中存在的不足之處并提出改進(jìn)建議。關(guān)鍵詞積極心理學(xué)，心理健康教育，小學(xué)生

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人或集體已經(jīng)發(fā)表或撰寫過的作品或成果。對本文的研究做出重要貢獻(xiàn)的個人和集體，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)實踐是新課程實施中一個值得研究的課題。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)興趣和動機(jī)、個性和情緒還有良好的師生關(guān)系，都會對學(xué)生學(xué)習(xí)物理，并實現(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：近代國立綜合性大學(xué)心理學(xué)科課程設(shè)置研究清末一1937以北京大學(xué)、中央大學(xué)、清華大學(xué)為個案PSYCHOLOGOCALCURRLCULUMOFMODERNNATLONALCOMPREHENSIVEUNIVERSITYINCHINAFTHELATEQINGDYNASTY1937ACASESTUDYONPEKINGUNIVERSITYCENTRALUNIVERSITYTSINGHUAUNIVERSITY作者杜雪嬌WRITTENBYDUXUEJIAO指導(dǎo)教師項建英SUPERVISEDBYXIANGJLANYING申請學(xué)位級別教育學(xué)碩士DEGREEAPPLIEDFORMASTEROFPEDAGOGY學(xué)科專業(yè)教育史SPECIALITYHISTORYOFEDUCATION浙江師范大學(xué)教師教育學(xué)院SCHOOLOFTEACHEREDUCATION，ZHEJIANGNORMAIUNIVETSITY二零一二年五月MAY，2012近代國立綜合性大學(xué)心理學(xué)科課程設(shè)置研究清末一1937以北京大學(xué)、中央大學(xué)、清華大學(xué)為個案摘要近代B4札綜彳性大學(xué)心理學(xué)科課程伴隨荇“西學(xué)東漸”L曬“乍，1FI初，【LI立綜合性大學(xué)的心理學(xué)科課￡一1依附二J教育學(xué)或哲學(xué)，此后，隨著人們對心理學(xué)科課程認(rèn)_【的深入，閏立綜合性人學(xué)心理學(xué)科課程爿逐漸擺脫這種從屬地位，軟得獨(dú)立。獨(dú)立后的心理學(xué)科課樣丌始依照心理學(xué)科自身的知靜架構(gòu)束發(fā)展。課程數(shù)量不斷增加、課程結(jié)構(gòu)逐漸完善。到了201IJ紀(jì)30年代，心理學(xué)科課程L經(jīng)由最初的寥寥數(shù)門課柵發(fā)腱成為一個心理學(xué)系科的漾程群。從消來到20UT紀(jì)30年代，N瓶短數(shù)FQFJ，豳立綜合性大學(xué)心理學(xué)科諜程發(fā)勝所取得的成就仃RI共睹。N址托其發(fā)腥過程RH也暴漏J些許問題與不足。JI體考察這時段內(nèi)國矗綜合性大學(xué)心捌學(xué)科課程產(chǎn)生’，發(fā)腱的所程，分析、總結(jié)幽立綜合性人學(xué)心E學(xué)科課程設(shè)胃的經(jīng)驗與教訓(xùn)，小儀有助F我們了解近代幽立綜合性大學(xué)心理學(xué)科課F覘代化的歷程，而兒對R今天中園大學(xué)心理學(xué)科課程建駛?cè)宰阋还P位掰借箍的塵貴財宙。本文主要從以FL個方面艘盯論述。緒論確定本課題研究的LIJFJ、范圍咀及H的等梳理有關(guān)先期研究成糶發(fā)基奉史料，界定“近代閉立綜合性大學(xué)”、“一TLN學(xué)科”、“心理學(xué)科課程”的概念，_JF介紹本文的研究方法及內(nèi)容概要等。第一章近代幽立綜合性大學(xué)心理學(xué)科課程設(shè)囂的背景西方心理學(xué)思想的傳入為國立綜合性大學(xué)設(shè)簧心理學(xué)科課程創(chuàng)造了良好的外部條1“Q，新教育改革的實施，健使幽立綜合性大學(xué)產(chǎn)Ⅱ二了對心理學(xué)科課程的需求，學(xué)制的頒布與實施從制度上確定了目立綜合性大學(xué)設(shè)置心理學(xué)科課程的合法地位。第二帝近代北京大學(xué)心理學(xué)科課程設(shè)蔑的演變考察了清末京師大學(xué)常的心理學(xué)科課程、以及心理學(xué)系成立前、心理學(xué)系成立后、一TL理學(xué)系并入教育系后的心理學(xué)科課程的設(shè)置情況，并總結(jié)了這一時期北京大學(xué)心理學(xué)科課程設(shè)置的特點(diǎn)及成因。

簡介：東北師范大學(xué)碩士學(xué)位論文以個體為中心的分析技術(shù)在發(fā)展心理學(xué)中的應(yīng)用姓名劉堅申請學(xué)位級別碩士專業(yè)發(fā)展與教育心理學(xué)指導(dǎo)教師蓋笑松20090501ABSTRACTINTHESTUDYOFINDIVIDUALDEVELOPMENT，THEVARIABLEHASBEENTHEMAJORCONCEPTSANDANALYSISUNITMOSTOFTHESTUDIESAREBASEDONVARIABLEORIENTEDINTHETHEORYANDSTATISTICALANALYSISTHEVARIABLESAREUSUALLYUSEDASACENTRALCONCEPTHOWEVERFROMTHEHOLISTICINTERACTIONISTICTHEORYPERSPECTIVE，THISAPPROACHHASLIMITATIONSTHEREFORETHERESEARCHERSDEVELOPEDTHEPERSONORIENTEDANALYSISTECHNIQUESIN1971，BLOCKWASFIRSTPUTFORWARDTHE‘PERSONAPPROACH’OFTHETERMAFTERTHAT，MAGNUSSONANDALLEN1983ANDMAGNUSSON1985MADEAFURTHERDISCUSSIONINTHEFRAMEWORKOFTHEHOLISTICINTERACTIONISTICPERSPECTIVETO‘PERSONAPPROACH’ONTHISBASIS，BERGMANANDMAGNUSSONDEVELOPEDTHEPERSONORIENTEDANALYSISTECHNIQUESAFTERTHAT，ONTHEONEHAND，ALLINCREASINGLYLARGENUMBEROFEMPIRICALSTUDIESHAVEBEENPRESENTEDREFERRINGTOTHEPERSONORIENTEDANALYSISTECHNIQUES，ONTHEOTHERHAND，THETHEORETICALBASISOFTHEPERSONORIENTEDANALYSISTECHNOLOGYHASBEENDEEPENEDANDTHEMETHODOLOGYANDRESEARCHSTRATEGYHASBEENSTRENGTHENEDTHEPERSONORIENTEDAPPROACHISTHATIDENTIFYINGTHECHARACTERISTICSINLXPATTERNORDEVELOPMENTALPAREM，INORDERTOOBTAINSTATISTICALRESULTSOFINDIVIDUALFOURTOPICSWEREINTRODUCEDABOUTTHEPERSONORIENTEDAPPROACH1THECONCEPT，BACKGROUND，BRIEFHISTORYANDSIGNIFICANCEOFTHEPERSONORIENTEDAPPROACH2THETHEORETICALBASISOFTHEPERSONORIENTEDAPPROACH3THEBASICPROPOSITIONSANDASSUMPTIONSOFTHEPERSONORIENTEDAPPROACH4APPLICATIONSTRATEGYOFTHEPERSONORIENTEDAPPROACHFINALLYTHELIMITSOFCURRENTAPPLICATIONANDITS’IMPLICATIONSFORFUTUREDEVELOPMENTALPSYCHOLOGYRESEARCHESWEREDISCUSSEDKEYWORDSPERSONORIENTED；ANALYSISTECHNIQUES；DEVELOPMENTALPSYCHOLOGY；APPLICATIONⅡ