簡介：河北師范大學碩士學位論文高中物理學習困難成因及對策研究姓名杜華明申請學位級別碩士專業(yè)教育學科教學物理指導教師魏國強20080401ABSTRACTTHEPROBLEMOFSTUDYINGDI瓶CURLYHASBECOMEONEOFTHEHOTTESTSPOTSTHATTHEWHOLEWORLDSHOWSSOLICITUDESINCEYEARSAGOALOTOFEDUCATIONISTSANDSCHOLARSHAVEASSUMEDLARGEAMOUNTOFRESEARCH，ANDHAVEGAINEDALOTOFIMPORTANTCONCLUSIONFROMEACHANGLESTOTHESTUDENTWITHDIFFICULTIESINSTUDYINHI曲SCHOOLS，ITISANOBVIOUSANDOBJECTIVEPROBLEMTHATALARGENUMBEROFSTUDENTSARESUFFERINGFROMDIFFICULTIESINPHYSICSSTUDYWHICHHASBEEN‘BLOCKINGSTUDENTS’HEALTHANDALLROUNDDEVELOPMENT，PERPLEXINGDEVELOPMENTOFEVERYCOUNTRY’SEDUCATION，ANDAFFECTINGTHEBENEFICIALRESULTOFEDUCATIONTHOUGHTHEFACTORSINTHEFORMOFTHESTUDYPROBLEMSAREMANYSIDED，SUCHASONE’SOWNELEMENTS，SCHOOLS，TEACHINGMATERIALS，F(xiàn)AMILYSOCIETYETC，YET，ASLONGASEACHOFOUREDUCATIONALWORKERSANDSOCIETYUNITE，TAKINGONGREATRESPONSIBILITYONEDUCATIONTHESTUDENTSWHEALLYHAVETHOSEDIFNCULTIESWILLBEFEWERANDFEWERTHISTHESISCONDUCTSTHEMETHODOFCOMBININGPRACTICEWITHTHETHEORIES，DOINGRESEARCHONTHECAUSESANDCORRESPONDINGTEACHINGSTRATEGIESOFHIGHSCHOOLSTUDENTS’DIFFICULTIESINPHYSICSSTUDYDOCUMENTANDDATAAIDS，QUESTIONNAIRES，ANDINTERVIEWSWILLBEADOPTEDINTHEPROCESSOFRESEARCHINQUESTIONNAIREINVESTIGATION，257STUDENTSAREASCERTAINEDTHEONESWHOHAVEDIFFICULTIESINLEARNINGPHYSICS257QUESTIONNAIREPAPERSAREDISTRIBUTEDAND235GOTBACKSTARTINGWITHTHESEVERALASPECTSSUCHASSTUDYINGEMOTION，STUDYINGPSYCHOLOGYLEARNINGMETHOD，COGNITIONABILITYETC，THEQUESTIONNAIRECARRIESOUTTHERESEARCHANDANALYSISANDTHEINTERVIEWS，WITHPARTOFTHETEACHERSANDTHESTUDENTSWHOHAVETHOSEPROBLEMS，GOTHROUGHTHEWHOLEPROCESSOFTHERESEARCH，TOSUPPLEMENTTHESHORTCOMINGSOFTHEQUESTIONNAIRECLASSIFYINGTHESTUDENTSWHOHAVETHOSEDIFFICULTIES，ANALYZINGANDSUMMARIZINGTHECHARACTERISTICSOFTHOSESTUDENTS，THENEXPLORINGTHEMAINCAUSEOFTHEDIFFICULTIESINTHEASPECTSOFSUBJECT，TEACHERS，STUDENTS，F(xiàn)AMILYSOCIETYETCFINALLYWEWORKEDOUTTHESTRATEGIESOFSOLUTIONACCORDINGTOTHECAUSES，INTHATWAYWECANTRANSFORMINGTHESTUDENTSWHOHAVEDIFFICULTIESINPHYSICSLEARNINGEFFECTLLYONTRANSFORMINGTHESTUDENTSWHOHAVEDI街CULTIESINPHYSICSSTUDYWEREQUESTMORETOTHETEACHERSOFPHYSICS1CHANGETHECONCEPTOFEDUCATION2IMPROVEONE’STIMBERONTRANSFORMINGTHESTUDENTSWHOHAVEDIFFICULTIESINPHYSICSSTUDYWEMUSTGUIDETHESTUDENTTIMELY1PAYATTENTIONTOTHEDEVELOPMENTOFTHOSESTUDENTS2IMPROVETHESTUDENTS’STRUCTUREANDTHECHARACTERISTICOFUNDERSTANDING3IMPROVETHESTUDENTS’DEVICEINPHYSICSLEARNINGINTHECASERESEARCH，WECARRIEDONTHECONFIRMATIONTOTHEMEASURESABOVETHERESULTINDICATEDTHEMEASURESHADCERTAINEFFECTSONTRANSFORMINGTHESTUDENTSWHOHAVEDIFFICULTIESINPHYSICSLEARNINGBUTTRANSFORMINGTHEMNEEDSACERTAINTIME，SOINJUSTASEMESTERTHEEFFECTWOULDNOTBEVERYOBVIOUSKEYWORDSDIFFICULTIESINPHYSICSSTUDYPHYSICSTHESTUDENTSOFLEARNINGDIFFICULTIESCAUSESTRATEGIESIV

簡介：蠢鏨霎薹霎耋薹|至霎薹薹萋1。1薹羹冀霧蓁摘要中學物理教學大綱明確指出，物理課程要使學生受到相信科學、熱愛科學的教育，引導學生思考科學技術(shù)與人類社會的相互關(guān)系。要使學生在學習知識的同時潛移默化地受到辯證唯物主義教育，要培養(yǎng)學生實事求是的態(tài)度，教育學生從實際出發(fā)，尊重事實，按客觀規(guī)律辦事。當前國內(nèi)物理學史方面的研究重點在從物理學的發(fā)展中研究物理學家在探究中所使用的方法；從物理學的發(fā)展中總結(jié)物理學的研究方法、物理思維、重要的實驗以及重要概念規(guī)律的確定和古代的科技及文化。對于物理學史與教學之間的關(guān)系研究的較少，對物理學史教育功能的研究主要集中于愛國主義教育，激發(fā)學生學習興趣等方面，缺泛全面系統(tǒng)的研究?？偟膩碇v目前在中學教學中絕大多數(shù)教師在教學中不太注重利用物理學史來服務(wù)教學，由于物理學科本身體系性很強，再加上受到應(yīng)試教育的影響，使得廣大物理教師將大量的精力用于知識的傳授和對學生進行解題技能方面的訓練，許多教師認為物理學史的引入必然會分散學生的精力從而削弱技能的訓練。物理學史是豐富的物理教學資源寶庫，有豐富的內(nèi)涵，在物理知識教學、科學思維和方法的教育以及樹立科學人文精神等方面發(fā)揮著積極有效的作用。通過物理學史的學習，不但能增長見識，加深對物理學的理解，更重要的是可以從中得到教益，得到啟示，開闊眼界，從前人的經(jīng)驗中吸取營養(yǎng)，用以指導我們的工作、學習，使我們少走彎路。物理學史集中體現(xiàn)了人類探索和逐步認識物理世界的現(xiàn)象、特性、規(guī)律和本質(zhì)的歷程．任何一個具體的物理知識和理淪體系都是匯集許多入的研究成果而建立起來的，常常是幾十年、甚至上百年的努力才能邁出有意義的一步，它包含著認識論和方法論的因素，包含著探索者的艱辛與悲歡，又體現(xiàn)著認識過程中理論與實踐、繼承與突破、理性與非理性的辨證統(tǒng)一，因而也包含著豐富的“教書育人”的教育因素，因此，在高中物理教學中引入物理學史教育具有非常重要的意義。本文開展物理學史在物理教學中滲透的研究，綜述分析物理學史在中學生物理教學中滲透研究的現(xiàn)狀，闡述了物理學史在物理教學的意義，物理學史滲透物理教學的理論依據(jù)，物理學史與物理教學的關(guān)系，物理學史在物理教學中滲透的重要性，物理學史在物理教學中滲透的原則，物理學史與中學生綜合素質(zhì)培養(yǎng)的關(guān)系，特別是物理學史與學生能力培養(yǎng)的關(guān)系。通過本課題的研究，期望能更加全面的地了解物理學史的素質(zhì)教育功能和如何有效地實現(xiàn)物理學史的素質(zhì)教育功能的方法和途徑，能夠在課堂教學實踐中在發(fā)展中學生綜合素質(zhì)方面發(fā)揮其應(yīng)有的作用。關(guān)鍵詞物理學史物理教學

簡介：山東師范大學碩士學位論文借鑒多元智能理論改革物理學科知識教學的研究姓名王霞申請學位級別碩士專業(yè)課程與教學論（物理）指導教師劉文賢20060410山東師范大學碩十學位論文II于斗H對應(yīng)的符號系統(tǒng)足敏感的。岡此，我們可以根據(jù)學生的智能結(jié)構(gòu)狀況，將知識I山容以多元化形』℃望現(xiàn)，使每個學G都可以運用自己的智能強項進行學爿這樣束C，J以促進學牛對知識的王甲解，有利丁個體AIJ以的生成。本文刈知識以多元化形式呈現(xiàn)的意義進行了探討，在此基礎(chǔ)上，結(jié)合目前基礎(chǔ)教育中課章教學的實際，筆者提出了借鑒多幾智能理淪對物理學科知識的多?；尸F(xiàn)形式進行選擇時所應(yīng)遵循的原則。關(guān)鍵詞物理知識個體知識多元智能理論符號系統(tǒng)分類號G6337

簡介：蘇州大學碩士學位論文高中物理學習策略的培養(yǎng)研究姓名魯世明申請學位級別碩士專業(yè)教育管理指導教師劉電芝20101006高中物理學習策略的培養(yǎng)研究中文摘要III結(jié)、反思學習的好習慣、能夠形成正確的自我評價觀。關(guān)鍵詞學習策略高中物理概念規(guī)律實驗解題思維分析培養(yǎng)研究作者魯世明指導老師劉電芝

簡介：天津師范大學碩士學位論文合作學習教學模式對提高高中生物理學習興趣的探究姓名郭楊敏申請學位級別碩士專業(yè)學科教學物理指導教師孫佩雄20091001ABSTRACTINTHENEWCOURSEREFORMINCHINAATEACHINGPHILOSOPHYOFMULTIPLICATIONEDUCATIONALMODELISHIGHLYPRAISEDBYMANYPEOPLECOOPERATIVELEARNINGMODELISANEWTEACHINGPHILOSOPHYINSENIORHIGHSCHOOL，SOWENEEDTOEXPLORECAREFULLYHOWTOUSEITWELLATTHESAMETIMEIFTHESTUDENTSARETRULYINTERESTEDINITTHEYWILLHAVEAPOSITIVEATTITUDETOWARDSLEARNING，THENPUTGREATINTERESTINTOLEARNINGTHEINTERESTOFPHYSICSLEARNINGFORHIGHSCHOOLSTUDENTSISANIMPORTANTNONINTELLECTUALFACTORITCANEFFECTTHEEFFICIENCYOFTHEIRPHVRSICALLEARNINGATACTIVITIESINTHEBASISOFRESEARCHIGTHECURRENTSITUATIONOFPATTERNSFORSENIORPHYSICSTEACHING，COOPERATIVELEARNINGMODELANDTHESTUDYINTERESTOFSENIORHIGHSTUDENTINPHYSICAL，WEDOTHISSTUDYTOENRICHTHESENIORPHYSICSTEACHINGANDRAISETHEIRPHYSITSLEARNINGACTIVITIESTHESTUDYWASCONDUCTEDINOURCOUNTRY’SBASICEDUCATIONINTHECURRENTCONTEXTOFCURRICULUMREFORM，F(xiàn)ORTHEPURPOSEOFIMPROVINGPHYSICALLEAMINGEFFICIENCYANDLEARNINGINTERESTBYSTUDYINGTHEPSYCHOLOGYCHARACTERISTICSOFHIGHSCHOOLSTUDENTS’，THEFEATHERSOFHIGHSCHOOLPHYSICSANDTHECOTEACHINGMODELONTHEBASISOFTHEFOLLOWINGTHEORIESNONINTELLECTUALFACTORSONLEARNINGANDPSYCHOLOGYTHEORYEDUCATIONALTHEORYINCONSTRUCTIVISMANDTHETHEORYOFCOTEACHINGMODELTHROUGHTEACHINGPRACTICETOHIGHSCHOOLSTUDENTS，MEANWHILE，BYCOMPARINGTHEEFFECTIVENESSOFTEACHINGANDTHEINTERESTINLEARNINGPHYSICALWECANFINDAWAYTOINTEGRATEACOTEACHINGANDHIGHSCHOOLPHYSICSTEACHING，TOAROUSEHIGHSCHOOLSTUDENTS’PHYSICALLEARNINGINTERESTANDTOIMPROVETHEEFFICIENCYOFPHYSICALTEACHING。COOPERATIVELEARNINGMODELHAVEAGOODEFFECTINIMPROVINGSTUDYINTERESTINGOFHIGHSCHOOLSTUDENTSTHISTHEORYCANENHANCEPERSISTENCEOFSTUDYINTERESTINGOFSTUDENTSTHENMAKETHEMCHANGETHEPRIMALLEVELOFDIRECTINTEREST，OPERATINGINTERESTINTOHIGHERLEVELOFCAUSEANDEFFECTINTEREST，THEORYINTERESTATTHESAMETIME，THISTHEORYALSOCANEFFECTIVELYWEAKENTHEPOLARIZATIONINSENIORGRADEONESTUDENTS’PHYSICSSTUDYINTERESTINGSOTHATTOHELPMESOLEVELSTUDENTSIMPROVESTUDYINTERESTINGKEYWORDSINTERESTINLEARNINGTEACHINGMODEIICOOPERATIVELEARNINGSENIORPHY’SITSTEACHING

簡介：分類號G632學校單位代碼10446碩士學位論文論文題目運用物理學史提高高中生科學素養(yǎng)的研究研究生姓名高鑫學科、專業(yè)課程與教學論研究方向物理課程與教學論導師姓名、職稱李新鄉(xiāng)教授論文完成時間2012年4月曲阜師范大學研究生學位論文原創(chuàng)性說明（根據(jù)學位論文類型相應(yīng)地在“□”劃“√”）本人鄭重聲明此處所提交的博士□碩士□論文運用物理學史提高高中生科學素養(yǎng)的研究，是本人在導師指導下，在曲阜師范大學攻讀博士□碩士□學位期間獨立進行研究工作所取得的成果。論文中除注明部分外不包含他人已經(jīng)發(fā)表或撰寫的研究成果。對本文的研究工作做出重要貢獻的個人和集體，均已在文中已明確的方式注明。本聲明的法律結(jié)果將完全由本人承擔。作者簽名日期曲阜師范大學研究生學位論文使用授權(quán)書（根據(jù)學位論文類型相應(yīng)地在“□”劃“√”）運用物理學史提高高中生科學素養(yǎng)的研究系本人在曲阜師范大學攻讀博士□碩士□學位期間，在導師指導下完成的博士□碩士□學位論文。本論文的研究成果歸曲阜師范大學所有，本論文的研究內(nèi)容不得以其他單位的名義發(fā)表。本人完全了解曲阜師范大學關(guān)于保存、使用學位論文的規(guī)定，同意學校保留并向有關(guān)部門送交論文的復印件和電子版本，允許論文被查閱和借閱。本人授權(quán)曲阜師范大學，可以采用影印或其他復制手段保存論文，可以公開發(fā)表論文的全部或部分內(nèi)容。作者簽名日期導師簽名日期

簡介：首都師范大學碩士學位論文激發(fā)中學生物理學習成就動機途徑的理論研究姓名趙欣申請學位級別碩士專業(yè)課程與教學論指導教師續(xù)佩君20060401ABSTRACTACHIEVENLELLTMOTIVATIONISANINT甜ORDYN鋤ICALPROCESSING也ATMDIVIDUALMAKEASUCCESSOFSOMEWORTHWOFKSORACTIVEITISALE妣GMOTIVATIONFORSCHOOLWORKSUCCCSSIILLEAMINGFLELD，AILDITISANINTERIORPOWERWHICHDRIVESS伽DEILTSTO1EAMWHEREASACHIEV啪ENTMOTIVATION’SIMPONANTPLACEINLEARNINGACTIVEANDSNJDENTS’ACLLIEVEMENTMOTIVATIONREPRESENTSDIFFH∞TLEVELANDIMENSIONINDIFF缸ENTSUBJECTS，ITISNECESSARYTHATM鋤AGEG％ER8LACHIEV啪ENTMOTIVATIONMEORYTORESEARCHINSOMESUBJECTS，SUCHASPHYSICS，HOLDSOMECHARACTERISTICSANDSOMEINNUENDNGFACTORSOFACLLIEVEMENTMOTIⅥ瞳IONINHIGHSTILDENTS’PHYSICS1E蛐IN島TRYTOFINDOUTSOMEAPPROACHESTOINSPIREACLLIEV鋤E11TMOTIVATIONINSTUDENTS’PH”ICS1E鋤IN昏THEREAREFOURPANSINTHISTEXTTHEFIRSTPARTIN仃ODLLCESTLLERESEARCHBACK舀0UND，MOSTLYCONT蹦T，RCSEARCHMCMODANDSI蟹皿IFICANCEOFTHISSTUDYTHESECONDPARTISATLLCORIESFO蚰DATIONOFTLLISRESEARCH，MAINLYINCLUDINGRCLATEDTLLCORIESOFADHIEV啪ENTMO缸ⅥNION，TLLEORYOFM嬲TERY1EAMINGBYBLOOM，CO髓ITIVEDEVELOPMENTALTHEORYBYVYKOTSKYA11DPJAGEIANDRRARGET’ST洲NGMODEBYAMESTHESECONDPARTALSOINTRODUCESS啪ECH耵A涮STICSOFLLI曲SNLD朗心PSYCHOLOGYDEVELOPMEILT，LLI曲SCH001’SPHYSICSOOURSE鋤DS咖ECH鋤CL嘶STICSOFPH徊CSLEAFLLINGTHETHIRDPANDESI印S，CAM韶ON柚D柚ALYS髓TLLEFE鋤LTOFS鋤LPLINGF齬E疵HOFPRESEMCONDMONOFLLIGHSCHOOLS拋DEMS’ACLLIEVEM∞TMOTIV砒IONINPHYSICS1CANLINGETSHI曲SCHOOLSTUDENTS’CHAMCTERISTICSOFACHI“鋤E11TMOTIVATIONINPHYSICSLE鋤ING，ANDCONSTITUTESDAMMODELABOUTINFLU觚DNGFACTORSOFACHIEVEM％TMOTIVATIONIN11I西STTLDENTS’PHYSICSLEAM缸GB嬲EDONTHERCSEARCHOFFOMLCRMRCEPARTS，THEFBURTHPARTPUTSFION】LRARDSOMEAPPROACHESA11DCORRESPONDINGME粥URESTOINSPIREACHIEV鋤EMMOTIVATIONINSTUD髓TS’PLLYSICSLE刪N舀THENPMVESSOMEAPPMACH’SEMCIENCYALLDFEASIBILITYBY曲VESTIGATINGAILDINTEⅣI哪ING肺MLLI曲SCHOOL’SPHYSICSTEACHERS鋤DHI91LSCH001STLLD鋤TS，ATL嬲T，CORRECTSSOMEAPPROACHESANDCORRESPONDINGMEASURESTHEFIFNLPANS眥吼撕ZESMERCSEARCH’SWORKS，POINTSOUTSOMEDEFICIELLCIESOFTHISRESEARCH，PROSPECLSTHEFOREGROLLLLDOFITT11ISRCSEARCHINTRODUCESRESEARCHMETHODOFMULTIPLEREGRESSIONANALYSIS仔OMPSYCHOLOGYST撕STICS，THEMAINRESEARCHMEMODASSOCIATESQUAILTITYWIMQUALITY，INCLUDINGLITERANJRERESEARCH，QUESTIONNAIRESURREYANDINTERVIEWMETHODKEYWORDSACHIEVELLLCNTMOTIVATION，PHYSICSTEACHING，HI曲SCH001STUDENTS，MULTIPLERE乒ESSIONANALYSIS，INSP塒NGAPPROACH

簡介：華東師范大學博士學位論文信息技術(shù)支持下的物理學與教的研究教師專業(yè)發(fā)展的視角姓名武荷嵐申請學位級別博士專業(yè)物理學科教育指導教師胡炳元楊友源20080501ABSTRACTTHETHESISSELECTSTHERESEARCHPROJECTOFITSUPPORTEDPHYSICSLEARNINGANDTEACHINGITAIMSTOENHANCETHEQUALITYOFLEARNINGANDTEACHINGBYUSINGINFORMATIONTECHNOLOGYITASINSTRUCTIONISTHESAMEPROCESSOFTEACHERS’TEACHINGANDSTUDENTS’LEARNING，WHETHERTHECRITICALORRECONSTRUCTIONOFTHETRADITIONALCLASSROOMWILLBEFOCUSEDONTHE”TEACHING”AND”LEARNING”FROMTHEPERSPECTIVEOFPHYSICSTEACHER’SPROFESSIONALDEVELOPMENTTPD，THISTHESISSTUDIEDTHEINFORMATIONTECHNOLOGY’SITROLEOFENHANCETHEQUALITYOFLEARNINGANDTEACHINGITCOULDIMPROVEPHYSICSLEARNINGANDTEACHING，ISALOGICALSTARTINGPOINTOFTHISRESEARCHWESTUDYHOWTEACHERSCREATETHEINITIATIVELEARNINGSITUATIONSANDPHYSICSLEARNINGENVIRONMENTWITHTHESUPPORTOFITTRYINGTOUSCITASTHECOGNITIVEANDSENSIBILITYINSPIRITINGTOOLSOFPROMOTINGSTUDENTSPHYSICSSTUDYANDTHETOOLSOFINSTRUCTIONALENVIRONMENTBUILDING，TOENHANCETHEQUALITYANDTHEEFFECTOFPHYSICSTEACHING，WHICHMEANSTHEREALIZESOFTEACHER’SOWNDEVELOPMENTNISTHESISTOTALLYHASFOURPARTSINTHEFIRSTPARTTHEPEDAGOGICALTHEORYSTUDYISFOCUSEDONTHECHARACTERISTICOFSUBJECTINSTRUCTION，DEVELOPMENT，ANALYZINGTHETPD’SHISTORYCONNOTATIONSTHETHEATRICALBASEMENTSSUCHASSTUDYTHEORIESANDSYSTEMSCIENCEOFITSLTPDANDTHEIRTUTORINGMEANINGSAREDISCUSSEDINTHESECONDPARTACCORDINGTOINVESTIGATION，WEFOUNDTHEUTILIZATIONOFITINPHYSICSTEACHINGISONLYRESTONTHEFIRSTSTEPSOITISSIGNIFICANTTESEARCHTHEPRINCIPLESANDMODELSOFITSUPPORTEDLEARNINGANDTEACHINGITSTINTHETHIRDPART，ASMOBILELEARNINGISGETTINGMOREANDMOREPOPULARINLEARNING，ITHASBEENDISCUSSEDTHATHOWTOEFFECTIVELYLEARNINGPHYSICSBYUSINGNETWORKANDMOBILE，ANDHOWTODESIGNNETWORKBASEDWEBSITEANDTHEMOBILEMEDIARESOURCESINPHYSICSLEARNINGINTHELASTPARTWEINTRODUCEDTHEDESIGNS，INSTRUCTIONALPROCESSES，ANDPRACTICALTECHNOLOGIESOFTHEITWORKSHOPFORPHYSICSTEACHERSANDINTRODUCEDTHEVIDEOCASESTUDYINPRACTICESTHETHESISATTEMPTTOFINDTHEEFFECTIVEMODELSOF“IT’DANDHOPECANPROVIDETHERESEARCHMODELOFINTEGRATEITINTOTHEPHYSICSCURDCUHMSFORWARDLYKEYWORDINFORMATIONTECHNOLOGYIT；TEACHER’SPROFESSIONALDEVELOPMENT；PHYSICSLEARNINGANDTEACHING；ITWORKSHOPFORPHYSICSTEACHER；MOBILELEARNING

簡介：首都師范大學碩士學位論文高中物理學習效率低下學困生轉(zhuǎn)變的策略研究姓名包建嬌申請學位級別碩士專業(yè)課程與教學論物理指導教師錢小陵20080401教育彤II論文商中物胖學習效牢低下學困中轉(zhuǎn)受的策略研究ABSTRACTEVERYTIME，SOMEOFMYNEWSTUDENTSWILLSOONERORLATERCOMETOTALKWITHMELIKETHAT“MISSBAO．1THINKIHAVESPENTALOTOFTIMEONPHYSICSANDIAMVERYINTRESTEDINITALSO．BUTIALWAYSFEELPUZZELEDABOUTITSOTHATICAN’TFINDAGOODWAYTOSOLVETHEPROBLEMSIMEET．OFCOURSE，ASATISFACTORYGRADECAN’TAPPEARAFTERTHEEXAM．SOIALMOSTLOSECONFIDENCE．MAYBEICANNEVERLEARNITWELL．COULDYOUHELPME”SEEINGTHEIRHELPLESSANDEAGERFACE，IMADEUPMYMINDTOTRYMYBESTTOHELPTHEMBYGIVINGTHEMGOODWAYSANDSTRATEGYANDTEACHINGTHEMHOWTOSTUDYPHYSICS．THEREFOREICHOSETHISTOPIC．MYESSAYINCLUDESTWOPARTSINTHEFIRSTPARTIMADEASURVEYABOUTTHEREASONSWHYSTUDENTSHADDIFFICULTYINLEARNINGPHYSICSINOURSENIORMIDDLESCHOOLTHROUGHTHEQUESTIONAIRBASEDONPEDAGOGY,PSYCHOLOGYANDMULTIINTELLEGIENCE．THENINTHESECONDPARTIHELPEDMYSTUDENTSWHOSUFFEREDFROMLOWLEARNINGEFFICIENCYBYUSINGEFFECTIVEMETHODANDDIDARESEARCHONTHAT．FIRST，IMADEADEFINITIONOFTHESTUDENTSHAVINGDIFFICULTIESINPHYSICS；NEXT，IREFERREDTOBOOKSHOMEANDABROADABOUTTHECURRENTSITUATIONOFLOWEFFICIENTSTUDENTSINPHYSICS．THENIMADEASURVEYABOUTTHEMAINREASONSWHYSTUDENTSHADDIFFICULTYWITHPHYSICSIN800STUDENTSFROMSENIORL2INOURSCHOOLTHROUGHTHEQUESTIONAIRANDANALYZEDTHERESULT．INTHESECONDPART，ICHOSESTUDENTSWHODIDN’THAVELOWGRADEBUTLOWEFFICIENCY．ITALKEDWITHTHEMANDSUMMARISEDWHATTHEYHADINCOMMON．THATIS，THEYDIDN’THAVEEFFECTIVELEARNINGMETHODORAKNOWLEDGESYSTEMHADN’TBEENFORMEDINTHEIRHEAD．CONSIDERINGTHATCOOPERATIVELEARNINGMAYHELPTOIMPROVESTUDENTS’EFFICIENCYANDUNDERSTANDINGOFCONCEPTS，LUSEDTHECONCEPTMAPTOHELPSTUDENTSTOBUILDTHERELATIONSHIPBETWEENDIFFERENTCONCEPSANDBUILDAKNOWLEDGESYSTEM．DURINGTHERESEARCH，IMADERECORDSCAREFULLYANDTRAINEDSTUDENTSTOUSEEFFECTIVELEARNINGMETHODTOSTUDYPHYRSICS．ATLENGTH，IMADEASUMMARYABOUTTHERESEARCHRESULTSBYTALKINGWITHTHEMANDANALYZINGTHEEXAMPAPERS．KEYWORDSTHESTUDENTSHAVINGDIFFICULTIESINPHYSICSLEARNINGEFFICIENCYCOOPERATIVELEARNINGCONCEPTMAP3

簡介：天津師范大學碩士學位論文新課程理念下高中物理教學中引入物理學史的實踐與研究姓名林峰申請學位級別碩士專業(yè)學科教學物理指導教師孫佩雄20091001英文摘要ABSTRACTTHESTANDARDOFSENIORPHYSICSCOURSESCLEARLYPOINTSOUTTHEAIMOFTHESENIORCOURSESISTOIMPROVEMOREINSTUDENTS’SCENTIFICABILITYANDKNOWLEDGEANDSKILLS，PROCESSANDMETHODS，ASWELLASEMOTIONALATTITUDEANDVALUESCANBEUSEDTOTRAINSTUDENTSTHENEWREARMINTHECOURSESBRINGSUSPHYSICSTEACHERSNEWTOPICS，WHICHASKSUSTODIGUPTHEHUMANISMVALUEOFITSHISTORYANDEDUCATIONALPROCESS，SEEKTHECOMBINATIONOFPHYSICSANDHUMANISMEDUCATION，ANDIMPROVETHETEACHINGMETHODSTOFOSTERSTUDENTS’SCIENTIFICACCOMPLISHMENTS，WHILETHEPHYSICSTEACHERSGIVETHEIRLESSONSORTRAINTHESTUDENTS’ABILITYTHEESSAY，BASEDONTHENEWSTANDARDANDGUIDEDBYEDUCATIONALPSYCHOLOGYADOPTSTHEMETHODOFBRINGINGINPHYSICSHISTORYWHILETEACHINGANDTHESTUDYWILLBECARRIEDOUTAMONGTHESENIORTHESTUDYFREELYCHOOSESTWOCOMMONCLASSESINSENIOR2ANDPICKSOUT32STUDENTS16BOYSAND16GIRLSFROMEACHACCORDINGTOTHEPRINCIPLEOFEQUALANDMATCHCHOOSECLASSONEASEXPERIMENTANDTHEOTHERCOMPARISONUSE“THEMODALOFEQUALTEAMTESTEDBEFOREANDAFTER”TOCARRYONPUTTHEMEASUREDDATAINTOCOMPUTERTODEALWITHUSINGMICROSOFTEXCELANDZTESTTHERESULTWILLUSEFORMSTOIMPROVETHEVISIONTHROUGHOUTTHESTUDYOFUSINGPHYSICSHISTORYWHILETEACHINGANDANALYZINGOFTHEGAINEDDATA，THERESULTSHOWSTHATTAKINGTHEABOVEMETHODCANHAVEANACTIVEEFFECTONSENIORSTUDENTSITCANILLUSTRATETHESTUDENTS’INTERESTANDIMPROVETHEIRMARKSANDBRINGUPTHEIRSCIENTIFICABILITYANDHUMANISMSPIRITTHUS，WITHACTUALEFFECTANDFEASIBILITYTHESTUDYWILLCONTRIBUTEALOTTOIMPLEMENTTHETHREEDCONCERNEDBYTHENEWSTANDARD，KEYWORDSPHYSICSHISTORY；TEACHINGMETHODS；SENIORPHYSICS；SCIENTIFICACCOMPLISHMENT；

簡介：合肥工業(yè)大學碩士學位論文物理學習興趣初探姓名姚鳳薇申請學位級別碩士專業(yè)課程與教學論指導教師鄧鐵如2003221ATENTATIVESTUDYABOUTINTERESTINPHYSICSLEARNINGABSTRACTFACINGTHEREFORMONPHYSICALTEACHINGOFHIGHEREDUCATIONINNEWCENTURYFROMINTERESTINPHYSICSLEARNING，THEAUTHERDISCUSSTHEVIEWONREFORMOFFUNDAMENTALPHYSICSOFENGINEERINGCOURSE．THEPAPERANALYZEDIFFERENT“INTERESTVIEWS”INCHINAANDFOREIGNCOUNTRIESANDDISCUSTHEORIGIN、CLASSINPHYSICSINTEREST，SODRAWACONCLUSIONTHATINTERESTCANBECLASSIFIEDTOFOURLEVELSINGENERAL．FROMINVESTIGATION，THEAUTHERFINDTHEADVANCEOFINTERESTLEVELISVERYSLOWDURINGSTUDYINGINFUNDAMENTALPHYSICSANDTHEREAREDISTINCTDIFFERENCEINSPECIALITYANDSEX．THEANTHERBELIEVETHATTHERANGEANDTHEPROFUNDITYINSCIENCEINTERESTISAREFLECTIONOFSCIENCEDIATHESIS，ITISNECESSARYTOREGARDTHEADVANCEOFINTERESTLEVELASANIMPORTEDUCATIONAIM，THESTUDYOFINTERESTINHIGHEREDUCATIONSHOULDBESTRENGTHEDIMMEDIATELY．KEYWORDPHYSICSLEARNING，STUDYINTEREST，LEVELSOFINTEREST，SCIENCEDIATHESIS，REFORMONPHYSICALTEACHING

簡介：山東師范大學碩士學位論文中學物理教學中滲透物理學史教育的研究姓名鄭衛(wèi)之申請學位級別碩士專業(yè)學科教學（物理）指導教師張磊20090330山東師范大學教育碩士專業(yè)學位論文SECONDARYSCHOOLPHYSICSTEACHINGTHEHISTORYOFPHYSICSEDUCATIONRESEARCHABSTRACTCHINESENEWROUNDOFCURRICULUMREFORMOFBASICEDUCATIONINTHETEACHINGPROFESSIONFORNEWREQUIREMENTS，F(xiàn)ORTEACHINGEXPERIENCEALONEANDNOTTHEORIGINALDEPTHOFTHEEXPERIENCEOFTHINKING，THENEVENIFTHEREISA”20YEARSOFTEACHINGEXPERIENCE，PERHAPSONLYAYEARDUPLICATIONOFWORK20；UNLESSBEGOODATPRACTICALWORKFROMLESSONSLEARNED，ITWILLBEIMPOSSIBLETOHAVEANYIMPROVEMENT”ALWAYSWILLREMAINATANOVICELEVELTEACHERSTHEHISTORYOFPHYSICSASAHUGETREASUREWOVEOFEDUCATIONALRESOURCESTOIMPROVEOURTEACHINGTOPLAYADECISIVEROLE，THEREFORE，HASTOADAPTTOTHEREQUIREMENTSOFTHENEWCURRICULUMITISNECESSARYTOACHIEVETHEEDUCATIONALCONCEPTTEACHINGBEHAVIORTEACHERSROLECHANGES，ITISNECESSARYTOEFFECTIVELYIMPLEMENTTHENEWCURRICULUMCONCEPT，TEACHERSSHOULDBETHEROLEOFGREATIMPORTANCETOTHEHISTORYOFPHYSICSINTHISPAPERMAINLYTHECOLLECTIONOFLITERATUREANDEXPERIENCEINLAWPRACTICESPARTOFTHECONTENTSINCLUDETHEFOLLOWINGPARTIINTRODUCTIONINCLUDINGTHEISSUESRAISED，THESTUDYOFTHESTATUSATHOMEANDABROADTHEWORKOFTHISPAPERWEPRELIMINARILYANALYSISTHETEACHINGOFPHYSICSTOTHEHISTORYOFTHEINTRODUCTIONPARTⅡTHEINTRODUCTIONOFSECONDARYSCHOOLPHYSICSTEACHINGTHEHISTORYOFPHYSICSTHEORYWEDESCRIBETHEORETICALBASISFROMTHEORYANDEPISTEMOLOGYFROMTHEEDUCATION，MOTIVATIONTHEORYCONSMMTIVISTTHEORYHISTORYANDLOGICOFTHEUNIFICATIONPARTIIIINTHISPART，WEDESCIBETHATHISTORYOFPHYSICSINTRODUCESINTOPHYSICSTEACHINGANDPRACTICE，F(xiàn)ROMTHEACTUALTEACHINGONTHEROLEOFHISTORYOFPHYSICSPARTIVTEACHINGTHEPRACTICEOFANUMBEROFISSUESANALYSISANDRECOMMENDATIONSTHEAUTHORPUTFORWARDSOMEIDEAS，SOMECOLLEAGUESWOULDLIKETOHELPKEYWORDSHISTORYOFPHYSICSTHEORY，PHYSICSTEACHING，STUDYCATEGORYNUMBERG63373

簡介：中圖分類號G632UDC300密級學校代碼訝I￡鯫藝尤學碩士學位論文教育碩士公開10094高中物理學習動機的激發(fā)與維持THESTIMULATIONANDTHEMAINTAININGOFTHEMOTIVATIONINPHYSICSTEACHINGOFHIGHSCHOOL研究生姓名指導教師學科專業(yè)研究方向論文開題日期王學苗俊輝副教授學科教學物理中學物理教學2010年6月7日學位論文原創(chuàng)性聲明／掣11IIIIIL8IIILLL6LLLLLL9LRLLLL2LLULL5LLLLL攀本人所提交的學位論文高中物理學習動機的激發(fā)與維持，是在導師的指導下，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，均已在文中標明。本聲明的法律后果由本人承擔。論文作者簽名王I挈加|年6只CIEL指囂瀚鏟姊硼J年6砷／B、學位論文版權(quán)使用授權(quán)書本學位論文作者完全了解河北師范大學有權(quán)保留并向國家有關(guān)部門或機構(gòu)送交學位論文的復印件和磁盤，允許論文被查閱和借閱。本人授權(quán)河北師范大學可以將學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、縮印或其它復制手段保存、匯編學位論文。保密的學位論文在年解密后適用本授權(quán)書論文作者簽名王F拳冽／年6月7ET指剝幣C㈣蕩4，始耖劫∥年石月7日11

簡介：四川師范大學學位論文獨創(chuàng)性及使用授權(quán)聲明本人聲明所呈交學位論文，是本人在導師指導下，獨立進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的個人和集體，均已在文中以明確方式標明。本聲明的法律結(jié)果由本人承擔。本人承諾已提交的學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術(shù)聲譽上的損失由本人自負。本人同意所撰寫學位論文的使用授權(quán)遵照學校的管理規(guī)定學校作為申請學位的條件之一，學位論文著作權(quán)擁有者須授權(quán)所在大學擁有學位論文的部分使用權(quán)，即1已獲學位的研究生必須按學校規(guī)定提交印刷版和電子版學位論文，可以將學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、科研和學術(shù)交流目的，學?？梢詫⒐_的學位論文或解密后的學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)中國科學技術(shù)信息研究所將本學位論文收錄到中國學位論文全文數(shù)據(jù)庫，并通過網(wǎng)絡(luò)向社會公眾提供信息服務(wù)。保密的學位論文在解密后適用本授權(quán)書學位論文作者簽名2甓之簽字日期勁LF年R月％日導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)展特點出發(fā)促進高中學生對物理學習思維遷移的策略研究教育碩士物理課程與教學論專業(yè)研究生王思義指導教師王力邦教授摘要將遷移理論運用于中學物理教學實踐是新課程實施中一個值得研究的課題。作為在中學一線工作的物理教師，結(jié)合物理學科的特點和中學學生的學習心理以及認知特點，積極施行促進中學生實現(xiàn)物理思維的正遷移，是我們職責之所在。通過調(diào)查我們可以發(fā)現(xiàn)學生的學習興趣和動機、個性和情緒還有良好的師生關(guān)系，都會對學生學習物理，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習認知能力

簡介：化學與物理學都是以實驗為基礎(chǔ)的自然科學，它們以自然界為研究對象，探究自然界萬物的本原，解釋千變?nèi)f化的自然現(xiàn)象。在中學化學教學中加強物理學觀念的滲透有利于克服當前分科教學帶來的知識片面、零碎的弊端，讓學生真正從整體上把握科學，獲得對科學本質(zhì)的理解，養(yǎng)成知識遷移的意識和學科間聯(lián)系的思維模式。但是，通過問卷調(diào)查發(fā)現(xiàn)，當前教師教學視野狹窄，表現(xiàn)在不能充分利用相關(guān)的物理學知識促進對化學的理解、記憶；學科間聯(lián)系的意識模糊；沒有認識到科學史內(nèi)容中的方法論教育價值化學實驗的技術(shù)手段有待更新。本研究根據(jù)當前教學的現(xiàn)狀，結(jié)合教學設(shè)計的案例進行分析，提出在化學教學中滲透物理學觀念的教學設(shè)計策略1以實驗為基礎(chǔ)，培養(yǎng)綜合分析能力；2以科學史為背景，形成科學的世界觀；3以物理知識為基礎(chǔ)，追求知識的整體性；4以物理學技術(shù)為依托，拓寬科學研究的方法。從而開闊視野，克服學科本位思想，理解自然科學的相容性和整體性，培養(yǎng)學生綜合分析能力和科學的世界觀。