簡介：Y1041U13學(xué)校編號；學(xué)號；10394』塑§Q圖書分類號密級福建師范大學(xué)教育碩士學(xué)位論文情緒智力培養(yǎng)對高中物理學(xué)習(xí)的影響研究RESEARCHONTHEEFFECTOFEMOTIONINTELLIGENCECULTIVATINGONPHYSICSINQUFINGLEARNINGINSENIORHIGHSCHOOL顏百云學(xué)科專業(yè)方向堂型教堂麴理論文提交曰期墊Q墾生旦旦論文評閱人論文答辯日期2壁鰻生Q旦答辯委員會主席一一一學(xué)位授予單位；福建匝蓮太堂學(xué)位授予日期2QQ魚生旦2006年9月中文摘要隨著科學(xué)技術(shù)的迅猛發(fā)展、知識的更新日新月異，如何提高學(xué)習(xí)的質(zhì)量和效果越來越受到人們的關(guān)注。本文從教育心理學(xué)角度出發(fā)，以學(xué)生的情緒智力發(fā)展特點為突破口，從安溪縣安溪四中隨機(jī)抽取高一兩班學(xué)生分別作為對照班和實驗班，實驗班在課堂內(nèi)外加強(qiáng)了情緒智力培養(yǎng)，對照班按原教學(xué)進(jìn)行，研究了情緒智力培養(yǎng)對高中物理學(xué)習(xí)的影響。最后通過對5個探究案例的探究學(xué)習(xí)，考察情緒智力培養(yǎng)對學(xué)習(xí)過程的影響。通過對五個探究案例學(xué)習(xí)后對比，除提出問題和得出結(jié)論兩要素差別不大外，其它“作出假設(shè)、制定計劃、實施計劃、表達(dá)交流”等要素實驗班均有較大的進(jìn)步，并優(yōu)越于對照班，說明情緒智力培養(yǎng)是有效的，它提高了學(xué)習(xí)的質(zhì)量在合作精神方面均未曾現(xiàn)顯著差異，但各自理解不一，說明情緒智力培養(yǎng)的影響是深層次的；在自主性學(xué)習(xí)方面，實驗班比對照班取得較大進(jìn)步，說明情緒智力培養(yǎng)大大提高了學(xué)習(xí)主動性在堅持性方面，實驗班也取得了較大進(jìn)步，說明情緒智力培養(yǎng)大大提高了學(xué)生意識品質(zhì)。另外，實驗班在考試成績方面進(jìn)步明顯大于對照班，說明情緒智力培養(yǎng)學(xué)習(xí)成績有改善作用。關(guān)鍵詞情緒智力，情緒智力培養(yǎng)，探究學(xué)習(xí)

簡介：Y949061分類號UDC學(xué)位論文密級編號高中生物理學(xué)習(xí)障礙成因及消除策略的研究RESEARCHONTHECAUSEOFTHELEARNINGDIFFICUITIESANDTHESTRATEGYOFEIIMINATINGTHEDIFFICUITIES013PHYSICSFORSENIORMIDDLESCHOOLSTUDENTS胡俊指導(dǎo)教師姓名燕安教授江西師范大學(xué)物理與通信電子學(xué)院申請學(xué)位級別碩士專業(yè)名稱物理教育論文提交日期2005年9；1答辯日期2005年11月日學(xué)位授予單位和日期江西師范大學(xué)2OO5年、月日答辯委員會主席評閱人二OO五年九月ABSTRACTASAGENERALSENIORMIDDLESCHOOLTEACHERTHEAUTHORFOUNDMANYSTUDENTSCOMPLAINLEARNINGPHYSICSDIFFICULTLYLOWERSCORESEVENSHOWTHEEMOTIONOFSCHOOLINGTIREDNESS，WHICHMAYSTRETCHINTOOTHERSUBJECTSDISCOVEREDBYANALYZINGTHEDATAFROMTHEQUESTIONNAIREFORIT，THEPOINTSARETHATALARGEOFSTUDENTSTHINKLEARNINGPHYSICSDIFFICULT，THEYLIEINHIGHERSCORESTUDENTSANDLOWERSCORESTUDENTSINPROPORTION，BUTLOWERSTUDENTSSHOWMOREAPPARENTLYANDREASONSAREVARIOUS，SOMEFROMSTUDENTSSUCHASTHEIRUNSUITABLELEARNINGMETHODS，NOINTERESTINPHYSICS，NOPERSISTENCEONLEAMING，SOMEFROMTEACHERSSUCHASLACKINGPROFESSIONALPHYSICALKNOWLEDGE，STALETEACHINGMETHODS，LACKINGENERGYTOWORK，ONLYONEWAYFORTEACHINGEVALUATION，SOMESYNTHETICREASONFROMSOCIETY，SUCHASSOHIGHSOCIALEXPECTATION，INHARMONIOUSFAMILYATMOSPHERE，SOMESOCIALUNHEALTHYENVIRONMENTTHEAUTHORDIVIDEALLTHEREASONSFORPHYSICSLEARNINGDIFFICULTYINTOTWOTYPESBYANALYZINGDATAANDINTERVIEWING一、INTERNALLEARNINGDIFFICULTIESCOGNITIONLEARNINGDIFFICULTIES、PERSONALITY二、EXTERNALLEARNINGDIFFICULTIESENVIRONMENTALINTERFERENCELEARNINGDIFFICULTIES，EDUCATIONMISLEADING、SYNTHESISLEARNINGDIFFICULTIESICHOSEONESTUDENTSWHOSELEARNINGDIFFICULTIESAREVERYCOMMON，ASOBJECTOFINDIVIDUALSTUDYRESPECTIVELYIDISCOVEREDTHECAUSESOFHISLEARNINGDIFFICULTIESGRADUALLYBYCONNECTINGANDOBSERVINGTHEMANDIALSONOTICEDTHATTHESTUDENTHASHISOWNCAUSEANDNOTONLYONEREASONCAUSEDIT，BUTSEVERALREASONSTOGETHERMADEITSOITHINKTHEPUREMANDATORYMEASUREISINEFFECTIVE，BUTSOWINGINVERSESEEDSINTHEIRMINDS。THEFOLLOWINGSTEPSWEREDONEINTHEINDIVIDUALSTUDY，IDECIDINGTHEOBJECTSANDGETTINGTHEIRINFORMATIONBYVISITINGHISFAMILYANDTALKINGTHENANALYZINGIT②INTERFERENCEINTERFERINGHIMBYTHEINTERFERENCEPLANWHICHHASBEENARRANGEDTHENASSESSINGTHEEFFECTOFTHEINTERFERENCEAFTERTHESTUDYIDISCOVERED，WECANHELPTHELEARNINGDIFFICULTIESSTUDENTSGOONTHEFURTHERSTUDYSTEADILYANDSUCCESSFULLYASLONGASWEFINDTHEVERYCAUSEOFPHYSICSDIFFICULTIESSTUDENTSPERSISTENTLYEVOKETHEIRENTHUSIASMANDINITIATIVESUITABLYANDELIMINATETHESHADOWONTHEIRMINDSKEYWORDSPHYSICSLEARNINGDIFFICULTYSTUDENTSLEARNINGDIFFICULTYELIMINATIONSTRATEGY2

簡介：編號宄舒砷范女爹碩士學(xué)位論文題目中學(xué)生物理學(xué)習(xí)的心理障礙及消除策略研究所在院專業(yè)名指導(dǎo)教研究完成時系教師專業(yè)發(fā)展學(xué)院稱課程與教學(xué)論物理師劉力教授生張海濤間2007年5月沈陽師范大學(xué)研究生處制中學(xué)生物理學(xué)習(xí)的心理障礙及消除策略研究RESEARCHONTHEPSYCHOIOGJCAIOBSTRUCTIONOFPHYSICSSTUDYANDITSELIMINATINGSTRATEGYFORMIDDLESCHOOISTUDENTSABSTRACTTHETARGETOFPHYSICSTEACHINGFORMIDDLESCHOOLSTUDENTSHASTAKENPLACETHEBASICCHANGEALONGWITHTHEREFORMOFBASICEDUCATIONCURRICULUMHOWEVERINACTUALTEACHING，STUDENTPHYSICSSTUDYDIFFICULTYTHEACADEMICRECORDISLOWLYSTUDYINTERESTDESCENTETCTHOSEPROBLEMSALWAYSHAVENOSOLUTIONGETTINGEFFECTIVELYTHROUGHTHEINQUISITIONRESEARCHWEFOUNDTHATTHESTUDENTISWIDESPREADEXISTSEVERYKINDSOFPSYCHOLOGICALOBSTRUCTIONSINPHYSICSSTUDYITAFFECTTHEEDUCATIONANDTHETEACHINGRESULTANDTHEEDUCATIONTOMAKINGHIGHCHARACTERTALENTEDPERSON。THESUCCESSOFREFORMOFBASICEDUCATIONCURRICULUMREQUKESMORESYSTEMICANDINDEPTHTHEORETICALSUPPORTINTEACHINGSOTHERESEARCHONTHESTUDENTS’PERFORMANCEANDTHECAUSEABOUTTHEPSYCHOLOGICALOBSTRUCTIONINPHYSICSSTUDYANDFINDINGOUTTHEELIMINATINGSTRATEGYASSOONASPOSSIBLEAREVERYIMPORTANTFIRST，THISARTICLEPOINTEDOUTSOMEPROBLEMSINTEACHINGANDLEARNINGPHYSICSBYASKINGTHESTUDENTSANDTEACHERSTOFILLININQUISITIONQUESTIONNAIRETALKINGWITHTHEM，ANALYZEDTHEIREXERCISEANDTESTPAPERWEFOUNDOUTTHATTHEPSYCHOLOGICALOBSTRUCTIONOFPHYSICSSTUDYCONSISTSOFAPPERCEIVEOBSTRUCTIONMEMORYOBSTRUCTIONIMAGINATIONOBSTRUCTIONTHINKINGOBSTRUCTIONEMOTIONOBSTRUCTIONANDWILLOBSTRUCTIONONTHISFOUNDATIONDISCUSSEDCHARACTERISTICANDPERFORMANCESINEVERYKINDSOFPSYCHOLOGICALOBSTRUCTIONITISTHEBASISFOREXAMINEANDELIMINATETHEPSYCHOLOGICALOBSTRUCTIONTHEREASONCAUSEDPHYSICSSTUDYPSYCHOLOGICALOBSTRUCTIONISCOMPLICACYDIVERSE，BUTSUMMARIZETOHAVEFIVEREASONSPRIMARILYNAMELYPHYSICSEORRSCFACTORPHYSICSTEACHINGMATERIALFACTORSCHOOLEDUCATIONFACTORFAMILYENVIRONMENTFACTORANDSTUDENTMINDANDBODYDEVELOPMENTFACTORANDINOTICEDTHATTHECAUSESOFMENTALBLOCKARECAUSEDNOTONLYBYONEREASONTOASTUDENTWHOHASMENTALBLOCKBUTSEVERALREASONSTOGETHERMADEITSOITHINKTHEPUREMANDATORYMEASUREISINEFFECTIVE，BUTSOWINGINVERSESEEDSINTHEIRMINDSITPROPOSEDTHEMETHODOFSOLVINGPSYCHOLOGICALOBSTRUCTIONTODIFFERENTTYPEFORMIDDLESCHOOLSTUDENTSINLEARNINGPHYSICSATTHELASTCHAPTER，WESELECTEDASTUDENTASRESEARCHOBJECTITSHOWEDTHEMETHODOFELIMINATINGTHEPSYCHOLOGICALOBSTRUCTIONINPHYSICSSTUDYAIMINGATEACHSTUDENTSONESELFSTUDYCHARACTERISTICS。AFTERTHESTUDYIDISCOVERED，WECANHELPTHESTUDENTSGOONTHEFURTHERSTUDYSTEADILYANDSUCCESSFULLYASLONGASWEFINDTHEMENTALBLOCKOFPHYSICSSTUDYKEYWORDSPHYSICSSTUDYPSYCHOIOGICAOBSTRUCTION，REASONANALYSIS，ELIMINATINGSTRATEGYN

簡介：山東師范大學(xué)碩士學(xué)位論文高中生物理學(xué)習(xí)思維障礙分析及對策研究姓名王林申請學(xué)位級別碩士專業(yè)學(xué)科教學(xué)物理指導(dǎo)教師劉文賢20070410山東師范大學(xué)教育碩士專業(yè)學(xué)位論文ANALYSESANDCOUNTERMEASUREONTHINKINGOBSTRUCTIONSINHIGHSCHOOLPHYSICSSTUDYABSTRACTTHINKINGISALLIMPORTANTFEATUREOFHUMANSPIRITUALACTIVITIESUSUALLYTHINKINGHASTHECHARACTERISTICSOFSPECIFIC，OBJECTIVE，CONSISTENT，PRACTICALANDLOGICALHIGHSCHOOLSTUDENTSHAVEATTAINEDTHEOPERATIONPROCEDUREANDPOSSESSEDCONSIDERABLETHINKINGABILITYHOWEVERTHEYHAVEN’TACCEPTEDSYSTEMICTRAININGONPHYSICSTHINKINGASARESULTTHEIRPHYSICSKNOWLEDGEANDEXPERIENCESAREQUITELIMITED，ANDTHEIRLOGICALTHINKINGABILITYASWELLASTHEIRTHINKINGNATUREISDEFICIENT，APPEARINGASATHINKINGOBSTRUCTIONINPHYSICSTHINKINGTHETHINKINGOBSTRUCTIONINPHYSICSSTUDYISCAUSEDBYBOTHINTELLECTUALELEMENTSANDNONINTELLECTUALELEMENTSTHISTHESISANALY辯STHETHINKINGOBSTRUCTIONSINPHYSICSTHINKINGANDSEEKFORTHECAUSES，SOLUTIONSANDCOUNTERMEASURESTHISTHESISALSOAIMSTOOVERCOMETHEOBSTRUCTIONSANDIMPROVELEARNINGABILITYBYRELATIVETRAININGTHISTHESISCONSISTSOFFOURPARTSCHAPTERLANALYSESPHYSICSTHINKINGANDITSBASICCHARACTERISTICSTHEQUALI夠OFPHYSICSTHINKINGISDEFINEDINTHISCHAPTERCHAPTER2ANALYSESINDETAILTHETHINKINGOBSTRUCTIONSINPHYSICSLEARNINGBYTESTINGANDBYANALYZINGTHECOLLEGEENTRANCEEXAMINATIONPAPERSANDACCORDINGTOTHEQUALITYOFPHYSICSTHINKING，THISCHAPTERCONCLUDESTHETYPESOFOBSTRUCTIONSTHATAPPEARINTHECOURSEOFSTUDYINGCHAPTER3ANALYSESTHECAUS船OFTHETHINKINGOBSTRUCTIONSINPHYSICSLEARNING，MAINLYFROMTHEFOLLOWINGASPECTSSTUDENTSTHEMSELVES，DIFFICULTYDEGREEOFPHYSICSPROBLEM，RELATIONSHIPBETWEENSTUDENTSANDPHYSICSPROBLEM。CHAPTER4ESTABLISHESCOUNTERMEASURESTOTHETHINKINGOBSTRUCTIONSBYUNCOVERINGTHEMTHISCHAPTERISTHECOREPARTOFTHISTHESIS，RESEARCHINGANDMAKINGDESIGNSONTHEOBSTRUCTIONSFORMINGINTHEFOLLOWINGFIVEASPECTSPSYCHOLOGICALFEARTOPHYSICSLEARNING‘‘FIRSTIMPRESSIONSARESTRONGEST’CONCEPTSTIFFNESSINTHINKING，MATHEMATICISATIONOFPHYSICS5

簡介：西南大學(xué)博士學(xué)位論文我國初中物理學(xué)生輔助用書的結(jié)構(gòu)與功能研究姓名陳運(yùn)保申請學(xué)位級別博士專業(yè)課程與教學(xué)論指導(dǎo)教師廖伯琴20070401兩南大學(xué)博學(xué)何論文結(jié)合對教學(xué)論研究專家、輔助用書編寫者、教師、學(xué)生等人員的訪談，以輔助用FS的欄目為線索，圍繞輔助用書的功能進(jìn)行系統(tǒng)的調(diào)查研究。包括1學(xué)生輔助用書的欄目設(shè)置、結(jié)構(gòu)與功能本論文采用分層取樣的方法選取3個城市的書店，調(diào)責(zé)初三物理輔助用書的編寫情況。共調(diào)查186本圖書。研究發(fā)現(xiàn)學(xué)生輔助用書為學(xué)生提供了16類不同性質(zhì)的內(nèi)容，它們各具特定的功能。并且，這些內(nèi)容相互關(guān)聯(lián)，構(gòu)成了一個統(tǒng)一的有機(jī)整體，共同為學(xué)生的學(xué)習(xí)活動提供幫助。依據(jù)其內(nèi)容屬性和所指向的學(xué)習(xí)活動性質(zhì)，我們把這些欄目及其功能作了概括，包括學(xué)生輔助用書注意為學(xué)生提示學(xué)習(xí)目標(biāo)，幫助學(xué)生做好新課學(xué)習(xí)前的準(zhǔn)備，通過講解、示范和相應(yīng)的習(xí)題或活動訓(xùn)練來幫助學(xué)生理解、鞏固教科書的知識內(nèi)容、物理思想方法以及關(guān)于探究的過程與方法，當(dāng)然，輔助用書也注意對自己提供的習(xí)題或活動給出參考答案方便學(xué)生進(jìn)行自我檢查；此外，輔助用書注意對教科書中的有關(guān)習(xí)題或活動提供參考答案作為學(xué)生的反饋信息，輔助用書還幫助學(xué)生對物理知識、方法進(jìn)行小結(jié)，提示學(xué)生對自己的學(xué)習(xí)過程進(jìn)行反思，提供學(xué)法指導(dǎo)，提示考試要求幫助學(xué)生適應(yīng)考試。提供拓展信息來開闊學(xué)生的視野；另外，輔助用書還注意設(shè)置前言欄目來引導(dǎo)學(xué)生關(guān)注和了解自己的輔助用書。不過，各個欄目被使用的頻率是很不相同的，按照使用頻率從大到小依次為習(xí)題訓(xùn)練及其參考答案、前言、例題解析、提示學(xué)習(xí)目標(biāo)、教材知識點講解、學(xué)法指導(dǎo)、考試指導(dǎo)、探究活動設(shè)計與指導(dǎo)、小結(jié)、物理思想方法概括、知識拓展、教學(xué)準(zhǔn)備、反思與自我評價表、教科書課后習(xí)題答案。這種不同反映了輔助用書體系各欄目、各組成部分在編寫者視野中的地位高低、價值大小，它是輔助用書體系結(jié)構(gòu)與功能的部分體現(xiàn)。此外，我們還對各個欄目下的小欄目的使用情況進(jìn)行了分析，并進(jìn)行了有關(guān)差異顯著性檢驗。最后，我們也從多個視角、依照多個標(biāo)準(zhǔn)歸納了輔助用書的類型。2學(xué)生輔助用書編寫特點及功能的個案研究從影響比較大的輔助用手S中選取8本作為樣本，依據(jù)編制的分析類目，進(jìn)行深入的文本分析，在描述、概括其編寫特征的基礎(chǔ)上，分析了它們可能達(dá)成的功能和局限性。研究發(fā)現(xiàn)在編寫體例上，絕大多數(shù)輔助用書都形成“講例一練一測”的活動體系，這構(gòu)成了輔助用書的核心框架，相對來說，其他欄目則處于其下的位置。各個欄目的編寫質(zhì)是差別很大，分析發(fā)現(xiàn)個別欄耳被精心設(shè)計，應(yīng)該能夠達(dá)到預(yù)期的功能；有些欄目編寫質(zhì)量不高，恐怕難以完全達(dá)成預(yù)期的功能；個別欄目恐怕根本不能達(dá)成其預(yù)期功能?？傮w而言，輔助用書的主要內(nèi)容是提供給學(xué)生閱讀、理解的學(xué)習(xí)材料或者結(jié)論性知識、信息，而為學(xué)生提供的活動指南、工具比較少。此外，大量的內(nèi)容是適合學(xué)生復(fù)習(xí)鞏固階段II

簡介：YI毒。鴕萌蠶．佻天誓碩士專業(yè)學(xué)位論文一2008屆新課程背景下高中物理學(xué)目策略的研究RESEARCHONPLAYSIESLEAMINGSTRATEGIESIB一一SENIORHI曲SCHOOLINPACEWITHNEWCU“ICUTUM研究生姓名指導(dǎo)教師魁名I專業(yè)學(xué)位名稱研究方向論文提交日期關(guān)華麗韋洪濤教育碩士教育心理學(xué)2008牟LO月新課程背景下高中物理學(xué)習(xí)策略的研究英文摘要RESEARCHONPHYSICSLEARNINGSTRATEGIESINSENIORHIGHSCHOOLINPACEWITHNEWCURRICULUMABSTRACTTHEBEGINNINGOFTHE21髓CENTURYHASWITNESSEDANAGEOFKNOWLEDGEDRIVENECONOMYWITHFASTGROWINGSCIENTIFICTECHNOLOGIESANDSOCIETY．THOSEWHOATTEMPTAPREFERENTIALSTATUSINTHISSOCIETYINCASEOFBEINGELIMINATEDBYTHETIMESHAVETOPURSUENONSTOPANDLIFELONGSTUDY．THEREFOREITISMOREIMPORTANTTHANMERELYTOMEMORIZESOMEKNOWLEDGEFORSTUDENTSOFTODAYTOBEEQUIPPEDWITHLEARNINGDESIRES，INTERESTANDMETHODSANDTOMASTERSTRATEGIESOFSTUDY．TOMEETTHEDEMANDSINPROGRESSOFSCIENTIFICTECHNOLOGIESANDSUSTAINABLEDEVELOPMENT，CULTUREHIGHQUALITYPEOPLEANDPROMOTESTUDENTS’CHARACTERISTICALLROUNDINDEPENDENTDEVELOPMENT，ANEWERAOFCURRICULUMREFORMINFUNDAMENTALEDUCATIONWASUNVEILEDIN2001，INWHICHSITUATIONRESEARCHESINTOLEARNINGSTRATEGIESMUSTBECONDUCTEDSOASTOAPPLYTHISREFORMTOTEACHINGOFPHYSICSEFFECTIVELY,CHANGETHESTUDENTS’TRADITIONALLOWEFFICIENTWAYSOFSTUDY,IMPROVETHEIRLEARNINGABILITIESANDDEVELOPTHEIRSCIENTIFICQUALITIES．GUIDEDBYTHEORIESOFLEARNINGSTRATEGIESBOTHHOMEANDABROAD，THISPROJECTSTUDIESLEARNINGSTRATEGIESINPHYSICSSTUDYOFSENIORHIGHSCHOOL，COMBININGWITHFEATURESOFTEACHINGANDLEARNINGPHYSICSINSENIORHI曲SCHOOL，PSYCHOLOGICALCHARACTERISTICSOFSENIORHIGLLSCHOOLSTUDENTSANDTHEAUTHOR’SPERSONALTEACHINGEXPERIENCE．THROUGHRESEARCHANDTRAININGINSTRATEGIESOFLEARNINGPHYSICS，STUDENTSARESUPPOSEDTOLEARNHOWTOSTUDYANDIMPROVETHEIREFFICIENCYINLEARNINGPHYSICS，WHICHMAYINCONSEQUENCECONTRIBUTETOFURTHERREFORMOFNEWCURRICULUM．KEYWORDSNEWCURRICULUM；LEARNINGSTRATEGY；STRATEGIESOFLEARNINGPHYSICSINSENIORHIGHSCHOOLⅡWRITTENBYGUANHUALISUPERVISEDBYWEIHONGTAO

簡介：東北師范大學(xué)碩士學(xué)位論文多元智能理論指導(dǎo)下高中物理學(xué)業(yè)評價指標(biāo)體系構(gòu)建的初步研究姓名楊林申請學(xué)位級別碩士專業(yè)課程與教學(xué)論指導(dǎo)教師孟昭輝20080501ABSTRACT111THE21STCENTURY，COUNTRIESALLOVERMEWO訂DCOMPETEMOREANDMOREHOTLYDAYARERDAY，WHICHFOCUSESONTHECOMPETITIONOFTHEPERSONSWITLLABILITYONLYWHENTILEWHOLEDIATLLESISOFSUBJECTSIMPROVES，THEINTE乒ATIVESTRENGMANDNATIONALPOWERWILLIⅡ1PROVETHEREFORE，MANYCOUNTRIESREFO腫EDEDUCATIONONEARERTHEOTLLER，INCLUDINGOURCOUNT吼WMCHBROUGHTF0刑ARDTHESLOGANOF“STREN舀HENDIAMESISEDUCATION”HUMANS’DIAMESISISEXTENSIVE；HEREINTOSCIENCEDIATHESISISAVERYIMPORTANTPARTNOWA1AYS，INMESCIENCEANDTECHLOLOGYDEVELOPEDTIMES，ONLYO、VNINGCE刪NSCIENCEDIATHESIS，PEOPLECANADAPTT0THESOCIETYIILOURCOUNTRYWITHBASICEDUCATIONCOURSESIILLPROVEMENT，T11EACADE血CEVALUATIONOFHI曲SCHOOLPHYSICSFACESNEWCHOICEANDESTABLISLⅡNENTOFINDEXSYSTEMIILRECENTYEARS，ASCOURSEREFOMIMPROVESST印BYST印，MOREANDMOREPEOPLEBECOMECONCEMEDABOUTPHYSICSACADERLLICEVALUATIONHL“THECOURSESSTANDARDOFMGHSCHOOLPHYSICS”WHICHHASBEENPUTIILPRACTICE，THEA婦OFPHYSICSCOURSEHASCHANGEDINTOIMPROVINGALLSTUDENTS’SCIENCEDIATHESIS仃OMTHEPAST‘‘BASICKNOWLEDGEAILDSKILLS”THEMAINRESEARCHCONTENTINCLUDESFIRST，TOMAKEMULTIPLEMTELLIGEILCESANALYSISONHI曲SCHOOLSTUDENTS’PHYSICALDIATLLESISONTHEBASISOFTLLEFOMEDCONSTMCTIONOFPHYSICALDIATHESIS，REBUILDTHECONSTNLCTIONOFPHYSICALDIATHESIS；SECOND，TOU11DERS切NDTHEGENERALMLESANDINNUENCEFACTORSOFSTUDENTS’MELLIGENCEDEVEL叩Ⅱ煳T劬MME刪LTIPLEINTELLIGENCESPERSPECTIVE；廿LIM，TOANALYZET11EIMIILAILNOFSTLLDE吣’PHYSICSACADE血CDIEVELOPMENT丘’OMMENMLTIPLEINTELLIGENCESPERSPECTIVE；FOURTH，TO訂YT0EVALUATESTILDENTS’PHYSICSACAI詫MICDEVELOPMENT丘DMTTLE舢LTIPLEIMELLIGEILCESPERSPECTIVETHISRESEARCHISONMEBASISOFTHETHEOD，OF舢LTIPLEIMELLIGEILCES，鋤DHI曲SCH001STUDEMSAREITSRESEARCHOBJECTSACCORMNGTO訪TEⅣIEWSANDCASEALLALYSIS，UNDERSTANDⅡLEGROWILLGEXPERIENCEOFPHYSICSACADEIILICEVALUATIONO巧ECTS’，DESCRIBELLIGHSCHOOLSTUDENTJS’仃UECOURSEOFPHYSICSGROWING，鋤DCONCLUDELLI曲SCHOOLSTUDENTS’COURSECHMT甜STICOFPHYSICSSTLLDYING，SOAST0BUILDT11ECONSTMCTIONOFACADE面CEVALUATIONINDEXSYSTEMOFHI曲SCH001PHYSICSANDTOPROMOTETEACHERS’EXAILLILLINGTHEIROWNERRORSTOOFL研FACTUALGISTFORTHETHEORYSTILDYINGONPHYSICSACADE面CEVALUATIONINDEXSYSTEMANDTOEILRICHTHETHEOD，STUDYINGONPHYSICSTEACHINGEVALUATIONNOWADAYS，THERESEARCHONACADE血CEVALUATIONSYSTEMOFHI曲SCHOOLPHYSICSISFEW，ANDTHERESEARCHONEVALUATIONINDEXSYSTEMOFLLI曲SCHOOLPHYSICSISEVENLESSTHEREFORE，COMBILLINGSUBJECTCHARACTERISTICTOES試LISHACADE血CEVALUATIONINDEXSYSTEMOFHI曲SCHOOLPHYSICSISTLLEEMPHASESASWEUASTHEDI筒CULTYOFT11ERESEARCHKEYWORDSMULTIPLEINTELLIGENCES；ACADENLICEVALUATION；HIGHSCHOOLPHYSICS；PHYSICALDIATHESISII

簡介：YLLO6348單位代碼10476學(xué)號0402880001分類號G420河南衙瓢大孳碩士學(xué)位論文高中物理學(xué)困生學(xué)習(xí)情感的現(xiàn)狀調(diào)查及培養(yǎng)對策研究學(xué)科、專業(yè)研究方向申請學(xué)位類別申請人指導(dǎo)教師課程與教學(xué)論課程與教學(xué)論物理教育學(xué)碩士陳曉莉侯新杰教授二OO七年四月墓莖塑矍ABSTRACTITIS卸OBJECTIVEREALITYTHATTHEREATESOMANYWEAKSTUDENTSWHOHAVEMUCHDIFFICULTYINLEARNINGANDTHAT，THEWEAKSTUDENTSINPHYSICS，ISREALLYATISSUEINPHYSICSTEACHINGACTIVEIT’SNOTIMETODELAYANDNOWAYTOOBVIATEANDTHEREASONSFORTHISMATTERARECOMPLICATEDASARESULT，THERESEARCHTOTHESESTUDENTSWITHLEARNINGDIFFICULTYGASAROUSEDGENERALCONCERNSINTHECIRCLESOFEDUCATIONANDPSYCHOLOGYLEARNINGEMOTIONISWHATSTUDENTSFEELWHENTHEYSTUDYSUCHASTHEVARIETYOFLEARNINGATTITUDES，THEINNEREXPERIENCES，ETCITISONEOFTHETHREEIMPORTANTPARTSOFEMOTIONEDUCATIONINSENIORHIGHSCHOOL；IT’SSTILLANIMPORTANTFACETINTHERESEARCHFORTHEPROBLEMOFTHEWEAKSTUDENTSTHEPRESENTRESEARCHHASDISCOVEREDTHECAUSATIONTHROUGHASURVEYAMONG530SENIORHIGHSCHOOLSTUDENTS，ATESTONLEARNINGEMOTIONPARAMETERSUCHASINTERESTOFLEARNINGMOTIVATIONOFLEARNINGTEACHERSTUDENTRELATIONSHIP，THEWILL，ANXIETYREACTION，LEARNINGATTITUDEANDTHEMETHODOFLEARNINGBETWEEN118STUDENTSWITHEXCELLENTPHYSICSRECORDAND141STUDENTSWITHPHYSICSLEARNINGDISABILITYWITHTHEGUIDEOFEDUCATIONTHEORIESRELEVANTANDEXPERIENCEOFTHERESEARCHERGAINEDFROMMONTHSOFEDUCATIONPRACTICEINCLASSROOMSETTINGWEANALYZEANDDISCUSSTHECHARACTERISTICSOFTHEWEAKSTUDENTS’LEARNINGEMOTIONINPHYSICSANDTHECAUSESOFFORMATION，DETAILEDLYTHCY’RETHOSE笛THEFOLLOWSI，THEREISALACKOFINTERESTOFLEARNINGINPHYSICS；2THEIRMOTIVATIONOFLEARNINGISNOTINMODERATION，THEYAREOFTENINANXIETYANDOPPRESSION；3THEY’REPUZZLEDWITHTHETEACHERSTUDENTRELATIONSHIP，LONGINGFORBEINGUNDERSTOOD，LONGINGFORCOACEITIANDLOVE；4THEY’REINDREADOFDIFFICULTIESANDHARDSHIPS，THEIRWILLSAREINWEAKNESS；5THEY’REINHIGHINFERIORITYCOMPLEXANDLOWSELFCONFIDENCE；6111CYHAVEDOGOODLEARNINGATTITUDESANDEFFECTUALLEARNINGSTRATEGIESANDTACTICESATTHESAMETIME，AIMINGATTHESECHARACTERISTICSOFTHEWEAKSTUDENTS’LEARNINGEMOTIONINPHYSICS，WEBRINGFORWARDTOWWAYSOFCULTIVATINGANDTRANSFORMINGINTOAGETUPANDGOLEARNINGEMOTIONFORTHEWEAKSTUDENTSINPHYSICALTEACHINGPROCESS1RENOVATETHEEDUCATIONALCONCEPT，WEAKENTHEETHICALPOWER’ANDSTRIVETOCREATEAHARMONIOUSTEACHERSTUDENTRELATIONSHIPINDIALOGUE；2USETHEEDUCATIONALSCIENCEKNOWLEDGEMASTERLYTEACHSTUDENTSINACCORDANCEOFTHEIRAPTITUDE，ANDACCELERATETHENICEREVOLUTIONOFLEARNINGEMOTIONINTHELASTPART，THERESEARCHOFLEARNINGEMOTIONLATELINQUESTIONNAIRE，BETWEEOTHESTUDENTSOFTHEEXPERIMENTALCLASSANDTHECONTROLCLASS；ENDTHECOMPARISONTOPHYSICSGRADEBETWEENTHETWOCLASSES，AREIL

簡介：福建師范大學(xué)碩士學(xué)位論文職專生物理學(xué)習(xí)動機(jī)的培養(yǎng)和激發(fā)的研究姓名曾戎申請學(xué)位級別碩士專業(yè)教育指導(dǎo)教師賴恒20030822ABSTRACTLEARNINGMOTIVEINPHYSICSISTHEINNERFORCEWHICHCANDIRECTLYPROMOTESTUDENTSTOLEAMPHYSICSCONSIDERINGTHEREALITYTHATFORSECONDARYVOCATIONALSCHOOLSTUDENTSTHEREIS1“10INNERFORCEINPLLYSITSLEARNING，THISPAPERINVESTIGATESTHEPRESENTCONDITIONOFTHESUBJECTANDOBJECTEFFECTSONSTUDENFSLEARNINGMOTIVETHEN，INCLASSROOMTEACHING，THEMAJORWAYOFTEACHING，THISPAPERSETSFORTHTHREESTRATEGIESONHOWTOSTIMULATEANDDEVELOPLEARNINGMOTIVEFIRSTOPTIMIZETHECONSTRUCTIONOFLEARNINGCONTENTPROCESSANDORGANIZETEACHINGCONTENTINSPIRESTUDENTSORIGINALPHYSICALSCENEOLLTHEBASIS“OFTHETHREEASSIMILATINGMODESOFORIGINALNEWKNOWLEDGE，WHICHW鷸ADVOCATEDBYAUSUBELSECONDSETUPQUESTIONCIRCUMSTANCEINTHISPART，THEPAPERDEIFIESTHEMEANINGOFQUESTIONCIRCUMSTANCEANDTHEDIFFERENCEFROMLEARNINGCIRCUMSTANCEASWELLINADDITIONITCARRIESOUTFOURMEASURESONHOWTOSETUPQUESTIONCIRCUMSTANCEANDITSFOURMODESINEXPERIMENTTEACHINGLA鞏APPLYAFFECTIONELEMENTS，ESPECIALLYREFERRINGTOPOWEROFUNDERSTANDINGINTOTHEPROCESSOFTEACHINGINORDERTOIMPROVELEARNINGMOTIVEINPHYSICSKEYWORDSLEARNINGMOTIVETEACHINGINPHYSICSSECONDARYVOCATIONALSCH001STUDENTS

簡介：廣西師范大學(xué)碩士學(xué)位論文影響初中生物理學(xué)習(xí)成就的課堂因素初步研究姓名楊達(dá)莉申請學(xué)位級別碩士專業(yè)課程與教學(xué)論指導(dǎo)教師曾平飛20070401IIELEMENTARYSTUDYOFTHEFACTSTHATHAVEANEFFECTONTHEHIGHSCHOOLSTUDENTS’ACADEMICACHIEVEMENTINPHYSICSNAMEYANGDALISUPERVISPROFESSZENGPINGFEIGRADE2004SPECIALIZEDCOURSECURRICULUMWITHOUTASCIENTIFICALLYLITERATEPOPULATIONTHEOUTLOOKFABETTERWLDISNOTPROMISINGINDERTOUNDERSTTHESTUDENTS’SCHOLASTICATTAINMENTOFMATHEMATICSSCIENCEFROMALLOVERTHEWLDVARIOUSFACTSWHICHINFLUENCETHESCESIEAHASBEENSTARTINGTIMSSTIMSSISONEOFTHELARGESTTHEMOSTCOMPREHENSIVE，THESTRICTESTINTERNATIONALRESEARCHFTHE

簡介：物理學(xué)業(yè)情緒是學(xué)生在整個物理學(xué)習(xí)過程中，時刻經(jīng)歷著的情緒體驗，它影響著學(xué)生的物理學(xué)習(xí)動機(jī)、物理學(xué)習(xí)興趣、物理學(xué)習(xí)策略以及物理學(xué)業(yè)成績等。積極的物理學(xué)業(yè)情緒有助于激發(fā)學(xué)生的物理學(xué)習(xí)興趣和學(xué)習(xí)動機(jī)，促進(jìn)學(xué)生的物理思維活動和認(rèn)知過程，保證自主性學(xué)習(xí)的有效進(jìn)行，從而為學(xué)生學(xué)業(yè)進(jìn)步打下堅實的基礎(chǔ)。反之，消極的學(xué)業(yè)情緒阻礙學(xué)業(yè)進(jìn)步。除此之外，物理學(xué)業(yè)情緒在一定程度上也受到學(xué)習(xí)內(nèi)容、學(xué)習(xí)方式、學(xué)習(xí)動機(jī)、學(xué)習(xí)興趣、學(xué)習(xí)策略、歸因、自我效能感以及物理學(xué)業(yè)成績等諸多因素地影響。尤其在初中剛開始實施物理課程時，學(xué)生面對新的學(xué)習(xí)材料、新的學(xué)習(xí)方法以及新的學(xué)習(xí)壓力等，常常會出現(xiàn)一些情緒問題。教師若想幫助學(xué)生學(xué)好物理，提高物理學(xué)業(yè)成績，就必須了解物理學(xué)業(yè)情緒產(chǎn)生和變化的規(guī)律，以及影響物理學(xué)業(yè)情緒的各因素，并以此為基礎(chǔ)和依據(jù)幫助學(xué)生進(jìn)行有效地物理學(xué)業(yè)情緒調(diào)節(jié)。然而，由于傳統(tǒng)學(xué)習(xí)理論的局限以及情緒研究的復(fù)雜性等原因，長期以來，人們往往只關(guān)注學(xué)生認(rèn)知能力的發(fā)展，對學(xué)生情感地關(guān)注較少，對學(xué)生學(xué)業(yè)情緒地關(guān)注更少，學(xué)科學(xué)業(yè)情緒的研究也幾乎處于空白狀態(tài)。為了彌補(bǔ)理論研究的這一空缺，很有必要從學(xué)科教學(xué)的角度對學(xué)業(yè)情緒進(jìn)行研究。本文在了解大量國內(nèi)外相關(guān)研究的基礎(chǔ)上，遵循問卷設(shè)計的原則和程序，編制了物理課堂學(xué)業(yè)情緒問卷與物理課外學(xué)業(yè)情緒問卷，并以這兩份問卷為工具，調(diào)查了解了初中生的物理學(xué)業(yè)情緒狀態(tài)，統(tǒng)計分析了物理課堂學(xué)習(xí)、物理課外學(xué)習(xí)、物理考試三種情況下學(xué)業(yè)情緒的表現(xiàn)、主要影響因素以及與這些因素之間的相關(guān)性，并以統(tǒng)計分析所得結(jié)果為理論依據(jù)，為物理教學(xué)提出了切實可行的建議。全文分為六章理論綜述、本研究的設(shè)計思路、中學(xué)生物理學(xué)業(yè)情緒問卷的編制、中學(xué)生物理學(xué)業(yè)情緒調(diào)查及分析、研究結(jié)果對物理教學(xué)的啟示、研究反思等。綜合本研究結(jié)果主要得到以下結(jié)論1物理課堂學(xué)業(yè)情緒、物理課外學(xué)業(yè)情緒以及物理考試學(xué)業(yè)情緒的得分均基本符合標(biāo)準(zhǔn)正態(tài)分布。2物理課堂學(xué)業(yè)情緒、物理課外學(xué)業(yè)情緒、物理考試學(xué)業(yè)情緒均不存在性別差異、年級差異，但存在明顯的校際差異。3物理課堂學(xué)業(yè)情緒與物理學(xué)業(yè)成績、物理課堂學(xué)習(xí)認(rèn)真程度、物理課堂主動性、對物理教師的喜愛程度、教師評價等因素之間存在顯著的正偏相關(guān)關(guān)系，與物理課堂學(xué)習(xí)被動程度間存在顯著的負(fù)偏相關(guān)關(guān)系，說明物理課堂學(xué)業(yè)情緒與這些因素相互影響，互為因果。4物理課外學(xué)業(yè)情緒與物理學(xué)業(yè)成就自我評價、物理學(xué)習(xí)興趣、物理課堂主動性、同伴評價等因素之間存在顯著的正偏相關(guān)關(guān)系，與物理學(xué)習(xí)被動程度、家長對學(xué)生學(xué)習(xí)要求的嚴(yán)厲程度間存在顯著的負(fù)偏相關(guān)關(guān)系。物理課外學(xué)業(yè)情緒與這些因素相互影響、互為因果。5物理考試學(xué)業(yè)情緒與物理學(xué)業(yè)成就自我評價、物理學(xué)業(yè)成績間存在顯著的正偏相關(guān)關(guān)系，與物理課堂認(rèn)真程度、家長對學(xué)生學(xué)習(xí)要求的嚴(yán)厲程度間存在顯著負(fù)相關(guān)關(guān)系。物理考試學(xué)業(yè)情緒與這些因素相互影響。

簡介：華中師范大學(xué)碩士學(xué)位論文中學(xué)物理教學(xué)中滲透近代物理學(xué)思想的研究姓名白利燕申請學(xué)位級別碩士專業(yè)物理課程與教學(xué)論指導(dǎo)教師馬世豪20090501⑨碩士學(xué)位論文MASTER’STHESISABSTRACTBECAUSEOFTHEGREATDEVELOPMENTOFPHYSICS，MANYHIGHSCHOOLCURRICULUMHASADDEDSOMEMODEMPHYSICSMATERIALACCORDINGTOTHESITUATIONOFMODEMPHYSICSEDUCATION，HOWEVERTHERESTILLEXISTMANYTROUBLESANDPROBLEMSBEINGAGAINSTTHOSEPROBLEMS，THISPAPERANALYZEDTHEPRESENTSITUATIONOFMODEMPHYSICSEDUCATIONRESEARCHDOMESTICANDABROADAFTERSTATINGCLEARLYTHEBASICTHOUGHTSOFMODEMPHYSICANDITSVALUEOFEDUCATION，THEPROBLEMSOFTEACHINGMATERIALANDTEACHINGWEREENUMERATEDBASEONTHEEXPE6ENCEOFOVERSEACURRICULUM，THISPAPERPUTFORWARDTHEMETHODOFTAKINGTHEBASICTHOUGHTSOFMODEMPHYSICSINMIDDLESCHOOLPHYSICSTEACHINGINORDERTOSOLVESOMEPROBLEMSTHEFIRSTCHAPTERANALYZEDDOMESTICANDFOREIGNPRESENTSITUATIONOFMODEMPHYSICSEDUCATIONRESEARCHANDMADEASUMMARYTHESECONDCHAPTERWASTHEPEDAGOGICFOUNDATIONTHET11JRDCHAPTERCOVEREDTHEBASICTHOUGHTANDTHEPEDAGOGICVALUEOFMODEMPHYSICSTHEFOURTHCHAPTERMADESOMEANALYSESABOUTTHERELATINGCONTENTSOFNEWTEACHINGMATERIALASWELLASTHEPRESENTTEACHINGSITUATIONANDENUMERATEDSOMEPROBLEMSOFMODEMPHYSICSEDUCATIONREFERRINGTOTHEOVERSEASOUTSTANDINGTEACHINGMATERIALASWELLASTHERELATEDRESEARCHRESULTS，PROPOSEDTHETAKINGINMETHODTHEFIFTHCHAPTERWASTHEDETAILEDEXPLANATIONOFTHEMETHODDEFINITIONOFTAKINGINMETHOD、THEFEASIBILITYUNDERTHEPRESENTSITUATIONOFEDUCATIONANDFOURWAYSWHENADOPTEDWEREINCLUDEDTHESIXTHCHAPTERGAVE5EXAMPLESUSINGTHEMATERIALOFMODEMPHYSICSTHELASTCHAPTERMADEASUMMARYKEYWORDSMIDDLESCHOOLPHYSICSTEACHING；TAKINGIN；MODEMPHYSICS；BASICTHOUGHT

簡介：1023397學(xué)校代碼研究類型叁趟塑窺浙江師范史學(xué)碩士學(xué)位論文題目堡垡塑墼星滏羹士壹主塑墨整堂煎璧耋一學(xué)科專業(yè)一一二還壅魚熬堂迨一塑堡莖盞堂上一一牟級2004級學(xué)號至Q壘211望量研究生一一董塞擅一指導(dǎo)教師整叢扭螫揍中圖分類號G6337答辯時間2006年墮月一日高中生的知識基礎(chǔ)、認(rèn)知能力，著重闡述現(xiàn)代物理學(xué)在高中階段教學(xué)所需依據(jù)的原則。特別關(guān)注除其它學(xué)科普適性教學(xué)原則外的高中階段現(xiàn)代物理學(xué)教學(xué)的特殊原則。高中階段現(xiàn)代物理學(xué)教學(xué)內(nèi)容的選擇。參照新課程標(biāo)準(zhǔn)對現(xiàn)代物理學(xué)知識、方法以及觀念方面的要求，討論現(xiàn)代物理學(xué)滲透于高中物理教學(xué)可能的總體順序安排問題，重點在量的討論和深度的把握?，F(xiàn)代物理學(xué)滲透于高中物理教學(xué)的實施策略。高中物理教學(xué)中現(xiàn)代物理學(xué)的滲透，最重要的是課堂教學(xué)的實施。在一般教學(xué)過程的基礎(chǔ)上，分析高中物理教學(xué)過程的特殊性。依據(jù)相應(yīng)的理論基礎(chǔ)和教學(xué)策略的內(nèi)涵，為高中階段的現(xiàn)代物理學(xué)教學(xué)選擇運(yùn)用恰當(dāng)?shù)慕虒W(xué)策略。以教學(xué)內(nèi)容的具體教學(xué)目標(biāo)為中心，將教學(xué)組織形式的選擇、教學(xué)內(nèi)容的組織、教學(xué)媒體的選擇和教學(xué)方法的運(yùn)用這四個環(huán)節(jié)有機(jī)聯(lián)系起來綜合考慮。高中階段現(xiàn)代物理學(xué)教學(xué)，教學(xué)組織形式應(yīng)多樣化；教學(xué)內(nèi)容的組織注重完整性、系統(tǒng)性，從現(xiàn)代物理學(xué)建立過程的角度來體現(xiàn)理論的建立、方法的創(chuàng)新和觀念的變革；根據(jù)教學(xué)媒體的分類和高中現(xiàn)代物理學(xué)教學(xué)內(nèi)容的特點，主要使用平面媒體和情境媒體；教學(xué)方法的選擇和運(yùn)用是教學(xué)策略的重要環(huán)節(jié)，通過高中階段現(xiàn)代物理學(xué)教學(xué)，體現(xiàn)教養(yǎng)和教育的統(tǒng)一，倡導(dǎo)多樣化的學(xué)習(xí)方式。并以典型的課堂教學(xué)設(shè)計加以體現(xiàn)。關(guān)鍵詞高中物理教學(xué)；現(xiàn)代物理學(xué)；科學(xué)素質(zhì)；科學(xué)本質(zhì)；教學(xué)原則；教學(xué)過程；教學(xué)策略

簡介：Y9DZL69單位代碼10635西帚蟲學(xué)教育碩士學(xué)位論文初中課改與非課改學(xué)生高中物理學(xué)習(xí)情況的比較研究論文作者呂桂芳指導(dǎo)教師趙保鋼教授專業(yè)領(lǐng)域?qū)W科教學(xué)物理提交論文日期2006年5月論文答辯日期2006年6月學(xué)位授予單位西南火學(xué)中國重慶2006年5月THECOMPARISONRESEARCHOFTHEJUNIORREFORMEDSTUDENTSANDNONREFORMEDONES’PHYSICSSTUDYSITUATIONINTHEHIGHSCHOOLPROPOSEROFEDUCATIONMASTERSPECIALITYDEGREELVGUIFANGSUPERVISORPROFESSORZHAOBAOGANGABSTRACTSTHEAEWCURRICULUMREFORMEDFORTHESTUDENTS，THETEACHERS，THEGUARDIANSHASBROU曲TMANYENCOURAGINGCHANGES，ATTHESALTLETIME，ITENCOUNTEREDTHEIRQUESTIONS．THEARTICLECOMPARESTHREEASPECTSWHICHCOATAIADIFFERENCESBETWEENNLESTUDENTSINCURRICULUMREFORMEDANDTHENONCLASSCHANGESLIVESINUSINGIUNIORMIDDLESCHOOLPHYSICS，ASWELLASWHATABOUTTHEIRSTUDYINGWHENMEVENTERTHEHIGHSCH001ANDHOWTOCOMPLETETHETRADITIONALTESTQUESTIONSANDTHEEXPERIMENTALINQUIRINGINTOTESTQUESTIONS，BYUTILIZINGTHECOMPARATIVEANALYSIS，QUESTIONNAIRESURVEYANDSO013．，TOOBTAINTHETWOKINDSOFSTUDENTS’DIFFERENCESBETWEENTHEIRABILITIESTOINQUIREAND山EKNOWLEDGEANDSKILLSWHICHTRADITIONALTESTREQUESTS，SOTHATITMAVBECLARIFYSOMEWRONGUNDERSTANDINGSWHICHSOMEOFTEACHERSANDTHEGUARDIANANTITHESISHAS．RESEARCHONEINDICATESTHATTHENEWCURRICULUMREFORMSDOESNOTATTENUATETHEREQUESTTOSTUDENTSINKNOWLEDGEANDTHESKILLBYCOMPARINGANDANALYZINGCOMPULSORYEDUCATIONCURRICULUMSTANDARDEXPERIMENTTEXTBOOK”PHYSICS”F8GRADESPUBLISHEDBYTHESHANGHAISCIENTIFICANDTECHNOLOGYPUBLISHERSANDNINEYEARS’COMPULSORYEDUCATIONJUNIORMIDDLESCHOOLTEXTBOOK”PHYSICS”9GRADESOLDTEACHINGMATERIALPUTOUTBYPEOPLE’SEDUCATIONPUBLISHINGHOUSE；RESEARCHTWOGIVINGOUTSOMEQUESTIONNAIRESTOTHEPHYSICSTEACHERSTOOBTAINVIEWSABOUTSTUDENTSWHOUNDERGONETHECURRICULUMREFORMEDANDDIDNOTUNDERGOTHAT，THERESULTOFINVESTIGATIONINDICATESTHATTHEREISSUCHANIDEATHATREFORMEDCURRICULUMSTUDENTSARENOTBETTERTHANNONREFORMEDONESINTHEIMMEDIATETEACHERS．ITMEANSTHATTHECLASSCHANGESLIVES’DEPTHOFUNDERSTANDINGAND廿LESTUDYWILLPOWERAREINFERIORTOTHENON．CLASSCHANGESLIVES，BUTTHEYSURPASSTHEDONCLASSCHANGESININQUIRINGINTOTHEABILITYANDTHEDIVISIONOF1ABORANDCOOPERATIONASPECTOBVIOUSLY；RESCARCHTHREEMAKESTHESTUDENTSINCLASS10GRADE1ANDINCLASS8GRADELINTHEMIDDIESCHOOLATTACHEDBYTHESOUTHWESTUNIVERSITYTOHAVEATEST．FINALLYITINDICATASTHATTHEYDONOTHAVEANYDIFIERENCESINSTUDYINGTHETRADITIONALKNOWLEDGEANDSKILLSEXCEPTINCOMPLETINGTHETESTABOUTINQUIRES．KEYWORDSTHECLASSCHANGESLIVES；THENONCLASSCHANGESLIVES；KNOWLEDGEANDSKILL；THEABILITYOFINQUIRES；COMPARINGWITHRESEARCHING．1II

簡介：西北師范大學(xué)碩士學(xué)位論文高中物理學(xué)困生的成因及轉(zhuǎn)化策略的研究姓名冶占興申請學(xué)位級別碩士專業(yè)學(xué)科教學(xué)物理指導(dǎo)教師史玲玲20071101ABSTRACTACCORDINGTOTHESURVEY，ASTATISTICSWASMADEONTHEBASISOFTHERESEARCHRESULTANDANANALYSISWASDONEONTHEQUANTITATIVEPARTTHUSACONCLUSIONWASREACHEDTHATTHEMAINPROBLEMOFTHELEARNINGDISABLEDSTUDENTSINPHYSICS1IESINBOTHOFINTERNALCAUSEANDEXTERNALCAUSEMANYCAUSES，OFWHICHTHENONINTELLIGENTONEISTHEMOST，CONTRIBUTETOTHELEARNINGDISABLEDSTUDENTSTHEPAPERHEREPUTSFORWARDTHECORRESPONDINGHELPINGANDALTERINGSTRATEGYKEYWORDSPHYSICSTEACHINGDIFFICULTYINLEARNINGLEARNINGDISABLEDSTUDENTSINPHYSICSINTERNALCAUSEEXTERNALCAUSE