簡介：上海師范大學(xué)碩士學(xué)位論文中職生物理學(xué)習(xí)中的非智力因素研究姓名徐海榮申請學(xué)位級別碩士專業(yè)課程與教學(xué)論物理指導(dǎo)教師周昺路20080401上海師范大學(xué)碩士學(xué)位論文?！鲆灰挥诒镜貙W(xué)生。5、中職生的非智力因素水平低于普通高中學(xué)生，其中在成就動機AM、交往動機T價’，典興趣C王、學(xué)習(xí)熱情LA、學(xué)習(xí)責(zé)任心LR、學(xué)習(xí)毅力LS、支配性咖和好勝心國上／等項目方面，差別非常顯著。關(guān)鍵詞非智力因素物理學(xué)習(xí)中職生

簡介：中圖分類號G632UDC300密級學(xué)校代碼訶{I岔解藍(lán)尤學(xué)碩士學(xué)位論文學(xué)歷碩士公開10094高中生物理學(xué)習(xí)觀研究THESTUDYONBELIEFSABOUTPHYSICSLEARNINGOFSENIORHIGHSCHOOLSTUDENTS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王章樂高永昌副教授課程與教學(xué)論物理學(xué)科教學(xué)論2010年1月1日學(xué)位論文原創(chuàng)性聲明IY1869265111111111IIIIIIIIIII11111㈨本人所提交的學(xué)位論文高中生物理學(xué)習(xí)觀研究，是在導(dǎo)師的指導(dǎo)下，獨立進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人或集體已經(jīng)發(fā)表或撰寫過的研究成果。對本文的研究做出重要貢獻的個人和集體，均已在文中標(biāo)明。本聲明的法律后果由本人承擔(dān)。指導(dǎo)教師確認(rèn)簽名伽、年F月擴日學(xué)位論文版權(quán)使用授權(quán)書。南擬南淌本學(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LLS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?！Ｃ艿膶W(xué)位論文在年解密后適用本授權(quán)書論文作者簽名辨暈‰11年G月8日。丟導(dǎo)洲㈣＼宅如％枷FF年6月孑日Ⅱ辱．住等’R吖日、，名丫簽月者_儲“史州論氣

簡介：分類號UDCFIIIIIIIIIIIIIIIIIIIIY3445510中唯千鬣火等士學(xué)位論文密級編號學(xué)位申請人姓名申請學(xué)位學(xué)生類別’葉靜陽教育碩士申請學(xué)位學(xué)科專業(yè)學(xué)科教學(xué)F物理J指導(dǎo)教師姓名侯喜文教授年碩⑥碩士學(xué)位論文MASTER’SRHESISASTUDYONTHELEARNINGSTRATEGIESOFTHESTUDENTSWITHLEARNINGDIFFICULTIESINSENIORHIGHSCHOOLATHESISSUBMITTEDINPARTIALFULFILLMENTOFTHEREQUIREMENTFORTHEM．S．DEGREEINEDUCATIONBYYEJINGYANGPOSTGRADUATEPROGRAMCOLLEGEOFPHYSICALSCIENCEANDTECHNOLOGYCENTRALCHINANORMALUNIVERSITYSUPERVISORHOUXIWENACADEMICTITLEPROLESSORSIGNATURDEC．2017

簡介：YX812蠡88遼寧師范大學(xué)教育碩士研究生學(xué)位論文論文題目普通高中學(xué)生物理學(xué)習(xí)興趣研究研究生崔雪峰指導(dǎo)教師陳連松專業(yè)方向課程與教學(xué)論物理年級2003級遼寧師范大學(xué)研究生部2005年4月普通高中學(xué)生物理學(xué)習(xí)興趣研究識。新的教學(xué)理念更加強調(diào)情感、態(tài)度、價值觀的重要性，這三個要素已經(jīng)成為新課程目標(biāo)的具有獨立意義的組成部分．高中物理新的課程標(biāo)準(zhǔn)也把發(fā)展學(xué)生科學(xué)探索趣列為課程的總目標(biāo)之一。但目前在物理學(xué)科教學(xué)中．對學(xué)生學(xué)習(xí)興趣的理論研究和實踐探索還不夠深入。本文力圖結(jié)合高中生的身心特點和高中物理教學(xué)實踐，深入研究探索物理學(xué)習(xí)興趣的概念和分類、品質(zhì)和作用、形成和發(fā)展、培養(yǎng)原則和方法等重要問題。本課題的研究成果運用于高中物理教育教學(xué)實踐，將有助于激發(fā)學(xué)生物理學(xué)習(xí)興趣，發(fā)展學(xué)生探索自然、理解自然的興趣，提高物理教學(xué)質(zhì)量，為培養(yǎng)高素質(zhì)的科技人才奠定堅實的基礎(chǔ)。1．2文獻綜述中國近代教育史上，興趣的培養(yǎng)一直是受到重視的。1932年國民黨政府教育部在1924年中小學(xué)課程暫行標(biāo)準(zhǔn)綱要的基礎(chǔ)上，修改完善后頒布了正式標(biāo)準(zhǔn)。其中的中學(xué)物理課程標(biāo)準(zhǔn)明確提出了初中物理教學(xué)三條目標(biāo)。其中第二條即為“養(yǎng)成學(xué)生觀察自然界事物之習(xí)慣并引起其對于自然現(xiàn)象加以思索之興趣”。解放后．在1952年發(fā)行的中學(xué)物理課程標(biāo)準(zhǔn)草案的初中教學(xué)目的中，明確提出初中物理教學(xué)要“通過課外作業(yè)與活動，提高學(xué)生學(xué)習(xí)物理學(xué)的興趣”?。2000年教育部制訂的普通高中物理課程標(biāo)準(zhǔn)實驗中，把“發(fā)展好奇心與求知欲，發(fā)展科學(xué)探索興趣”作為課程總目標(biāo)的一部分明確提出。對興趣的研究，眾多的教育學(xué)家、心理學(xué)家、哲學(xué)家都提出了獨到的見解，可以說是百花齊放，異彩紛呈。最早較深入研究興趣并較完整地闡述興趣概念的是德國教育學(xué)家赫爾巴特。他認(rèn)為興趣是一個在某種意義上可包含注意，并在內(nèi)涵上更為豐富的概念，“表明教育應(yīng)該引起的某種心理活動特點”，“興趣意味著自我成功”，“牢固掌握著知識，并企圖擴充它的人就是對學(xué)習(xí)有了興趣”。他從心理上將興趣的構(gòu)成劃分為認(rèn)識和情感兩個部分。共六種。他把發(fā)展廣泛的興趣視為教育的主要目標(biāo)之一，并認(rèn)為主要是興趣引起對物體正確的、全面的認(rèn)識。它導(dǎo)向有意義的學(xué)習(xí)，促進知識的長期保持，并為進一步學(xué)習(xí)提供動力。1913年，杜威出版了專著教育上的興趣和努力，提出以興趣為基礎(chǔ)的學(xué)習(xí)的結(jié)果與僅僅以努力為基礎(chǔ)的學(xué)習(xí)結(jié)果有質(zhì)的不同。潘菽主編的教育心理學(xué)認(rèn)為“興趣是一個人力求認(rèn)識并趨向某種事物所特有的意向，它標(biāo)志一個人參加某種活動的積極性，是個體主觀能動性的一種體現(xiàn)““?！皩W(xué)習(xí)動機中是現(xiàn)實、最活躍的成分是認(rèn)識興趣，或叫做求知欲。認(rèn)識興趣是力求認(rèn)識世界，渴望獲得文化科學(xué)知識和不斷探求真理而帶有情緒色彩的意向活動”01。書中還探討了學(xué)生興趣的分類和差異等問題。彭聃齡主編的普通心理學(xué)認(rèn)為興趣是“人們探究某種事物或從事某種活動的心理傾向，它以認(rèn)識或探索外物的需要作基礎(chǔ)，是推動人們認(rèn)識事物、探求真理的重要動機”。對有趣的對象，人們將產(chǎn)生某種肯定的情緒，興趣是與人們的情感相聯(lián)系的“1。楊清著的心理學(xué)概論對興趣的定義是“興趣就是一個人對一定的事物所抱的積極態(tài)度，也就是對一定的事物優(yōu)先發(fā)生注意的傾向”51。書中認(rèn)為興趣與情感具有密不可分的關(guān)系和聯(lián)系，并對興趣的形成和品質(zhì)作了篇幅較長、較為深入的分析。書中把人的各種心理特征歸結(jié)為興趣、習(xí)慣、氣質(zhì)、性格和智能等五類來進行講解。黃希庭主編的普通心理學(xué)定義興趣是“人積極操究某種事物的認(rèn)識傾向”，“并表現(xiàn)在人對有關(guān)事物的優(yōu)先注意和集中注意上”，這里興趣是作為認(rèn)識傾向被提出的。臺灣的王2

簡介：天津師范大學(xué)碩士學(xué)位論文新課程理念下高中生物理學(xué)習(xí)評價的實驗研究姓名韓秀梅申請學(xué)位級別碩士專業(yè)學(xué)科教學(xué)物理指導(dǎo)教師郭龍健20080301英文摘要ABSTRACT11LISARTICLEQUOTES廿LEEDUCATLO蒯T11EOR，TLLESTUDENTEVALUATLONRELLESON鋤DTLLEEXISTINGRESEARCHOUTPUTHOMEANDBROAD，ANALYSESTLLESTATUSQUOOFTHEPHYSICSSTUDYEVALUATIONINSENIORHI曲SCHOOI，ELABORATESTLLEG印BET、VEEN也ETRADITIONALTEACHINGEVAL嘣IONMETHODANDTHENEWCURRICULUMREFO肌ANDTILECHARACTEROFT量LEPHYSICSSTUDYOFTHESENIORHI曲SCHOOLSTUDENTSUNDERMECONCEPTOFT11ENEWC刪CULUM，ANDTRIESTOESTABLISHAPRACTICALEVALUATIONSYSTEMOFMESTUDYOFTLLESTUDENTSSUITABLEFORMEPHYSICSTEACHINGINSENIORHIGHSCHOOLVIARESEARCHANDEXPERIMENTTOPROVIDETHETEACHERSOFPHYSICSINSENIORHIGHSCHOOLWITHASETOFPHYSICSSTUDYEVALUATIONPLANCONVENIENTFOROPERATION，BRINGINTO如LLPLAYINTHETEACHINGPRACTICEOFMENEWCURRICULUMREFORMANDLAYACERTAINFOUNDATIONFOR如IRTHERSTUDYINTHISRESPECTTHESTUDYFOCUSESONEXPERIMENTMETHODSUPPORTEDBYSURVEYMETHOD，ADOPTINGTHEPARALLELGROUPPREEX鋤INATIONPOSTEXAMINATIONQUASIEXPERIMENTDESIGNTWOSENIORHIGHSCHOOLCLASSESTVVOPARALLELCLASSESFORMEDACCORDINGTOTHESCORESINTHEENTRANCEEX鋤INATIONFORSECONDA拶SCHOOLSINTIA坷INNO32MIDDLESCHOOLWERESELECTEDFOREXPERIMENT，ANEXPERIMENTALCLASSANDACONTRASTINGCLASSBEINGRANDOMLYDESIGNATEDTHEEVALUATIONPLANOFTHESENIORHIGHSCHOOLPHYSICSISIMPLEMENTEDINTHEEXPERIMENTALCLASS，INCLUDINGTHEADAPTATIONOFTHEEXAMINATIONUNDERTHEIDEASOFTHENEWCURRICULA，THEORGANIZATIONOFTHEEXPERIMENTALEXAMINATIONOFHANDONEXPERIENCEPLUSORALEXAMINATION，THEQUANTIFICATIONOFTHEEVALUATIONOFTHESELF_DETEMLINEDSTUDY，THEESTABLISHMENTOFTHEPHYSICSSTUDYFILESBYTHEEXPLOITATIONOFPHYSICSSTUDYCOMMENTSETCTHETRADITIONALSENIORHIGHSCHOOLPHYSICSSTUDYEVALUATIONAPPROACHIETHEEVALUATIONMAINLYBYWRITTENEXAMINATIONISADOPTEDTHEEXPERIMENTALDATAARECOLLECTED；THEDATASTATISTICSANALYSISBYTHEEXCELCOMPUTERSORWAUREISCA盯IEDOUT；MEZTESTISENLPLOYEDTOTHEDIFFERENCESOFTHETEACHINGEFLFECTLEVELTHERESULTOFTHESTUDYSHOWSTHATTHEIMPLEMENTATIONOFTHESENIORHIGHSCHOOLPHYSICSSTUD夕EVALUATIONPLANUNDERTHENEWCULLRICULUMHASIMPROVEDME伊ADESOFTHESTUDENTSINPHYSICS，HASFLACILITATEDTHEDEVELOPMENTOFTHESTUDENTSINSTUDYINTERESTANDCREATIONANDHASACHIEVEDTHEINTENDEDEFFECTHENCE，也ESTUDYBOASTSMEFEASIBILITYANDSUBSTANTIALRESULTS，WHICHRESULTSINABENEFICIALEXPIORATIONINTHETEACHINGPRACTICEINTHENEWCUMCULUMREFORMANDASIUDYWITHCERTAINTHEORETICALANDPRACTICALMEANINGKEYWORDNEWCULTICUL啪REFORMSENJORHI曲SCHOOLPHYSICSSTUDYEVAL謝IONN

簡介：曲阜師范大學(xué)碩士學(xué)位論文高中生物理學(xué)習(xí)自我監(jiān)控量表的編制與應(yīng)用姓名翟麗申請學(xué)位級別碩士專業(yè)課程與教學(xué)論物理指導(dǎo)教師胡象嶺20080401THECOMPILATIONANDAPPLICATIONOFSCALEOFSELFMONITORINGFORSENIORMIDDLESCHOOLSTUDENTSINPHYSICSLEARNINGABSTRACTTHESCALEOFSELFMONITORINGFO，SENIORMIDDLESCHOOLSTUDENTSINPHYS蛔LEARNINGISCOMPOSEDOFLYINGSCALEANDSELFMONITORINGLEVELSCALETHESELFMONITORINGLEVELSCALEISCOMPOSEDOF63ITEMSWHICHFORM8DIMENSIONSINCLUDINGPREPARINGPLANNINGSUPERVISING，刪USTMGEXECUTING，TESTINGCOMPLEMENTINGANDSUMMARIZINGBYANALYZINGTHERELIABILITYOFTHESCALE，THERESULTSARETHEINTERNALRELIABILITYATO9608LEVELSANDTHERETESTRELIABILITYAT0934LEVELS，WHICHSHOWSTHESCALEWITHGOODRELIABILITYTHESCALEHASGOODCONSTRUCTVALIDITYFROMFACTORANALYSISOFITTHECRITERIONRELATEDVALIDITYISGOODBYUSINGSTUDENT’SSELFEVALUATIONASVALIDITYCRITERIONTHISISASCALEWITHIDEALSURVEYINGINDICATORSTHESCALEISUSEDTOSTUDYTHELEVELOFSELFMONITORINGTHERESULTSSHOWTHEAVERAGESCOREOFSENIORMIDDLESCHOOLSTUDENTSINSELFMONITORINGIS20477THESCORERANGEFROM63TO315，THEMEDIUMIS189WHENTHENUMBEROFTHEITEMISDIVIDEDBYTHEAVERAGESCOREONEACHDIMENSIONTHERESULTISBETWEEN30019AND35676THESCORERANGEFROM1TO5，THEMEDIUMIS3THESCALEISUSEDTOSTUDYTHECORRELATIONBETWEENSELFMONITORINGANDACHIEVEMENTINPHYSICSLEARNINGTHERESULTSSHOWTHECORRELATIONCOEFFICIENTBETWEENSELFMONITORINGANDLEARNINGACHIEVEMENTOFPHYSICSIS0349THESELFMONITORINGOFTHEHI曲ACHIEVINGSTUDENTSISSIGNIFICANTHIGHERTHANTHOSEOFTHELOWACHIEVINGSTUDENTSONTHEWHOLESCALEANDMOSTDIMENSIONSEXCEPTFORPROPAGATINGANDPLANNINGTHESCALEISUSEDTOSTUDYTHEGENDERGRADEDIFFERENCESINTHEIRSELFMONITORINGTHERESULTSSHOWTHESELFMONITORINGOFBOYSISSIGNIFICANTHIGHERTHANTHOSEOFGIRLSINTHREEDIMENSIONSSUPERVISING，CHECKINGANDS蛐INGTHEREISNOSIGNIFICANTINGENDERSDIFFERENCEONTHEWHOLEANDOTHERDIMENSIONS啊1ESIGNIFICANTDIFFERENCEOFGRADESLIESINTHEDIMENSIONSOFSUPERVISING，EXECUTING，ANDCOMPLEMENTINGTHESELFMONITORINGOFSTUDENTSINGRADETHREEISHIGHERTHANTHOSEINGRADERONEANDTWOTHEREISNOSIGNIFICANTINGRADESDIFFERENCEONTHEWHOLEANDOTHERDIMENSIONSTHEINFRACTIONEFFECTOFGENDERXGRADEISNOTSIGNIFICANTTHESCALEISUSEDTOSTUDYTHERELATIONSHIPBETWEENSELFMONITORINGANDⅡ

簡介：曲阜師范大學(xué)碩士學(xué)位論文高中生物理學(xué)習(xí)興趣量表的編制與應(yīng)用姓名高光珍申請學(xué)位級別碩士專業(yè)課程與教學(xué)論指導(dǎo)教師胡象嶺20060401THECOMPILATIONANDAPPLICATIONOFLEARNINGINTERESTSCALEFORSENIORMIDDLESCHOOLSTUDENTSINPHYSICSABSTRACTTHEIEARNINGTNTERESTSC4LE如RSENIORMIDDTESCH00LST以EMSINP舢{CSHCOMPOSEDOFINTERESTLEVELSCALEAILD1Y洫GSCALE．THEINTERESTLEVELSCALEISCOMPOSEDOF34ITEMSW11ICHFOML7DIMENSIONSINCIUDINGOVERCOMINGDI街CULTY，DEVOTION，ATTENTION，COGNITIONOFCAUSEANDE舵CT，OPERATINGEXP甜MENT，READINGTOLEARN，SUMMAFIZED∞弘I如MBYA蹦Y2I芏LG恤咒LI如IL姆THESCALE，THERESULTSARCTHEINTEMALRELIABII時AT0．899LEVELSAⅡDTLLERE_TES”ELIABILITYATO．760LEVELS，WHICHSHOⅥ，S也ESCAIE、ⅣITHGOODRELIABILI吼THESCALEALSOHASGOODCONSTMCTVALIDI口五COMFACTORAILALYSISOFIT．THECRITERIONRELATEDV“IDITYISALSOGOODBYUSINGSTUDEM’SSEMEVALUATIONASVALID時CRITERION．TILISISASCALE、VITLLIDEALSURVEYINGINDICATORS．111ESCALEISUSEDT0STUDYTHCLEVELOF1EA玎1INGINTEREST．THCRESULTSSHOWTHEAVERA薩SCOREOFSENIORMI撼ESCHOO王S釓D僦SIS19．082INLE蕊INGINTERESTT11ESCORERANGEFROMOTO34，ⅡLEMEDIUMIS17坩LENT11ENUMBEROF山EI把MISDIVIDEDBYMEAVERAGESCOREONEAHDIⅡLENSIO瑪THERESULTISBETWEENO．294TOO．735THESCORERANGEF的M0TO1，THEMEDIUMISO．5．THESCALEISUSEDTOSTUDYTHECORRELATIONBETWEENLEAMINGINTERESTANDACLLIEVEMEMINPHYSICS．THERESULTSSHOWTHECORRELATIONCOE蕊CIEMBETWEENLE鋤I119ACHIEVEMENTANDLEAM訪GIMERESTISO．345．THELEAMINGINTERESTOFTHEHIGHACBIEVINGSTUDEIITSISHIGHER也AN誦OSEOF齜10WACHIEVING咖DENTS．THEREEXISTSIGNIFICANTDI任BRENCESIN1EAMINGHLTERESTONT11EWH01EA11DMOSTDIMENSIONSEXCEPTREADILLGTOLE鋤BETWEENTLLEHIGHACHIEVINGSNLDENTSANDTHELO、ⅣACHIEVINGSTUDENTS．THESCALEISUSEDTO蚰JDYTHERELATIONSHIP鋤ONGLEARNJNGIMEREST，GENDER，酎ADEAND血ECULTⅢELEVELOFPARENTS．THERESUHSSHOW111EREARESIGNIFIC柚T玎

簡介：中圖分類號G6320UDC330密級公開學(xué)校代碼10094訝L￡解茁尢學(xué)碩士學(xué)位論文教育碩士新課程理念下初中生物理學(xué)業(yè)不良的研究STUDYOFPHYSICALLEARNINGDISABILITYINJUNIORMIDDLESCHOOLUNDERTHENEWCURRICULUMCONCEPT作者姓名張春燕指導(dǎo)教師劉逸鵬教授學(xué)科專業(yè)名稱’學(xué)科教學(xué)物理研究方向物理教學(xué)論文開題日期2009年6月20日學(xué)位論文原創(chuàng)性聲明／FI，11啦“LR肼LLLLL唧LLLIJ|『『『TLLLL腫HILL刪IRLLL『『FFJIRLIU刪JY1869253本人所提交的學(xué)位論文新課程理念下初中生物理學(xué)業(yè)不良的研究，是在導(dǎo)師的指導(dǎo)下，獨立進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人或集體已經(jīng)發(fā)表或撰寫過的研究成果。對本文的研究做出重要貢獻的個人和集體，均已在文中標(biāo)明。本聲明的法律后果由本人承擔(dān)。論文作者簽名撼勱／／年F月9日指導(dǎo)教師確認(rèn)簽名W／／年‘月日學(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)書論文作者簽名劭港恕加|每L勇CLEL州㈣訓(xùn)螄加／／年∥月9日J(rèn)Ⅱ

簡介：東北師范大學(xué)碩士學(xué)位論文初二學(xué)生物理學(xué)習(xí)中成就動機、學(xué)習(xí)策略與學(xué)習(xí)成績關(guān)系的研究姓名王曉平申請學(xué)位級別碩士專業(yè)發(fā)展與教育心理學(xué)指導(dǎo)教師路海東20040501ABSTRACTTHEPRESENTSTUDYSTRATEGYUSEANDTHESCORESINVESTIGATEDINPHYSICSINACHIEVEMENTMOTIVATIONLEAMINGSEMESTERWHENTHESTUDENTSBEGINTOSTUDYTHEOFTHETHREETIMEPOINTSDURINGTHEFIRSTPHYSICSINGRADE8LTSPURPOSEISRELATIONAMONGACHIEVEMENTMOTIVATIONLEARNINGSEMESTERCHANGESTRATEGYANDTHESCORESINPHYSICSDURINGTHEWHOLETHESTUDYSHOWEDTHAT1ACHIEVEMENTMOTIVATIONLEARNINGSTRATEGYHADSIGNIFICANTPOSITIVECORRELATIONWITHTHESCORESINPHYSICSOFSTUDENTSINGRADE82ACHIEVEMENTMOTIVATIONHADSIGNIFICANTPOSITIVECORRELATIONWITHLEAMINGSTRATEGY3THEEFECTONTHESTUDENTSPHYSICSLEARNINGINGRADE8OFACHIEVEMENTMOTIVATIONHADCHANGEDINDIFERENTPERIODSINASEMESTERWHENTHESTUDENTSAREUNFAMILIARWITHTHEPHYSICSVALUEANDGENERALSELFCONCEPTCANTPREDICTLEARNINGSTRATEGYUSEANDTHESCORESINPHYSICSEFECTIVELYEXPECTANCYCANPREDICTTHESCORESINPHYSICSWHENTHESTUDENTSAREFAMILIARWITHTHEPHYSICSPHYSICSSELFCONCEPTEXPECTANCYANDVALUECANPREDICTTHEUSEOFLEARNINGSTRATEGYANDTHEYCANTPREDICTTHESCORESINPHYSICSDIRECTLY4THEEFECTONTHESTUDENTSPHYSICSLEARNINGINGRADE8OFFOURVARIABLESOFLEARNINGSTRATEGYHADCHANGEDINDIFERENTPERIODSINASEMESTERWHENTHESTUDENTSAREUNFAMILIARWITHTHEPHYSICSPHYSICSSPECIFICANDEFORTMANAGEMENTSTATEGYCANPREDICTTHESCORESINPHYSICSTHEUSEOFMETACOGNITIVESTRATEGIESANDGENERALCOGNITIVESTRATEGYCANTPREDICTTHESCORESINPHYSICSWHENTHESTUDENTSAREFAMILIARWITHTHEPHYSICSTHEUSEOFMETACOGNITIVESTRATEGIESCANPREDICTTHESCORESINPHYSICSANDGENERALCOGNITIVESTRATEGYARERELATEDWITHTHESCORESINPHYSICSSTRONGLYANDPHYSICSSPECIFICANDEFORTMANAGEMENTSTATEGYARERELATEDWITHTHESCORESINPHYSICSWEAKLY5THEPERFORMANCEINPHYSICSLEARNINGOFBOYSANDGIRLSHADCHANGEDINDIFERENTPERIODSINASEMESTERWHENTHESTUDENTSAREUNFAMILIARWITHTHEPHYSICSTHEBOYSSCORESINPHYSICSAREHIGHERTHANTHEGIRLSBUTNOSEXDIFERENCEWASFOUNDANDNOSEXDIFERENCEWEREFOUNDINALLVARIABLESOFACHIEVEMENTMOTIVATIONANDLEARNINGSTRATEGYWHENTHESTUDENTSAREFAMILIARWITHTHEPHYSRESBOYSSCORESINPHYSICSAREHIGHERTHANGIRLSANDTHEDIFERENCEAPPROACHTHELEVELOFSIGNIFICANCEANDTHEREWERESIGNIFICANTDIFERENCEINPHYSICSSELFCONCEPTVALUEANDTHEUSEOFMETACOGNITIVEKEYWORDSACHIEVEMENTPHYSICSLEARNINGSTRATEGYTHESCORESIN

簡介：Y7拍629分類號密級～～一UDC編號～一學(xué)位論文對高中生物理學(xué)習(xí)困難產(chǎn)生原因與對策的探討THESTUDYOFTHECAUSEANDSOLVINGMETHODSOFSENIORSCHOOLSTUDENTS’DIFFICULTIESINLEARNINGPHYSICS指導(dǎo)教師姓名申請學(xué)位級別論文提交13期雷敏生教授碩士2004年9月陳健江西師范大學(xué)物理與通信電子學(xué)院專業(yè)名稱學(xué)科教育物理答辯日期2004年L1月學(xué)位授予單位和日期江西師范大學(xué)年月答辯委員會主席一一一一評閱人二OO四年九月ABSTRACTTHECAUSEOFSENIORSCHOOLSTUDENTS’DIHICULTIESINLEARNINGPHYSICSISANALYZEDINTHISPAPETTHREEFACTORS，WHICHAREMAINCAUSESOFSTUDENTS’LEARNINGDIFFICULTIES，AREREPRESENTEDTHEYARETHEFACTORSOFSTUDENTS’NONINTELLIGENCE，INTELLIGENCEANDTHETEACHINGMODETOUNIFYALLSTUDENTSSTEPSINTHEIRLEARNINGSTUDENT’SMOTIVE，INTEREST，EMOTIONANDWILLOFLEARNINGPHYSICSAREIMPORTANTOFFACTORSOFNONINTELLIGENCETOINFLUENCETEENAGER’SACHIEVEMENTINPARTFOUROFTHEPAPERITPOINTTHATTHELACKOFPROCEDURALKNOWLEDGEOFSPECIFICFIELDPHYSICSISMAINASPECTINSTUDENTS’INTELLIGENCETOEFFECTTHEIRLEARNINGINTHEPARTFIVE，ITANALYZESTHECOGNITIVEFACTORSOFTHELACKOFPROCEDURALKNOWLEDGETHISLACKISCAUSEDBYTHESTUDENTS’POORFUNDAMENTALKNOWLEDGEANDLACKINGOFNECESSARYDECLARATIVEKNOWLEDGE，INTELLIGENTSKILLANDCOGNITIVESTRATEGYWHICHMADEUPTHEKNOWLEDGESTRUCTUREINSTUDENT’SBRAINCOMBININGWITHPHYSICALTEACHINGPRACTICE，ITPRESENTSSOMEFEASIBLESUGGESTIONSASWELLTHEPARTSIXPOINTSTHATTOSOLVETHEPROBLEMOFSTUDENTS’LEARNINGDIFFICULTIESONPHYSICS，ITISAFEASIBLEWAYOFUSINGTHEIDEAOFBASICEDUCATIONALINNOVATIONTOGUIDEPHYSICSTEACHINGBYATTEMPTINGTOUSETHEIDEAOFNEWCURRICULUM，WRITERTRIEDHISBESTTOIMPROVEPHYSICSTEACHINGANDFINDTHATITISDIFFICULTYTOINNOVATEONECOURSEONLYINTHENOWADAYTEACH_BIGSTRUCTUREWRITERALSOBELIEVETHATTHEEFFORTGIVENWILLBENEFITSTUDENTSINTHEDEVELOPMENTOFTHEIREMOTION，ATTITUDEANDVALUESANDBEAREFERENCETOSTARTOFTHENEWCURRICULUMTEACHINGINSENIORSCHOOLFORMALLYKEYWORDSDIFFICULTYINLEARNINGPHYSICS，F(xiàn)ACTORSOFNONINTELLIGENCE，F(xiàn)ACTORSOFINTELLIGENCE，COGNITIVESTRUCTURE，TEACHINGMADE，NEWCURRICULUMIDEA2

簡介：首都師范大學(xué)碩士學(xué)位論文中學(xué)生物理學(xué)習(xí)成就動機強度的研究姓名聶長和申請學(xué)位級別碩士專業(yè)課程與教學(xué)論指導(dǎo)教師續(xù)佩君20070519ABSTRACTTHEPROBL鋤OFSL11D伽臨’LAIRILINGMODVA石ONISCONCALLODBYCDUCATORAUME石METHEMAINLYOFL訓(xùn)NGMOTIVATI∞ALWAYSBEHAVESACHJEV鋤肌TMOTIVATIONWLLICHISINP刪FSILIT0FTHE取IH001WOD【SⅢ嬲SIILI伐IFIIINGFIELDWH黝SACTLICL，黜ALTMOTIVA虹ON’SIMPORT孤TS咖SINL伐IRLLINGACTIVITI船。ALLDTLLATTHED蛆MCTCROFSTLLDERLTSCONDUC鶴TOTHEDI任B胤TMOTIVATI∞LEVDSACCORDINGLYWEBA∞UPONPHYSI∞EDUCA虹ONTRYTOFINDO啦TTHEDIFFB姍CEOFⅡLEACHICV鋤ENTMOTIVAD∞LEVELSWLLICHBE晰蹦ITLLE∞D(zhuǎn)鶴，THEGMSANDBOYSELSEACCORDIILGT0THED唧側(cè)E瑙OF髓CHMOTIV圳I0咀LEVELS，WE跚HEKTO曲呤REIA虹刪塔TLIPSBE咐EENTHE砌UENCIILGFHCTOFS棚DTHEACHIEVEMENTMO石VATI∞LE’，ELSTHERESIXPARTSINTHISPAPELTHE缸TPAFTIN吐。小L嘲T11EB卸CK毋O岫D’T11ENCCESSARYOFTLLISSTLLDY，MOSNYCOMALT，RESAIRCHME咖躚DTHESIGNIFIC孤CCOFMISSTILDMTHESECONDPARTISATHEORIESFOMLIKNIONOFMISRE戳A地MAILLLYINCLUDINGN啪RYOFACHIEV鋤曲T加ODVANONBYATL【INSO血M∞RYOFACBI∞，啪％TMODVATIONBYA啵UBEL，T11EORYOFSEIFE伍CACYBYB鋤DU璃廿LEORYOFPHYSI∞L∞MILLGS眥E百銘，TLLEORYOFA出EVEM脅TGOAL孤DTLLCORYOFACBIEVEM鋤TA地RIBI撕∞Ⅳ【OR∞VER，WEAL∞颯舶瑚ARIZET11EDLA瑚瞄EROFSTILDENTS’PSYCHOLO目ⅣD酬OPM∞TTHEⅡLILDPARTIN鏟姻矗球N船吐地銣抽蹴ITYOFTHESMDENTS’A6HIEV鋤ALT蜘翩ALIONINPHYSICSLAⅡ11J【N再BASEUPONTLLEII】【VESTIG緬G托飄DTWEP科NLE刪協(xié)OFACHIEV鋤ALTMO吐VATIONINDIFFE嗍TLEVELSF毗HEFMOREWEAILALYZETLLEDI任婦CEOFTHE刪昏啪ENTMO石VATIONLEVELSWHICHBETW∞NTHEP，IID銘，TLLEBOYSANDTHEL區(qū)DSDSEWBCON廿ASTTLLEDI任BRENCE州CHM既TIONEDDBOVEWITLLTLLETOTALS’缸DⅥ僦TOFINDOUTⅡLESIILLIL撕D鶴鋤DDIFF柏1C鶴BE咐咖TLLEMB∞IDES，WE筘TTHECOMPON即臨AND蜘TSOFPHYSICSLE鋤NIILGIN06刪ONWBICHIILDI矗白韌吡SCH∞1WOD【，SLEVCL8BASCDONTL】峙向珊ERTLLR∞PANS，T11E鼬PARTMAILLLYAILAL犯囂THERELA石O∞撾PSB‘卿嘲LA出EV鋤∞TMOTIVAIIONL剛S觚D蚰R自C啪THE五硒PAR￡INCLUDESTLLEIM，髓TIGATIONOFEXPCC伽ONWONLLINE站ILLPHYSI∞L∞MING’THETABLEOF髓痂MTINGACTLIEVCLILENTMOTIVATI∞LEVDS，柚DINDIVI捌’SACHIEV咖ENTMO吐VALION刪N霉IUTTLL鋁EWORI【SC孤’TCARRYONTLLEFLLRDLER∞SEARCHOWILLGTOO砒LIIILITED缸ETHESI】【THPART飄LNLMARIZESTHECONCLUSIO璐趾DTLLES11礎(chǔ)AGESOFTLLISPAP既TBIS麟EARCHIIL‰器R囂曲RCHMETLLODOFFACTOR卸MYSISF吣MPSYCHOLO斟STATISTI鼴FOFVALIDITYTESTTHEMAINRESE疵HMEMODINDUDCSLITANATTL∞懈∞RCH，QU髑啦。艙AI∞SURVEYMLDII埔EⅣIEWM亂HOD1EYWORDSACHIEVEMEMMO廿VATI∞I鉀CBPHYSI鏘L翱MINGDIFFBR∞∞2

簡介：中國科學(xué)技術(shù)大學(xué)碩士學(xué)位論又基于微灌流腔的細(xì)胞膜生物物理學(xué)參數(shù)的高精度測定作者姓名學(xué)科專業(yè)導(dǎo)師姓名完成時間劉威生物醫(yī)學(xué)工程趙剛教授二。一五年五月四日中國科學(xué)技術(shù)大學(xué)學(xué)位論文原創(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)下進行研究工作所取得的成果。除已特別加以標(biāo)注和致謝的地方外，論文中不包含任何他人已經(jīng)發(fā)表或撰寫過的研究成果。與我一同工作的同志對本研究所做的貢獻均己在論文巾作了明確的說明。作者簽名簽字日期叢墮‘；中國科學(xué)技術(shù)大學(xué)學(xué)位論文授權(quán)使用聲明作為申請學(xué)位的條件之一，學(xué)位論文著作權(quán)擁有者授權(quán)中國科學(xué)技術(shù)大學(xué)擁有學(xué)位論文的部分使用權(quán)，即學(xué)校有權(quán)按有關(guān)規(guī)定向國家有關(guān)部門或機構(gòu)送交論文的復(fù)印件和電子版，允許論文被查閱和借閱，可以將學(xué)位論文編入中國學(xué)位論文全文數(shù)據(jù)庫等有關(guān)數(shù)據(jù)庫進行檢索，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。本人提交的電子文檔的內(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。嘗蓁名|三I芒導(dǎo)師簽名_翅作者簽名』牝?qū)熀灻鸰二莖嬰簽字日期旌璉‘至簽字日期盈L堇墨3

簡介：河南師范大學(xué)碩士學(xué)位論文中學(xué)生物理學(xué)習(xí)中自我評價的研究姓名李瑩申請學(xué)位級別碩士專業(yè)課程與教學(xué)論指導(dǎo)教師葉海智20060501ABSTRACTWITHTHECONTINUOUSDEEPENINGOFLHEREFO皿OF也EB聒ICEDUCATIONINC‰A，THEEVALUATIOⅡSTO也ESTUDENTSSHOW也ETREⅡD0FBEINGPANICIPATEDBYMORE“ES，IK∞ⅡEVALUATION0FTHESTUDEII乜DRAWSTHEATTEⅡTIDNOFTHEEDUCATO巧ESPIEDAUYNISSTUDYC缸TIES嘰TTHEPRELIMINARYEXPLO枷0Ⅱ劬MB0山THEPERSPE咖EOFTHETHEORY蛆DMEPEISPECLIVEOFTHEPTACT衄IILA岫THROUGH齜MEMODOFLITERATUREANALYSIS，INVE鰣GATION，IN‘“I。”5缸DSTATISTICAL柚ALYSIS111EAUTHORHOLDSTLLEVIAW山ATMESE妊CVALUAIJON0FNLCMIDDLESCH00LSTUDENTSI11THEIRSTUDYIS也ERENECTI。Ⅱ缸DADJUS恤ENTTOMCLE啪IⅡGWARCNESS姐D也ELC啪崦ACLSIⅡVMEITISNOTOLLLYAKINDOFLEAMIⅡGCAPAC時BUTALS0A“NDOFIE帥INGSTRATEGYFIRST，TBEPAPETDE鈾ESTHCSELKVALUATIONOF也EMIDMESCHOOLSTUDENTSINTBEIIS恤DY，她DEXPOUNDS也ECONTEⅡTS，F(xiàn)ILNCTIONS，CHA衄ELS，PSRCBOLOGICALPROCESSES，也EDEVELOPMENTFEATURESANDTHEIMPACTINGNCTORSOF也ESEⅡEV山ATIONTHEAUTHOR出OC8RFIESO仳也EINVESTIGATIONABOUT也ESE趴VALU蛐Ⅱ0FTHETNIDME。SCHOOLSTUDENTSINTHEIFPHYSICSK姍ING，ANDGETSTOLⅢ0WTHCPROBLEIILSTHATCXISLSECONDLY，THIS蛐也OR訊ESCFEATING恤IMPLEMENTATIONST豫TEGYTO弘IDETHE咖DENTSTOCARRYOUTSELKVALU8TINGIⅡTHEJRPHYSICSLE姍啦1ⅡIHISP吼THC蛐MORDESI胂THEPM伊砌T0GIIIDETHESTUDE曲幻CARRY0UTSELKVALUATIILG，ES詛BLISHESTLLE皿NDPLEST0GIIIDE岫SMDENLST0CARRYOUTSEMEVMA血G，越DMAKESACOMPREHENSIVE卸ALYSISABOUTHOWTOCREATETHEBENE石CIALENV昀ⅡMENTFORTLLESTUD蚰TST0CARRYO“TSELFEVALUA顫GAⅡDHOWT0GLLIDE也ESTUDEBTSTOSETUP也ESE搏EVALUATIONCFITERIAINRESPONSET0MEPHYSI璐LE啪INGOFIHE咖DE吣INPRA甜CE，TLLEAUTHOFGIVESMANY咖DS0FOPERA廿ONALMETHODST0CARRYOUTSELF_EV山A缸GONAFOCALPMT，ANDHOPESTOPROVIDESOMEFUNCTIONALSTR咄GIESFOR也ESELH砌岫TIONOFT11EMIDDLESCHOOLSTILDEⅡTSJNTHEIRPHYSICS1E鋤I1唱F池UYTHEAUTHORCARRICDOUTTHEEXPEMLCM“RESE缸CHAPPLY噸THEIIILPLE礎(chǔ)Ⅱ瞰IONPRO擎AMAND血EⅡ

簡介：西南師范大學(xué)碩士學(xué)位論文解釋策略訓(xùn)練提高高中生物理學(xué)習(xí)遷移水平的研究姓名肖學(xué)雷申請學(xué)位級別碩士專業(yè)學(xué)科教學(xué)物理指導(dǎo)教師羅琬華200161ARESEARCHOFTHEEXPLANATIONSTRATEGYRAISINGTHEPHYSICSKNOWLEDGETRANSFERLEVELOFSENIORHIGHSCHOOLSTUDENTSMAJORPHYSICSSUBJECTTEACHINGSPECIALTYSECONDARYSCHOOLPHYSICSTEACHING，RUTOFPROFESSORLUOWANHUAPOSTGRADUATEXIAOXUELEIABSTRACTBASEDONCOGNITIVEPSYCHOLOGYANDRESEARCHOFMETACOGNTION，BYCO“T‘ASTMGDIFFERENCESBETWEENHIGHANDSECONDARYPHYSICSKNOWLEDGELEVELOFHIGHSCHOOLSTUDENTS，THISSTUDYEXAMINESTHERELATIONSHIPBETWEENTHELEARNINGSTRATEGIESTRAMGANDPHYSICSKNOWLEDGETRANSFERTWOSTRATEGIESAREIDENTIFIED，THEEXPLANATIO“ST‘AT。GYANDPRACTICESTRATEGYTHEREAREALOTOFSTRATEGIESINPHYSICSLEARNING，ANDHOWDO”ETEACHOURSTUDENTSTOUSETHESESTRATEGIESMOREEFFECTIVELYITISHIGHLYIMPORTANTFORSTUDENTSTOEXPLORETHEPATHSOFPHYSICSPROBLEM。SOLVINGBUTHIGHSCHOOLSTUDENTSUSUALLYLACKTHEIDEASOFVALUING，ADJUSTINGANDMONITORINGTHEIRPROBLEMSOLVINGCONDUCT；THUSTHELEARNINGTRANSFERLEVELOFSTUDENTSISSTILLLOWERALARGEAMOUNTOFPRACTICE，ASARESULT，SEEMSTOBECONSTANTLYANEFFECTUALWAYOFRAISINGTHEIRLEARNINGMARKS，BUTTHEYAREBADATLEARNINGITISFOUNDTHATBYCREATINGMOREASSOCIATIONSBETWEENLEARNINGMATERIALS，THEEXOLANATIONSTRATEGYSEEMSMOREEFFECTIVEINLEARNINGANDPROBLEMSOLUTIONSTHANTHEPRACTICESTRATEGYSUBJECTSCANALSOFOCUSONTHERELEVANTVARIABLESWHENTHEYAFEUSLNGEXPLANATIONSTRATEGYTHERESULTSARE①INOURTEACHINGEXPERIMENT，WEHAVEFOUNDTHENEWLEARNINGMETHODQUITEEFFECTIVEBYSELFEXPLANATIONSTRATEGY，WECANTEACHEXPERIMENTALSUBJECTSHOWTOSTUDYANDUSEEXAMPLESINLEARNINGTOSOLVEPHYSICSPROBLEMS，SOMETACOGMTLVEMONITORINGEXPLANATIONSTRATEGYISAMOREWELLADVISEDMEANSOFPHYSICSLEARNINGTHANPRACTICESTRATEGYANDTHELEARNINGTRANSFERLEVELOFSUBJECTSAREALSOHIGHER②WHENHIGHSCHOOLSTUDENTSMEETWITHDIFFICULTIESINSOLVINGPHYSICSPROBLEMS，THEEXPLANATIONSTRATEGYISHELPFULTOOVERCOMETHEMSUCCESSFULLYESPECIALL，，THESECONDARYSTUDENTSTOBELACKINGINPHYSICSLAWSCANSUCCESSINSOLVINGSOMEMOREDIFFICULTPHYSICSPROBLEMSTOOKEYWORDSTHEEXPLANATIONSTRATEGY；SENIORHIGHSCHOOLSTUDENTS；PHYSICS；TRANSFERLEVEL；RESEARCH

簡介：東北師范大學(xué)碩士學(xué)位論文中學(xué)生物理學(xué)習(xí)志趣品質(zhì)與培養(yǎng)策略的研究姓名鐘濤申請學(xué)位級別碩士專業(yè)教育指導(dǎo)教師唐恩輝20040401ABSTRACTTHECARDINALAIMOFMODERNEDUCATIONISTHATTHESTUDENTISTHECENTERSTUDENTSASPIRATIONANDINTERESTINPHYSICSISANIMPORTANTCONTENTOFTHEIRWHOLESOMEPERSONALITYTHEREFOREDEVELOPINGSTUDENTS’ASPIRATIONANDINTERESTISONEOFTHEMOSTIMPORTANTSUBJECTSINTHEFIELDOFPHYSICSTHISSUBJECTNOTONLYISBASEDONEDUCATIONALPSYCHOLOGYANDPHYSICSSTUDYTHEORYBUTALSOCOMBINESTHEORYWITHSTUDENTSPRACTICEINSTUDYINGPHYSICSBYANALYZINGANDSTUDYINGASPIRATIONANDINTERESTTHEORYTHESUBJECTTRIESTOFINDOUTABETERWAYTODEVELOPSTUDENTSASPIRATIONANDINTERESTINPHYSICSBYSTUDYINGTHEIRSTUDENTSTEACHERSCARRYOUTTHEMETHODMEANWHILETHESUBJECTSTUDIESTHERELATIONSHIPBETWEENASPIRATIONANDINTERESTANDRESULTBYMEANSOFPAPERINVESTIGATIONANDSTATISTICALANALYSISINTHISWAYITCANPROVIDEBASISFORPROMOTINGTHEPHYSICSSTUDYEFFICIENCYDURINGTHEREVOLUTIONOFELEMENTARYEDUCATIONKEYWORDSPHYSICSSTUDYTHEASPIRATIONANDINTERESTINPHYSICSSTUDYMETHODSTUDY