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(jī)強(qiáng)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C(jī)EOFⅡLEACHICV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(jìn)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(xiàn)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(jī)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(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。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：浙江師范大學(xué)2007級教育碩士論文高中物理學(xué)習(xí)情境創(chuàng)設(shè)研究THEI迮SEARCHONTHELEARNINGSITRATIONINPHYSICSOFSEM0RMDDLESCHOOL徐麗若導(dǎo)師蔡鐵權(quán)教授浙江師范大學(xué)數(shù)理與信息工程學(xué)院2012年L2月THERESEARCHONTHELEARNINGSITRATIONINPHYSICSOFSEMORⅣⅡDDLESCHOOLABSTRACTWHAT’STHEROLEOFTEACHERIFITISMORETHANANINFORMATIONTRANSFERRING‘‘PIPELINE’’INTHELEARNINGPROCESSASAPOTENTIALDESIGNEROFCURRICULUMANDINSTRUCTION，THEROLEOFTEACHERINSITUATEDLEARNINGENVIRONMENTISCOMPLETELYDIFFERENT、析TLLTHEROLEDESCRIBEDINTHEPASTINTHELEARNINGENVIRONMENT，THETEACHERSUPPORTINGSITUATIONALTEACHINGPLAYSVERYIMPORTANTROLEDURINGDESIGNINGCURRICULUMANDINSTRUCTIONBECAUSEIFPEOPLEWANTTOVALUABLEANDMEANINGFULLEARNINGCANTAKEPLACE，EVENTUALLYEVENTHEPREPRESCRIPTIVE，STANDARDIZED，ASSIGNEDANDEXTERNALDECISIVECONTENTALSOMUSTBEPLACEDINTHECONTEXTOFSPECIFIEDLEARNINGENVIRONMENTLETTHESTUDENTSMASTERINORDERTOIMPROVEEFFICIENCYCREATIONOFLEARNINGENVIRONMENTWILLCOMBINESUCHASPROBLEMSOLVING，SELFDIRECTEDLEARNING，PEERLEARNING，THELEARNINGINREALSITUATIONSANDREALEVALUATIONOFLEARNINGETCSTRATEGIESTHECREATIONOFLEARNINGENVIRONMENTANDTEACHINGDOESNOTMEANITISABRANDNEWTEACHINGMETHOD，BUTAMETHODINTEGRATEDANUMBEROFDIFFERENT，RELATEDMETHODSTHETHEORYOFSITUATIONALTEACHINGATTACHESGREATIMPORTANCETOTHEREFORMSCHOOLINTHECONTEXTOFLEARNING，PARTICULARLYFOCUSONSPECIFICLEARNINGGOALSANDTOMASTERINGSPECIFICCONTENTINTHISPAPERWEANALYZEDCHARACTERISTICSOFPHYSICSTEXTBOOKS知OMPEOPLESEDUCATIONPRESSPEPFORSENIORGRADEONEANDSENIORGRADETWOTHEFIRSOSEMESTERWECLASSIFIEDTHECHARACTERISTICSOFKNOWLEDGEBASEDONTHECLASSIFICATION，WECREATEDDIFFERENTLEARNINGSITUATIONSCARRIEDOUTINTWOCLASSESWITLLTHETRADITIONALTEACHINGANDEXPERIMENTALPRACTICERESPECTIVELYWEANALYZEDTHEOUTCOMEBYTHEORETICALANALYSISANDCOMPARISONWITHEXPERIMENTALRESULTSONTHEFINALLEARNINGACHIEVEMENTANDLEARNINGMOTIVATIONFIRSTLYTHISPAPERREVEALEDTHEBACKGROUNDOFCREATIONSCIENTIFICANDRATIONALLEARNINGENVIRONMENTANDCLARIFYTHEORETICALANDPRACTICALMEANINGSOFSTUDYINGTHE

簡介：江西師范大學(xué)碩士學(xué)位論文科學(xué)玩具的物理學(xué)習(xí)情感教育功能研究姓名吳瑕申請學(xué)位級別碩士專業(yè)課程與教學(xué)論物理指導(dǎo)教師胡銀泉20090501ABSTRACTTHEPHYSICSNEWCURRICULUMSTANDARDPROMOTESAPPLYINGTHEOBJECTSINLIFE，MATERIALS，INSTRUMENTS，ANDTOYSINPHYSICSEXPERIMENTTEACHING，WHICHCALLSTIMULATESTUDENTS’INTERESTSINEXPLORATION，BRINGSTUDENTSAFFINITYMAKETHEDISTANCEBETWEENLIFEANDPHYSICSCLOSERBUTTHINKINGABOUTTHESTATUSOFPHYSICSEDUCATION，THEREAREMANYSTUDENTSLACKINGTHEINTERESTINLEARNINGPHYSICS，ANDTHETEACHERSOFTENFEELLACKINGCURRICULUMRESOURCEAFTERANALYZINGTHEDIFFERENCESOF‘TEACHINGPHYSICSWITHTOYS”INCHINAANDAMERICATHEAUTHORBROUGHTTHECONCEPTOF“SCIENCETOY“’，ANDSUMMEDUPITSDEFINITION，CHARACTERISTICANDCLASSIFICATIONTHETHESISHELDTHATTEACHINGPHYSICSWITHSCIENCETOYSCALLPROMOTESTUDENTS’PHYSICSLEARNINGCOGNITION，TECHNICALABILITYANDTHELEVELOFPHYSICSLEARNINGEMOTIONTHEREAREMANYEXAMPLESONSCIENCETOYSFROMBUSINESSMARKETINTHISTHESIS，ANDTHEC刮SESABOUTHOWTEALIZETHESCIENCETOYS’PHYSICSEDUCATIONFUNCTIONINTHISTHESIS，THEAUTHORCONDUCTEDTHEEXPERIMENTALRESEARCHTOVERIFYTHATTHEREISPOSITIVEEFFECTTOTHESTUDENTS’PHYSICSLEARNINGEMOTIONAFTERTEACHINGPHYSICSWITHSCIENCETOYSKEYWORDSSCIENCETOYS；PHYSICSEDUCATIONFUNCTION；PHYSICSLEARNINGEMOTIONLL

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?！?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I(xiàn)ONPRO擎AMAND血EⅡ

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)位論文是本人在導(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(shí)驗(yàn)、數(shù)據(jù)和有關(guān)材料均是真實(shí)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)均己在論文中作了聲明并表示了謝意。學(xué)位論文作者簽名了涉毛氣日期秒隆廠、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)校可以向國家有關(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，密級保密期限為年。一虢形F，一肛壚日期ⅦN曩卅日期∽，鄉(xiāng)，易弓／目錄443業(yè)務(wù)模塊31第五章系統(tǒng)測試及結(jié)果分析3451系統(tǒng)測試過程34511蒙特卡羅測試34511系統(tǒng)實(shí)測3552結(jié)果分析36第六章總結(jié)與展望3861全文總結(jié)3862系統(tǒng)需要完善之處38參考文獻(xiàn)40致射422

簡介：中國科學(xué)技術(shù)大學(xué)碩士學(xué)位論文二十世紀(jì)中國粒子物理學(xué)的發(fā)展姓名丁兆君申請學(xué)位級別碩士專業(yè)科學(xué)技術(shù)史指導(dǎo)教師胡化凱丁毅信20060501中國科學(xué)技術(shù)大學(xué)碩士學(xué)位論文20世紀(jì)中國粒子物理學(xué)的發(fā)展第四部分蓬勃發(fā)展階段首先考察了北京正負(fù)電子對撞機(jī)的建造過程，分析了我國的科技水平、政治和經(jīng)濟(jì)因素以及國際環(huán)境對這項(xiàng)工作的影響；然后論述了我國自擁有第一臺高能加速器以來在高能實(shí)驗(yàn)物理方面所做出的令世界矚目的突出成就以及理論粒子物理、宇宙線物理的新進(jìn)展，并對高能物理的副產(chǎn)品同步輻射應(yīng)用技術(shù)在我國的發(fā)展?fàn)顩r進(jìn)行了考察；最后論述了我國粒子物理學(xué)科隊(duì)伍的分布，并以幾個單位為代表，闡述其粒子物理教學(xué)與研究概況。論文按照粒子物理學(xué)科自身體系，分別論述每個階段我國理論粒子物理、宇宙線物理、高能實(shí)驗(yàn)物理與加速器物理的發(fā)展?fàn)顩r，同時考察我國粒子物理學(xué)研究隊(duì)伍的形成與壯大、研究機(jī)構(gòu)與學(xué)術(shù)組織的成立與發(fā)展、學(xué)術(shù)會議的召開、學(xué)術(shù)刊物的創(chuàng)辦、學(xué)會的形成等有關(guān)學(xué)科建制化過程的相關(guān)內(nèi)容。在系統(tǒng)論述學(xué)科發(fā)展史的基礎(chǔ)上，具體分析、討論與評價了我國粒子物理不同階段各個分支的發(fā)展脈絡(luò)、關(guān)鍵人物與重要成就，以及學(xué)科本身的發(fā)展規(guī)模、速度與國家政治、經(jīng)濟(jì)因素的關(guān)聯(lián)，并試圖從整體上把握我國粒子物理發(fā)展的主線，探討其規(guī)律。

簡介：華東師范大學(xué)碩士學(xué)位論文初中物理學(xué)業(yè)不良學(xué)生問題解決能力的研究姓名謝靜申請學(xué)位級別碩士專業(yè)教育（物理）指導(dǎo)教師舒信隆20071001華東師范大學(xué)碩上學(xué)位論文初中物理學(xué)業(yè)不良學(xué)生問題解決能力的研究摘要初中物理學(xué)業(yè)不良學(xué)生在學(xué)生中占有一定的比例，他們不僅影響了教育教學(xué)質(zhì)量的全面提高，而且他們可能會因?yàn)閷W(xué)業(yè)不良而導(dǎo)致心理不健康或行為障礙。問題解決能力差是導(dǎo)致學(xué)生學(xué)業(yè)不良的主要原因，培養(yǎng)學(xué)生分析和解決問題的能力是中學(xué)物理教學(xué)的主要目標(biāo)之一。因此，本論文的研究具有現(xiàn)實(shí)的操作意義。本論文通過問卷調(diào)查和統(tǒng)計(jì)分析，發(fā)現(xiàn)物理學(xué)業(yè)不良學(xué)生問題解決能力差的原因有兩方面在非認(rèn)知方面主要是他們對物理不感興趣，動機(jī)弱，學(xué)習(xí)態(tài)度不端正絕大多數(shù)學(xué)業(yè)不良學(xué)生解題速度饅，分析問題不全面，解題習(xí)慣差；不會正確歸因。在認(rèn)知方面主要是他們的元認(rèn)知水平較低，物理知識結(jié)構(gòu)不完整；記憶力差，信息提取比較混亂；不會運(yùn)用正確的解題策略，作圖能力較差。于是筆者對癥下藥，找到一套提高學(xué)業(yè)不良學(xué)生問題解決能力的培養(yǎng)模式，實(shí)踐證明，本套培養(yǎng)模式是非常有效的，學(xué)業(yè)不良學(xué)生的問題解決能力顯著提高，學(xué)習(xí)更有信心，更加熱愛物理。但是也有很多不足之處，本文在教學(xué)實(shí)踐中未考慮研究者自身的影響因素。出于本人自身能力的限制，問卷設(shè)計(jì)可能不夠準(zhǔn)確和全面；在教學(xué)中不可避免的出現(xiàn)啟發(fā)、指導(dǎo)、引導(dǎo)學(xué)生不到位個別輔導(dǎo)比較費(fèi)時吃力，計(jì)劃與結(jié)果有時脫節(jié)等等。所以，本套模式還很不完善，從理論到實(shí)踐都需要教育研究工作者、學(xué)校和教師的共同努力。另外還需要社會、家庭各方面力量的相互配合、互相支持，提高學(xué)業(yè)不良學(xué)生各科的問題解決能力，為國家輸送更多合格的人才。關(guān)鍵詞物理學(xué)業(yè)不良學(xué)生、問題解決、知識結(jié)構(gòu)、元認(rèn)知、策略

簡介：首都師范大學(xué)碩士學(xué)位論文物理學(xué)中的對偶姓名王丹申請學(xué)位級別碩士專業(yè)應(yīng)用數(shù)學(xué)指導(dǎo)教師吳可20070410英文摘要ABSTRACTDUALITY,ASWELLASSUPERSYMETRY,ISONEOFTHEMOSTIMPORTANTCONCEPT8INPHYSICSTHATTRIESTOUNIF、，ALLTHEFOUNDAMENTALLAWSOFTHEUNIVERSE．ALTHOUGHNOTVERYSUCCESSFULINUNIFYINGTHEFORCESTHATUNDERLYINGVARIOUSKINDSOFINTERACTIONS，DUALITYINDEEDPREDICTED10TSOFUSEFULRESULT8FORBOTHPHYSICSTSANDMATHEMATICIANS．INTHISARTICLEWEFIRSTPRESENTEDTHERUDIMENTARYCONCEPTSOFDUALITY,EARLYMODELSANDPOSSIBLERELATIONSWITHGRAVITON．FIVEFOUNDAMENTARYSUPERSTRINGSANDMTHEORYWEREALSODICUSSEDCONCISELYBUTCLEARLYINORDERTOMAKETHEFULLTHINGSALLENTITYSINCEDUALITYPLAYSANEXTREMELYIMPORTANTROLEINSUPERSTRINGTHEORY．SEVERALKINDSOFDUALITIESINSUPERSTRINGTHEORYWEREINTRODUCEDANDATLASTDUALITYRELATIONSBETWEENTHEFIVEFOUNDAMENTALSUPERSTRINGS，MTHEORYAND11DIMENTIONALSUPERGRAVITY,WHICHHASNOBEENINTRODUCEDINTHISARTICLE，HAVEBEENSETUPINTERMSOFDUALITYTRANSFORMATIONS．KEYWORDSDUALITY,SUPERSTRING，HETEMTICSTRING，STRONGINTERACTION，WEAKINTERACTION，MTHEORY,STRONGCOUPLING，WEAKCOUPLING．一V．

簡介：湖北大學(xué)碩士學(xué)位論文關(guān)于量子物理學(xué)與經(jīng)典物理學(xué)的隨機(jī)過程分析姓名賈增元申請學(xué)位級別碩士專業(yè)凝聚態(tài)物理學(xué)指導(dǎo)教師邵常貴馮潔20070501ABSTRACTTHEDISCUSSIONOFQUANTUMMECHANICSANDCLASSICALMECHANICSHASBEGUNFZOMTLACMIDDLEOF20TLACENTURYDURINGTHISTIME；LOTSOFTLACORYⅥ惴BORNANDDISAPPEAREDWITHTLAEGOALOFHARMONIZINGTLACILLOGICALITYBETWEENTLACQUANTUMMECHANICSANDCLASSICALMECHANICSASALOOKERONTHISWORLDISPCRFBCTANDHARMONIOUSBUTTOPHYSICISTTHEREA托ALOTOFPARALLELISMSADALLTLAISEOTRADIETORYEONCENTRATCONTHEIEOMISTEEYOFTHEMICROE06MIEANDMAEROC璐MICTHEREFORTHEYNEEDTOFINDAILLLIFOMLTHEORYTOⅡ婦THEMCONSISTENTTHEAUTHORHASHADTHEHONOULSOFCONTACTINGOILLOFTLAISKINDOFTLACORYTLACLOOPQUANTUMGRAVITYANDHASALITTLECOGNITIONTOITBUTCOULA’TEOMPRELAENDITS血蚵LA婦BC∞I娣OFMYLIMITEDLCRSONALABILI咄BESIDE，WHENISTUDYTHISTLAEORYIALSODISCOVERED翻OLNLLCSHORTCOMINGABOUTITANDSOMCOTHERTHEORIESFORCXAMPCTLAEYDON’THAYCACLEARPHYSICALTHINKINGANDTHEREISNOPRIEIPLETOSUPPORTTLACMTHEYLOOKEDLIKERRLOLRLTIMSOMLMEDLEYBUILDINGBLOCKSBUTNOTINTEGRATEDCDIFI∞，WHAT’SMORCTHEMATHEMATICALTOOLSTHEPHYSICISTUSEDINTHEPHYSICSARCBEHHLDLANDTHEYⅥ惴BOREDLATMDRCDSYEARSAGOANDCOULDN’TMECTTHELL目TLQREXLUIRCMELLTSOFPROBINGINTOTLAEE8SELLCCOFUNIVERSEUNDERTHESEEOMIDERATIOMTHISPAPERNICDTOUSETHESTOCHASTICTHEORYTOEXPLAINTHEQUATURNMECHANICSANDCLASSICALMECHANICSINSTEADOFTHEOLDMATHEMATICALTOOLSWBWILLDISCUSSMINUTELYTLACRELATIONSHIPOFQUANTUMMCELANICSANDCLASSICALMECHANICS，ANDTHENDESCRIBETHECLASSICALMECHANICSWITHAPARTIALDIFFERENTIALEQUATIONINSTEADOFNEWTONSSECONDLAWB既AUSCIT∞NCONTRASTWITHSCLARODINGEREQUATIONWHENWCHAVETLAESULICDESCRIPTIVEFORMBETWEENQUANTUMMECHANICSADCLASSICALMEEHANICS，

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：華中師范大學(xué)碩士學(xué)位論文中學(xué)物理學(xué)習(xí)策略的研究姓名周彬申請學(xué)位級別碩士專業(yè)學(xué)科教學(xué)物理指導(dǎo)教師余蘭山20051201⑧碩士學(xué)位論文MASTER’STHESISABSTRACTPHYSICSLEARNINGSTRATEGYISANEWRESEARCHFIELDAITHASAWIDEDEVELOPINGFUTURE。TOSTUDYITISTHENEWREQUESTOFQUALITYEDUCATION，THEEMBODIMENTOF”STUDENTISTHEPRINCIPALPARTOFLEARNING”，ANDTHENEEDTOENTIRELYIMPROVETEACHINGQUALITY。AFTERSTUDIEDTHEIRERATURES，THISTHESISTHINKTHEREALETWOPROBLEMSINTHERESEARCHOFPHYSICSLEARNINGSTRATEGYONEISTHECONCEPTIONOFPHYSICSLEARNINGSTRATEGYHASNOTBEENPUTFORWARDDEFINITELY；THEOTHERISTHESTUDYONHOWTOTEACHPHYSICSLEARNINGSTRATEGYISTOOSHORTTOINSTRUCTPHYSICSTEACHERS。BASEDONTHESTUDYOFFORMERS，THISTHESISCOMBINESTHERESEARCHOFLEARNINGSTRATEGYANDPHYSICSSUBJECT。THESTUDYINTWOASPECTSISDONEINTHISPAPERASFOLLOWSFIRSTLY，F(xiàn)URTHERRESEARCHOFPHYSICSLEARNINGSTRATEGYISDONEINTHEORY。THECONCEPTIONISPUTFORWARDDEFINITELY。PHYSICSLEARNINGSTRATEGYISTHEPHYSICSLEARNINGMANNERORPROCESSTOACCOMMODATELEARNINGACTIVITIESANDTHECHOICEANDUSINGOFLEARNINGMETHODSINORDERTOACHIEVECERTAINLEARNINGPURPOSE。ITISAFFECTEDBYMETACOGNITION。THEFACTORS，WHICHINFLUENCEPHYSICSLEARNING，ANDTHEIRRELATIONSARECOGNIZED。ATTHESAMETIME，THEIMPORTANCEOFPHYSICSMETACOGNITIVESTRATEGYISEMPHASIZED。ANDTHERELATIONBETWEENPHYSICSCOGNITIVESTRATEGYANDPHYSICSMETACOGNITIVESTRATEGYISDISCUSSED。THEN，PHYSICSLEARNINGSTRATEGYISSTUDIEDINTWOCLASSIFICATIONSPHYSICSCOGNITIVEINFORMATIONPROCESSINGSTRATEGYANDPHYSICSMETACOGNITIVESTRATEGY。MANYEXAMPLESAREGIVEN。SECONDLY，THETEACHINGOFPHYSICSLEARNINGSTRATEGYISPROBEDINTO。THETEACHINGAPPROACHESALEDISCUSSEDINTWOASPECTSONEISHOWTOTEACHPHYSICSCOGNITIVESTRATEGY；THEOTHERISHOWTOTEACHPHYSICSMETACOGNITIVESTRATEGYAMANYTEACHINGEXAMPLESAREGIVEN。THEN，THETEACHINGSKILLSARESUMMARIZED。KEYWORDSPHYSICSLEARNINGSTRATEGY；PHYSICSCOGNITIVE；INFORMATIONPROCESSINGSTRATEGY；PHYSICSMETACOGNITIVESTRATEGY；TEACHINGAPPROACHES；TEACHINGSKILLS

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