簡介：浙江師范大學(xué)碩士學(xué)位論文高中物理學(xué)習(xí)成長記錄袋的創(chuàng)建和應(yīng)用研究姓名周耘申請學(xué)位級別碩士專業(yè)學(xué)科教學(xué)（物理）指導(dǎo)教師周彩鶯20080601高中物理學(xué)3成長記錄袋的創(chuàng)建和應(yīng)用研究ABSTRACTTHEBASICEDUCATIONCURRICULUMREFORLTISOUTLINEPOINTSOUTCLEARLYTHEASSESSMENTSYSTEMAIMEDTOPROMOTEFULLSCALEDEVELOPMENTOFSTUDENTSSHOULDBEESTABLISHEDASTHENEWCURRICULUMREFORMSGOWIDERANDFURTHERINSENIORHI曲SCHOOL，HOWTOCHANGETHEIDEAOFEVALUATIONALANDSETUPADEVELOPMENTALEVALUATIONTOTHEREQUIREMENTOFSENIORHIGHSCHOOL’SNEWCURRICULUMREFORMSBECAMEAFOCUSTHEPORTFOLIOASSESSMENTISANEWSYSTEMDEVELOPEDFROMTHE1980STHEMAINADVANTAGEOFTHEPORTFOLIOASSESSMENTISTHATITCANCOLLECTALMOSTEVERYTHINGREFLECTINGSTUDENTS’PROGRESSACCORDINGTOTHEEDUCATIONPURPOSEBYSCIENTIFICANALYSIS，THISMATERIALCANREFLECTSTUDENTS’STRENGTHANDWEAKNESS，HOWHARDTHEYWORKANDHOWMUCHPROGRESSTHEYHAVEMADETHEREFOREITISGOODFORSTUDENTSTOMAKEUPTHEWEAKNESSANDMAKEGREATERPROGRESSWITHTHESEADVANTAGES，THEPORTFOLIOASSESSMENTHASBEENWIDELYUSEDINTHEREFORMSOFEDUCATIONALEVALUATIONINFOREIGNCOUNTRIESINCHINA，THEPORTFOLIOASSESSMENTHASBEENAPPLIEDINKINDERGARTEN，PRIMARYANDMIDDLESCHOOLSFORAPERIODOFTIME，ESPECIALLYINTHESUBJECTSSUCHASART，CHINESE，MATH，ANDENGLISHANDHASGAINEDSOMEACHIEVEMENTSBUTASTOSENIORHIGHSCHOOL，ITISJUSTATITSBEGINNINGASAPRACTICEOFTHENEWASSESSMENTSYSTEMAGAINSTTHETRADITIONALSTUDENTEVALUATIONTHISRESEARCHTRIESTOFORMASCIENTIFICIDEAOFFORMATIVEASSESSMENTANDEXPANSIBILITYASSESSMENTABOUTTHECONCEPTS，CHARACTERISTICS，ANDFUNCTIONSOFTHEPORTFOLIOASSESSMENTBASEDONTHETHEORYOFMULTIPLEINTELLIGENCES，CONSTMCTIVISMANDPOSTMODERNISMROOTEDIN11IGHSCHOOLPHYSICSTEACHING，THERESEARCHWILLFOCUSONTHEDESIGNANDPRACTICEOFTHEPORTFOLIOS，INCLUDINGTHEAIM，TYPES，THEME，CONTENTSANDPRINCIPLESASWELLASTHEDESIGNSOFPORTFOLIO，ORIENTATIONOFTYPES，COLLECTIONOFMATERIALANDORGANIZATIONOFASSESSORSTHROUGHTHEAPPROACHOFSURVEYCONCLUSIONANDINDUCTIONADEEPUNDERSTANDINGOFTHEPORTFOLIOISFULFILLED，LEADINGTOARETHOUGHTANDIMPROVEMENTINAWORD，AFULLSCALEDEVELOPMENTNEEDSTHEFIRSTHANDMATERIALOFTHEPROBLEMSANDPROGRESSINTHEPHYSICSLEARNINGONKNOWLEDGE，PROCESS，METHODANDATTITUDES，THATISWHATWEDOINTHEPORTFOLIORESEARCHPRACTICEHASPROVEDPORTFOLIOREFLECTSTHEWHOLEPROCESSOFSTUDYWHICH，ASANENCOURAGEMENTTOAFULLSCALEDEVELOPMENT，CALLINSPIRETHEINTERESTINPHY‘SICSANDTHETRAININGOFALLKINDSOFABILITYTHENEWCURRICULUMREFORMSDEMANDDIVERSEASSESSMENTMETHODSPORTFOLIOASSESSMENTISANEFFECTIVEMETHOD，BUTITSHOULDN’TBETHEONLYONE，NORAREPLACEMENTOFTHETRADITIONALONEHOWTOCOMBINETHEPORTFOLIOWIMOTHERMETHODSISWORTHFURTHERRESEARCHINGKEYWORDSNEWCURRICULUM，DEVELOPMENTALEVALUATION，PORTFOLIOASSESSMENT，SENIORHIGHSCHOOLPHY7SICSTEACHINGII

簡介：南京師范大學(xué)碩士學(xué)位論文初中物理教學(xué)中滲透物理學(xué)史開展科學(xué)方法教育初探姓名張志堅(jiān)申請學(xué)位級別碩士專業(yè)課程與教學(xué)論（物理）指導(dǎo)教師陸建隆20070510ABSTRACTPHYSICSTEACHINGHIGHSCHOOLSTUDENTSISTHECOREOFSCIENTIFICCONTENT，HOWTOIMPROVESCIENTIFICEDUCATIONENABLESTUDENTSTOFORMAGOODATTITUDEINSCIENCE，THESCIENTIFICSPIRITANDVALUESPHYSICSIMPLEMENTATIONOFTHENEWCURRICULUMHASBECOMEANIMPORTANTRESEARCHTOPICBASEDONTHESCIENTIFICLITERATUREABOUTTHEWAYTHECURRENTSITUATIONOFEDUCATIONINSCHOOLSABROADFROMTHESURVEYFOUNDONTHEONEHAND，STUDENTSHAVEAKEENINTERESTINTHEHISTORYOFPHYSICSOTHERSTUDENTSINTHESCIENTIFICMETHODATTAINMENTISSERIOUSLYFLAWEDACCORDINGTOINFILTRATETHEMIDDLESCHOOLPHYSICSTEACHINGPHYSICSEDUCATIONINTHEHISTORYOFSCIENTIFICRESEARCHMETHODSBASEDONTHEPEDAGOGY，PSYCHOLOGICALTHEORYONTHEBASISOFASCIENTIFICMETHODFORHISTORYOFPHYSICSINFILTRATETHEVALUEOFEDUCATION，THETEACHINGPRINCIPLESANDWAYSINPRACTICESESSION，THESHANGHAIBRANCHOFTHEMIDDLESCHOOLPHYSICSCLASSOFMATERIALSRELATINGTOTHEHISTORYOFPHYSICSRICHINSCIENTIFICMETHODSOFTEACHINGMATERIALSFORTHEANALYSISANDPROCESSINGRESEARCHANDCLASSROOMTEACHINGANDSTUDENTLEARNINGACTIVITIES，LAUNCHEDAPENETRATIONPHYSICS，THESCIENTIFICMETHODTOTHEPRACTICEOFEDUCATION，MADEAPOSITIVEANDEFFECTIVERESULTSPROVIDEUSEFULLESSONSFORMIDDLESCHOOLPHYSICALEDUCATIONREFORMACHIEVEMENTSKEYWORDS、MIDDLESCHOOLPHYSICSTEACHING；INFILTRATIONEDUCATION；THEHISTORYOFPHYSICS；SCIENTIFICMETHODN

簡介：東北師范大學(xué)碩士學(xué)位論文高中物理教學(xué)中物理學(xué)史教育的理論及實(shí)踐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（物理）指導(dǎo)教師孟昭輝20090501ABSTRACTINRECENTYEARS，BASICEDUCATIONREFORM，ONAVERAGEHIGHSCHOOLINTHEEMPHASIZEDTOSTUDENTSLEAMABOUTPHYSICSANDOTHERDISCIPLINESANDPHYSICSANDTECHNICALPROGRESS，SOCIALDEVELOPMENT．INTHEDESCRIPTIONOFTHEMOTIONACOMPULSORYSTANDARDS，CONTENTEMPHASIZETHROUGHMODEMEXPERIMENTALSCIENCETOUNDERSTANDTHEHISTORICALBACKGROUNDOFTHEDEVELOPMENTOFPHYSICSEXPERIMENT，THEUNDERSTANDINGOFTHEROLE．BECAUSEOFTHISNEWTEACHINGINTHEPROCESSOFWRITINGTOALOTOFRICHHISTORICALMATERIALSANDTHEDEVELOPMENTOFMODEMSCIENCEANDTECHNOLOGY,WHICHFULLYEXPANDEDSTUDENTS’CULTURALBACKGROUND，AROUSETHEENTHUSIASM．INHIGHSCHOOLPHYSICSTEACHINGOFPHYSICSJOINEDTHECONTENTSHELPSTUDENTSFROMTHEPERSPECTIVEOFDEVELOPMENTOFPHYSICSKNOWLEDGEOFPHYSICS．THETRADITIONALPHYSICALTEACHINGINTHEPHYSICSTEACHINGTHEORY,ASINGLE，NEGLECTINGTHEPHYSICSPROBLEMWITHTHEDEVELOPMENTOFTHESOCIETY,THEPHYSICALTEACHINGSHOULDBEPLACEDINAMACROSUBSTANTIALHISTORICALBACKGROUND，LETSTHESTUDENTREALLYSTOODONTHESHOULDERSOFGIANTS，VIVIDEMOTIONS，ATTITUDESANDVALUESANDINFECTION，RATHERTHANUNREACHABLELOOK，THUSIMPROVINGSTUDENTS’SCIENTIFICLITERACY．PHYSICSHISTORYWITHTHEPHYSICALWORLDINHUMANHISTORYOFDIALOGUEASTHERESEARCHOBJECT，ANDTHENATURALSCIENCE，ANDABOUTPHYSICSWITHHUMANTHOUGHT，SOCIALANDHISTORICALDEVELOPMENTOFRELEVANTLITERATURE，HISTORYANDPHILOSOPHYOFSUBJECTKNOWLEDGE，THISCHARACTERISTICWILLMAKEITSINHIGHSCHOOLPHYSICSTEACHINGPLAYSGREATROLE．KEYWORDSPHYSICSTEACHING；PHYSICSHISTORY；PHYSICSHISTORYEDUCATIONTEACHINGSTRATEGY

簡介：遼寧師范大學(xué)碩士學(xué)位論文初中物理學(xué)習(xí)中創(chuàng)造力的評價(jià)與測量姓名楊薇申請學(xué)位級別碩士專業(yè)學(xué)科教學(xué)論物理指導(dǎo)教師梁樹森19991224初中物理學(xué)習(xí)中創(chuàng)造力的評價(jià)與測量創(chuàng)造力這個(gè)名詞呢111創(chuàng)造力的定義創(chuàng)造力是由拉R語“CREATE”一詞派生而來的，對創(chuàng)造力的含義，每個(gè)研究者都有不同的理解，TAYLOR在他的文章創(chuàng)造力的不同觀點(diǎn)和定義中引用了LCREPUCCI的報(bào)告里關(guān)于創(chuàng)造力的定義的歸類。REPUCCI總結(jié)了當(dāng)時(shí)存在的五六種定義。大體上將它們分為六類第一類是“格式塔”或“知覺”類型的定義，強(qiáng)調(diào)觀點(diǎn)的重新組合或格式塔的重新建構(gòu)第二類是被稱為“終極產(chǎn)品”或“變革”的定義，強(qiáng)調(diào)產(chǎn)生新的產(chǎn)品。第三類是以“審美”或“表達(dá)”為特征的定義，強(qiáng)調(diào)自我表達(dá)，認(rèn)為人有一種以獨(dú)特的方式表達(dá)自我的需要，這種表達(dá)被認(rèn)為是有創(chuàng)造性的。第四類是以“心理分析”或“動(dòng)力”為特征的意義，將創(chuàng)造力定義為自我和超我的某種交互作用的力量。第五類是所謂“問題解決的思維”類型的定義強(qiáng)調(diào)思維過程本身而不是實(shí)際問題解決策略；第六類就是前五類所不能包括的其他一些定義。1982年日本創(chuàng)造學(xué)會(huì)向全體會(huì)員征集對“創(chuàng)造力”的定義，得到了83個(gè)不同的定義。美國心理學(xué)家愛肯曾說“心理學(xué)文獻(xiàn)中再?zèng)]有比‘創(chuàng)造力’這個(gè)課題被人研究得更多和被人理解得更少的了。”盡管眾多的定義存在分歧，但許多心理學(xué)家對創(chuàng)造力的研究都是從四條路線進(jìn)行的1創(chuàng)造性的過程；2創(chuàng)造性的產(chǎn)品；3創(chuàng)造性的個(gè)人4創(chuàng)造性的環(huán)境。4

簡介：Y823011學(xué)較編號LQ絲學(xué)號』Q2螋Q圖書分類號密綴福建師范大學(xué)教育碩士學(xué)位論文中職物理學(xué)困生的成因分析與轉(zhuǎn)化策略RESEARCHONPHYSICSLEARNINGDIFFICULTIESTHEIRCOUNTERMEASURESINVOCATIONALSCHOOL棒雄英論文搓交罰聯(lián)論文評閑人答辯委員會(huì)主寤學(xué)位授予單位掘建捱燕鑫整學(xué)位授予丑期箜臼臼2005年8月ABSTRACTWITHTHESTUDENTS’STEADYFOLLOWINTOSENIORHIGHSCHOOLSTHESEYEARS，COMMONPROBLEMSSUCHASSHORTNESSOFFRESHMEN，LOWQUALI坤OFFRESHMENEXISTAMONGTHEVOCATIONALSCHOOLSTHEREAREOLOTOFLEARNINGDISABLEDSTUDENTSINVOCATIONALSCHOOLSWHICHHAVEBROUGHTUSUNPRECEDENTEDDIFFICULTIESANDCHALLENGES。WECANEFFICIENTLYTACKLELEARNINGDIFFICULTIESPROBLEMSORNOTHAVEMUCHTODOWITHLABORQUALITYASWELLASSOCIALSTABILITYINOURCOUNTRY，SOITISSIGNIFICANTFORUSTOSTUDYONLEARNINGDIFFICULTIESPROBLEMSBASEDON“MASTERINGSTUDY。，“RECENTDEVELOPMENTAREA4，AND4MULTIPLEINTELLIGENCES”，WESTARTWITHTⅣNGTOCHANGETEACHE6’IDEAS，IMPROVINGQUAILFYOFTEACHERS，ANDADOPTINGNEWTEACHINGSTRATEGY，ANDSTUDYONPHYSICSLEARNINGDIFFICULTIESAFTERCONSIDERINGTHEPRACTICALSITUATIONINOURSCHOOL，AIMINGATSOLVINGTHESEFORMIDABLEPROBLEMSINTEACHINGPRACTICETHEAUTHORTAKEEXTENSIVELYINTHEESSENCEOFMODERNTEACHINGTHEORIES，ONTHEBASISOF“TEACHINGINDIFERENTLEVELS”AND“COLLABORATIVELEARNING4，THEAUTHORPUTFORWARDTHE“TEACHINGINDIFERENTLEVELSCOLLABORATIVELEARNING”TACTICSTOMAKEFULLUSEOFTHEIRADVANTAGESITHASBEENPROVEDTHATUSINGNEWTEACNNGMETHODCOULDINTERESTSTUDENTSINPHYSICSANDENCOURAGETHEMSTUDYHARDERSOTHISNEWTEACHINGSTRATEGYCOULDBEUSEDTOSOLVEPHYSICSLEARNINGDIFFICULTIESPROBLEMSKEYWORDSVOCATIONALSCHOOLSPHYSICSLEARNINGDISABLEDSTUDENTSOFPHYSICSCOUNTERMEASURESGREYRELATIONONLYSIS

簡介：廣西師范大學(xué)碩士學(xué)位論文初中生物理學(xué)習(xí)風(fēng)格及其與學(xué)業(yè)成就的相關(guān)研究姓名王亞申請學(xué)位級別碩士專業(yè)課程與教學(xué)論物理指導(dǎo)教師曾平飛20090401II最少。各種學(xué)習(xí)風(fēng)格類型在年級上也沒有顯著的差異，初中八年級與九年級的學(xué)生都表現(xiàn)為集中型學(xué)習(xí)風(fēng)格的學(xué)生人數(shù)較多，發(fā)散型學(xué)習(xí)風(fēng)格的學(xué)生人數(shù)較少。各種學(xué)習(xí)風(fēng)格類型在班級上有顯著的差異，但大部分的班級是以集中型學(xué)習(xí)風(fēng)格的學(xué)生為主，發(fā)散型學(xué)習(xí)風(fēng)格的學(xué)生較少。在物理學(xué)業(yè)成就水平上，本研究發(fā)現(xiàn)各種學(xué)習(xí)風(fēng)格的學(xué)生的物理學(xué)業(yè)成就水平的差異顯著，其中在事實(shí)性知識這個(gè)維度上的差異不顯著，但在其它各個(gè)認(rèn)知維度上都存在顯著的差異。其中發(fā)散型學(xué)習(xí)風(fēng)格的學(xué)生在物理學(xué)業(yè)成就測試上所得的總分最少，且在各個(gè)認(rèn)知維度上的得分也是最低。關(guān)鍵詞物理成就學(xué)習(xí)風(fēng)格學(xué)業(yè)成就

簡介：天津師范大學(xué)碩士學(xué)位論文高中學(xué)生物理學(xué)習(xí)檔案袋評價(jià)的實(shí)踐研究姓名張紅申請學(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20090301顯著。學(xué)生物理學(xué)習(xí)動(dòng)機(jī)和自我監(jiān)控能力的增強(qiáng)可以為學(xué)生的后續(xù)發(fā)展打下堅(jiān)實(shí)的基礎(chǔ)，本研究在一定程度上實(shí)現(xiàn)了高中物理新課程標(biāo)準(zhǔn)中提到的“高中物理課程應(yīng)體現(xiàn)評價(jià)的內(nèi)在激勵(lì)功能和診斷功能，關(guān)注過程性評價(jià)，注意學(xué)生的個(gè)體差異，幫助學(xué)生認(rèn)識自我、建立自信，促進(jìn)學(xué)生在原有水平上發(fā)展?！耙虼?，具有一定的可行性和實(shí)效性，是新課程改革教學(xué)實(shí)踐中的有益探索，具有一定的理論和實(shí)踐意義。關(guān)鍵詞新課程改革高中物理檔案袋評價(jià)學(xué)生發(fā)展II

簡介：江西師范大學(xué)碩士學(xué)位論文教師反饋對中學(xué)生學(xué)業(yè)自我妨礙與物理學(xué)業(yè)成績的影響姓名章世欽申請學(xué)位級別碩士專業(yè)發(fā)展與教育心理學(xué)指導(dǎo)教師郭斯萍20090501ABSTRACTFEEDBACKISONEOFTHECOMMONMETHODSUSEDINTHETEACHINGPROCESSBYTEACHERS，BYWHICHTEACHERSCANTONLYGAINTHEINFORMATIOUSOFTHEIROWNTEACHINGACHIEVEMENTS，BUTALSAISETHEACHIEVEMENTSOFSTUDENTSITISANINTERVENTIONMETHODOFSTRONGOPERABILITYASWELL‘ACADEMICSELFHANDICAPPINGREFERSTOABEHAVIOURPRODUCEDBYSTUDENTSTHEMSELVESTOMAKEEXCUSESINTENTIONALLYORUNINTENTIONALLYFORMEIRPOSSIBLEFAILURESWHICHWILLAFFECTTHEIRFUTUREACHIEVEMENTSTHECOECTFEEDBACKCANREDUCETHEAPPEARANCE’OFACADEMICSELFHANDICAPPINGANDRAISETHEIRACHIEVEMENTSAQUESTIONNAIRESURVEYWASCONDUCTEDAMONG332STUDENTSINGRADEEIGHTANDTENRANDOMLYSELECTEDFROMAMIDDLESCHOOLINNANCHANG，TOSTUDYTHERELATIONSHIPBETWEENTEACHERSFEEDBACK，ANDACADEMICSELFHANDICAPPING，ANDTHEIRIMPACTIONONPHYSICSACHIEVEMENTBYASERIOUSOFANALYSIS，INCLUDINGVALIDITYANDRELIABILITYANALYSIS，PEARSONCORRELATIONANALYSISANDSTEPWISEREGRESSIONANALYSISRESULTSSHOWTHAT1STUDENTSINGRADEEIGHTANDTENHAVENOSIGNIFICANTDIFFERENCEONBEHAVIORALSELFHANDICAPPINGANDSELFREPORTEDHANDICAPPINGMALESHAVEMORESIGNIFICANTACADEMICSELFHANDICAPPINGTHANFEMALESINBOTHGRADEEIGHTANDTEN2POSITIVEFEEDBACKANDEFFECTIVEFEEDBACKHAVETHEPOSITIVECORRELATIONBUTNEGATIVEFEEDBACKANDSELFREPORTEDHANDICAPPINGHAVETHENEGATIVECORRELATIONWIMTHEPHYSICSACHIEVEMENTTHEREARENOSIGNIFICANTDIFFERENCESFORTHESPECIFICFEEDBACKONVARIOUSPHYSICSACHIEVEMENTLEVELS3NEGATIVEFEEDBACKHASTHEPOSITIVEPREDICATIONEFFECTFORSELFREPORTEDHANDICAPPING，EFFECTIVEFEEDBACKHASTHENEGATIVEPREDICATIONFORBEHAVIORALSELFHANDICAPPINGASWELLASTHESPECIFICFEEDBACK4NEGATIVEFEEDBACKHASTHENEGATIVEPREDICATIONEFFECTFORTHEPHYSICSACHIEVEMENT，POSITIVEFEEDBACKHASTHEPOSITIVEPREDICATIONFORBEHAVIORALSELFHANDICAPPINGASWELLASTHEEFFECTIVEFEEDBACKBEHAVIORALSELFHANDICAPPINGHASTHENEGATIVEPREDICTIONEFFECTFORTHEPHYSICSACHIEVEMENT5BEHAVIORALSELFHANDICAPPINGISTHEMEDIATORBETWEENNEGATIVEFEEDBACKANDTHEPHYSICSACHIEVEMENT；ITISTHEMEDIATORBETWEENEFFECTIVEFEEDBACKANDTHEPHYSICSACHIEVEMENTTOOKEYWORDSTEACHERS’FEEDBACK；ACADEMICSELFHANDICAPPING；PHYSICSACHIEVEMENTII

簡介：華東師范大學(xué)碩士學(xué)位論文基于認(rèn)知心理學(xué)的初中物理情境教學(xué)的實(shí)踐研究姓名李超申請學(xué)位級別碩士專業(yè)學(xué)科教學(xué)（物理）指導(dǎo)教師趙強(qiáng)20090901STUDYONTHEPRACTICEOFSITUATEDINSTRUCTIONINPHYSICTEACHINGINJUNIORMIDDLESCHOOLBASEDONTHECOGNITIVEPSYCHOLOGYABSTRACTSOCIALDEVELOPMENTCALLSFORMODEMEDUCATIONTOEMPHASIZETHECULTIVATIONOFSTUDENT’SCREATIVITYANDPRACTICINGABILITY．RECENTYEARSHAVEWIMESSEDWORLDWIDEREFORMINBASICEDUCATION．CURRENTLY,DOMESTICREFORMINBASICEDUCATIONHASALSOBEENUNDERTAKENINCHINA．AMONGOTHERS．THEREFORMOFPEDAGOGYCONSTITUTESASIGNIFICANTLINKINIT．INTERMSOFPEDAGOGY,SITUATEDTEACHINGISONETHATISWORTHYOFMUCHSTUDYING．SINCEITISINLINEWITHTHEONGOINGEDUCATIONREFORMANDREFLECTSTHEREQUIREMENTOFQUALITYORIENTEDEDUCATION．TLLISPAPERMAINLYSTUDIESHOWTOCARRYOUTSITUATEDTEACHINGINPHYSICTEACHINGINJUNIORMIDDLESCHOOL，WHICHPAVESASMOOTHWAYFORTHEQUALITYORIENTEDEDUCATION．THESTUDYCOMPRISESOFTHEAUTHOR’SUNDERSTANDINGOFQUALITYORIENTEDEDUCATION，THEOPINIONONSITUATEDTEACHINGANDITSPRACTICALOPERATIONDURINGTHECLASSES．THEAUTHORFIRSTDISCUSSEDTHENECESSITYOFCARRYINGOUTSITUATEDTEACHINGUNDERTHENEWCURRICULUMCONCEPT，ANDTHENSPECIFICSTRATEGIESOFCARRYINGOUTSITUATEDTEACHINGDURINGTHETEACHINGOFPHYSICALCONCEPTIONSANDLAWSONJUNIORMIDDLESCHOOLCOURSESASWELLASPRACTICALOPERATIONDURINGTHETEACHINGANDITSEFFECTSACHIEVED．INADDITION．THEAUTHORALSOMADEANINITIALANALYSISONTHEDESIGNCHARACTERISTICSANDSOLUTIONAPPROACHESOFSITUATEDPROBLEMSONJUNIORMIDDLESCHOOLPHYSICSCOURSES．RESULTOFTHESTUDYINTHISPAPEL“INDICATESTHATSITUATEDTEACHINGONJUNIORMIDDLESCHOOLPHYRSICSCOURSESPLAYSANOTABLEROLEINCULTIVATINGSTUDENT’SABILITIESANDENHANCINGSTUDYE伍CIENCY．ITALSOSHOWSTHATSTUDENT’SWORKEMCIENCYANDIMPROVEDINTERESTINLEARNINGANDRESEARCHINGISCLOSELYRELATEDTOTHEREFOMLOFPEDAGOGY．THEREFORE，THEPEDAGOGYOFSITUATEDTEACHINGDURINGJUNIORMIDDLESCHOOLPHYSICSTEACHINGDESERVESFURTHERSTUDYING．KEYWORDSJUNIORMIDDLESCHOOLPHYSICSTEACHING；PEDAGOGY；SITUATION；SITUATEDINSTRUCTION

簡介：分類號密級學(xué)校代碼10165學(xué)號201010872逢掌師筢大學(xué)碩士學(xué)位論文問題中心圖式對高中物理學(xué)困生問題解決的影響作者姓名學(xué)科、專業(yè)研究方向?qū)熜彰畦磋凑n程教學(xué)論物理物理學(xué)史丁永文2013年4月遼寧師范大學(xué)碩士學(xué)位論文摘要物理學(xué)是一門自然學(xué)科，它來源于生活又應(yīng)用于QI活。對高中生而言‘，物理本應(yīng)該是～門受歡迎的學(xué)科，然而，事實(shí)并非如此，很多高中生認(rèn)為物理是他們所學(xué)的科目中最難的，甚至于對高中物理產(chǎn)生了厭學(xué)情緒，因此，高中階段有許多物理學(xué)習(xí)困難生。物理成績的低下不僅影響了他們的學(xué)業(yè)成績也不利于學(xué)，I個(gè)性的健康發(fā)展。因此，在學(xué)習(xí)困難生的物理問題解決方面有很多的研究，由于研究哲的視角刁I同，對這個(gè)問題的認(rèn)識也各執(zhí)己見，眾說紛紜。其中，有的研究者關(guān)心一般認(rèn)知結(jié)構(gòu)的缺陷，有的關(guān)心元認(rèn)知的缺陷，也有的重視學(xué)習(xí)困難生與解決問題的相關(guān)結(jié)構(gòu)的缺陷一一圖式的缺陷。然而，在研究圖式的缺陷時(shí)，對如何構(gòu)建問題中心圖式以及如何圖式對。7習(xí)困難生進(jìn)行診斷卻是空白，因此，本研究從圖式的構(gòu)建和對學(xué)習(xí)困難生的珍斷兩方兩研究問題中心圖式對高中物理學(xué)習(xí)困難生問題解決的影響。文章第一部分是物理問題解決、問題中心圖式、知識分類等十目關(guān)概念介紹和文獻(xiàn)綜述；第二部分是構(gòu)建問題中心圖式的具體方法。按照現(xiàn)代認(rèn)知心理學(xué)的看法，問題解決的模式分為問題表征近似于通常所說的“審題”、設(shè)計(jì)解題計(jì)劃和監(jiān)控近似于通常所說的“確定解題思路”、執(zhí)行解題計(jì)劃和監(jiān)控三個(gè)步驟。在教學(xué)實(shí)踐中，教師可以以問題解決過程為線索，羅列所涉及的陳述性知識和程序性知識，構(gòu)建問題中心圖式。第三部分是利用問題中心圖式對高中物理學(xué)習(xí)困難生進(jìn)行診斷。問題中I5圖式的任何一點(diǎn)輕微的缺陷都有可能導(dǎo)致其頓悟的障礙或延滯。依據(jù)這一指導(dǎo)思想，當(dāng)學(xué)生出現(xiàn)學(xué)科思維障礙時(shí)，我們就要去檢查學(xué)生大腦中的這個(gè)問題中心圖式，檢查其是否存在某種缺陷和錯(cuò)誤。那么，在診斷的過程，教師如何能夠了解學(xué)生大腦中的問題中心圖式呢可以通過談話或者書面表述來進(jìn)行。第四部分提出了應(yīng)對物理學(xué)習(xí)困難的策略，包括以下幾個(gè)方面1、教師要有豐富的專業(yè)知識；2、教師對問題本身需要有深入而周密的分析；3、進(jìn)行試題講解，完善學(xué)生的認(rèn)知結(jié)構(gòu)；4、及時(shí)復(fù)習(xí)，鞏固舊的圖式知識；5、要重視基礎(chǔ)知識、基礎(chǔ)方法的講授；6、利用課堂提高學(xué)生的學(xué)習(xí)興趣。關(guān)鍵詞高中物理問題解決；問題中心圖式；學(xué)習(xí)困難生；障礙診斷

簡介：南京師范大學(xué)碩士學(xué)位論文高中生物理學(xué)習(xí)動(dòng)機(jī)的激發(fā)與實(shí)踐姓名張廣宏申請學(xué)位級別碩士專業(yè)學(xué)科教學(xué)（物理）指導(dǎo)教師周久璘2010ABSTRACTTHEESSENCEOFMODEMEDUCATIONISBASEDONHUMANTHESTUDENT’SINTERESTANDDESIREFORKNOWLEDGEARETWOIMPORTANTPARTSOFTHEIRHEALTHYPERSONALITYASARESULT，THERESEARCHONTHELEARNINGMOTIVATIONISONEOFTHEMAINPOINTSOFTHERESEARCHONPHYSICSEDUCATIONLEARNINGMOTIVATIONISREGARDEDASTHEMOTIVEFORCEOFLEARNINGHOWMUCHTHESTUDENTSCANPROCESSTHEINFORMATIONISINFLUENCEDBOTHBYTHEIRPROCESSINGABILITYANDTHEIRPROCESSINGMOTIVATIONTOTRAINANDIMPROVETHESTUDENT’SACADEMICMOTIVATIONISVERYNECESSARYSINCEPHYSICSISANIMPORTANTBUTQUITEDIFFICULTSUBJECTFORSTUDENTSBYSTUDYINGANDDOINGRESEARCHONMOTIVATIONABOUTCOGNITIVETHEORYANDCOGNITIVEPSYCHOLOGYIHAVECARDEDOUTPLANSTOSTUDYANDANALYZETHESITUATIONINWHICHTWOCLASSESOFSTUDENTSARELEARNINGPHYSICSANDHOWTHEIRMOTIVATIONISGOINGONATTHESAMETIMEWITHTHEGUIDEOFTEACHINGPRACTICE，WITHTHEHELPOFMOTIVATIONTHEORYCOGNITIVETHEORYANDCOGNITIVEPSYCHOLOGYIHAVEALSODONESOMERESEARCHMAINLYONHOWTOUPGRADECOGNITIVEMOTIVATIONONPHYSICSANDHOWTODEVELOPSTUDENTS’FEELINGSOFHIGHEFFICIENCYTHEMAINPURPOSEISTOHIGHLIGHTTHEFUNCTIONOFEXPERIMENTTEACHING，TODOSOMERESEARCHONPHYSICSCLASSTEACHINGANDTHEMODEFORSCHOOLBASEDCURRICULUM，ANDMEANWHILETOPROVIDEAREFERENCEFORPHYSICSTEACHERTODEVELOPANDSTIMULATESTUDENTS’MOTIVATIONTOSTUDYPHYSICS，OFWHICHSOMESTUDYRESULTSHAVEBEENPUBLISHEDINSOMECOREJOURNALSFORPHYSICSKEYWORDSMOTIVATION，NEED，DRIVE，COGNITIVEDRIVE，SELFEFFICACY3

簡介：學(xué)位論文學(xué)位論文使用授權(quán)聲明使用授權(quán)聲明本人完全了解蘇州大學(xué)關(guān)于收集、保存和使用學(xué)位論文的規(guī)定，即學(xué)位論文著作權(quán)歸屬蘇州大學(xué)。本學(xué)位論文電子文檔的內(nèi)容和紙質(zhì)論文的內(nèi)容一致。蘇州大學(xué)有權(quán)向國家圖書館、中國社科院文獻(xiàn)信息情報(bào)中心、中國科學(xué)技術(shù)信息研究所（含萬方數(shù)據(jù)電子出版社）、中國學(xué)術(shù)期刊（光盤版）電子雜志社送交本學(xué)位論文的復(fù)印件和電子文檔，允許論文被查閱和借閱，可以采用影印、縮印或其他復(fù)制手段保存和匯編學(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)庫進(jìn)行檢索。涉密論文本學(xué)位論文屬在年月解密后適用本規(guī)定。非涉密論文論文作者簽名日期導(dǎo)師簽名日期

簡介：南京師范大學(xué)碩士學(xué)位論文高中生物理學(xué)習(xí)困難成因分析及應(yīng)對策略姓名謝易明申請學(xué)位級別碩士專業(yè)學(xué)科教學(xué)（物理）指導(dǎo)教師周海忠20080401ABSTRACTTHEMAJORCONCEMOFMODEMEDUCATIONISTODEVELOPANDIMPROVETHEQUALITYOFSTUDENTS，BYWHICHTHEDEVELOPMENTOFEVERYSTUDENTISSTRESSED．WHILEFORALONGTIMETHEEDUCATIONOFMATHINSENIORHI曲SCHOOLWASBLINDLYSEEKINGHIGHADMISSIONRATEINCOLLEGEEDUCATION,MISLEDBYTHEEDUCATIONCONCEPTOFCATERINGTOTHEEXAMINATION,RESULTEDINTHELARGENUMBEROFSTUDENTSWITHLOWPHYSICSLEARNINGABILITYINSENIORHIGHSCH001．ⅥMATISTHECAUSATIONOFTHISPHENOMENON．ANDHOWCANWESOLVETHISPROBLEMTHEOBJECTOFTHEARTICLEISPLACEDONTHEANALYSISOFATTRIBUTIONANDTHEMEASURESOFTRANSFORMATIONFORTHERURALMIDDLESCHOOLSTUDENTSWITHDIFFICULTYINPHYSICS．ANDSOMEWAYSAREADOPTED,SUCHASTHEMETHODOFDOCUMENTS’INVESTIGATION，OBSERVATIONMETHOD，QUESTIONNAIRESURVEY,IMERVIEWMETHOD,INDIVIDUALTRACEANDCOMPARATIVEMETHOD，WHICHAIMTOFINDOUTTHEINTERNALANDEXTEMALFACTORSTHATLEADTOLEARNPHY’SICSDIFFICULTLNANDTOEXPLOREMANYEFFECTIVECONVERTIBLESTRATEGIESTODIFFERENTATTRIBUTIONSINTHETEACHING．勱EWHOLETHESISCONSISTSOFTHREEPARTS．乃EFIRSTPART,BASEDONTHECONCEPTIONOFLEARNINGDIFFICULTIESBOTHINTEMALANDEXTERNAL．THEDEFINITIONOFPHYSICSLEARNINGDIFFICULTIESISILLUMINATEDACCORDINGTOTHEFEATURESOFPHYSICSSTUDY．NLESECONDPART，JUDGINGBYPHILOSOPHYOFSCIENCE，STUDYPSYCHOLOGY,COGNITIVEPSYCHOLOGYANDMODESTEACHINGTHEORY，THEAUTHORANALYSESTHECAUSEOFPHYSICSLEARNINGDIFFICULTIESSYSTEMATICALLYFROMTHEPHYSICSFACTOR,SCHOOLEDUCATIONFACTOR,FAMILYFACTOR,COGNITIVEFACTOR,EMOTIONALFACTORANDSOON．THETHIRDPART，THEAUTHORPROVIDESTHEPHYSICSTEACHERSTOTHECOUNTERMEASURESTOPHYSICSLEARNINGDIFFICULTIESINACCORDANCEWITHTHECAUSE．EXPERIMENTSHOWSTHEIMPROVEMENTOFMATHRECORDOFSTUDENTRECEIVEDPHYSICSLEARNINGDISABILITYIMPROVESTRATEGYISSIGNIFICANT．KEYWORDSPHYSICSLEARNINGDIFFICULTIESTHESTUDENTSOFPHYSICSLEARNINGDIFFICULTIESCAUSECOUNTERMEASURESIL

簡介：華中師范大學(xué)碩士學(xué)位論文多媒體技術(shù)與中學(xué)物理學(xué)科教學(xué)的整合姓名周德學(xué)申請學(xué)位級別碩士專業(yè)學(xué)科教學(xué)物理指導(dǎo)教師陳義成20061101ABSTRACTWITHTHEDEVELOPMENTOFTEACHINGTECHNOLOGY，THEMULTIMEDIAAIDEDTEACHINGISBECOMINGMOREANDMOREVALUABLETHISKINDOFTEACHINGAPPROACHISUNDERTAKENINMANYAREASANDCOUNTRIESAROUNDTHEWORLDALARGENUMBEROFEDUCATORSINOURCOUNTRYALSOTAKEANACTIVEPARTINPROTESTINGMULTIMEDIAAIDEDTEACHINGMETHODSOFAR，GREATPROGRESSHASBEENMADETHEMULTIMEDIATECHNOLOGYANDTHEINTEGRATIONOFDIFFERENTCOURSESAREGRADUALLYBECOMINGIMPORTANTPARTOFTHECURRENTEDUCATIONALREFORMFIRSTOFALL，THETEXTCOVERSTHEPURPOSE，THEMEANINGANDTHEPRESENTSITUATIONOFMULTIMEDIATEACHINGATHOMEANDABROADSUCHBASICCONCEPTIONSAREFURTHERDISCUSSED，ASTHEDEFINITIONOFMULTIMEDIATECHNOLOGY，MULTIMEDIACOMPUTERMULTIMEDIAAIDEDTEACHING，THERELATIONSHIPBETWEENTRADITIONALMEDIATEACHINGANDMULTIMEDIAAIDEDTEACHING，THEBASICTHEORYANDTHEPATTERNOFTHEINTEGRATIONOFMULTIMEDIATECHNOLOGYANDCOURSESTEACHINGTHESECONDPARTCONTACTSTHEDEFINITION，THEPRINCIPLEANDTHEBASICPATTERNSOFTEACHINGDESIGNTHENECESSITYANDTHEPOSSIBILITYASWELLASTHEBASICTHEORYANDTHETEACHINGAPPROACHOFMULTIMEDIAAIDEDTEACHINGAREALSOINCLUDEDINTHISPARTTHEADVANTAGESTOGETHERWITHTHEPROBLEMSAREALSEFERREDTOATTHESAMETIME，ITALSEFORMSUSOFTHEREASONSOFTHESEPROBLEMSINTHELASTPART，THETEXTEMPHASIZESTHESOLUTIONTOTHEPROBLEMSANDTHEMETHODOFWHYITISSODIFFICULTTOCARRYONMULTIMEDIAAIDEDTEACHINGAPPROACHTHEPROBLEMSLIEINASSESSMENTLOTSOFSUGGESTIONSANDTHOU曲TSAREPUTFORWARDINTHEENDKEYWORDSMULTIMEDIATECHNIQUEPHYSICSTEACHINGINTEGRATION

簡介：分類號密級研究方向?qū)熜彰锢斫虒W(xué)論2010年5月}L‘K、．穗H，，，，}01吐。箏‘U，F(xiàn)學(xué)位論文獨(dú)創(chuàng)性聲明IIIIIIIIIIIIIIIIIIRLLIY1794884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。學(xué)位論文作者簽名二望堅(jiān)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)位論文作者簽名牛指導(dǎo)教師簽名二拓壘恥簽名日期≯}。年R具遺日