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簡(jiǎn)介：分類號(hào)UDC訶謄丘解為丈李Y1023685密級(jí)壘五單位代碼10094碩士學(xué)位論文初中生生物科學(xué)素養(yǎng)現(xiàn)狀的調(diào)查分析及思考董宇達(dá)指導(dǎo)教師姓名專業(yè)名稱研究方向申請(qǐng)學(xué)位級(jí)別夏曉燁教授學(xué)科教學(xué)生物生物教育教育碩士2006年11月20日育、生物教學(xué)資源的開(kāi)發(fā)、滲透STS教育、增加生物教學(xué)實(shí)踐，開(kāi)展研究性學(xué)習(xí)等教育措施來(lái)提高學(xué)生的生物科學(xué)素養(yǎng)。關(guān)鍵詞科學(xué)素養(yǎng)生物科學(xué)素養(yǎng)調(diào)查分析思考

簡(jiǎn)介：浙江師范大學(xué)碩士學(xué)位論文ADISSERTATIONSUBMITTEDTOTHEACADEMICDEGREECOMMITTEEOFZHEJIANGNORMALUNIVERSITY基于反思的生物科學(xué)師范生教師職業(yè)技能培訓(xùn)的實(shí)踐與研究THEPRACTICEANDRESEARCHOFTEACHERSPROFESSIONALSKILLSTRAININGOFBIOLOGICALSCIENCESPRESERVICETEACHERSBASEDONTHEREFLECTION作者任麗AUTHORRENLI指導(dǎo)教師陳秉初教授SUPERVISERPROFESSORCHENBINGCHU學(xué)科專業(yè)課程與教學(xué)論MAJORCURRICULUMANDPEDAGOGY浙江師范大學(xué)化學(xué)與生命科學(xué)學(xué)院CHEMISTRYANDLIFESCIENCESCOLLEGEOFZHEJIANGNORMALUNIVERSITY二零一零年三月～苓一苓，牛二月MARCH，2010／，／／7／。／弦．Z，黟盯I_二N譬。JK∽齡，．葷毋．．0√}}●霸～≮強(qiáng)，O前Q事中兔薩■靜囂霧唯謄掣?！鼍疿；二眷卜。，筍I}I?，吾棼垮耄韻矽蚌麓，盤申I每0，，，，～●K基于反思的生物科學(xué)師范生教師職業(yè)技能培訓(xùn)的實(shí)踐與研究摘要當(dāng)今社會(huì)的發(fā)展，對(duì)教師提出了更高的要求，而教師培訓(xùn)卻存在很多問(wèn)題，導(dǎo)致了教師培訓(xùn)的低效性，教師素質(zhì)難以提高。其內(nèi)在原因是當(dāng)前的教師培訓(xùn)忽視了教師在培訓(xùn)中主觀能動(dòng)性的發(fā)揮。如何才能發(fā)揮教師的主觀能動(dòng)性呢關(guān)鍵是教師能夠進(jìn)行自我反思，以反思促進(jìn)教師專業(yè)發(fā)展。反思能夠促進(jìn)師范生實(shí)踐知識(shí)的積累與實(shí)踐理論的形成；反思能夠促進(jìn)師范生自主發(fā)展；師范生的反思為職后教師培訓(xùn)奠定基礎(chǔ)。本文希望以反思實(shí)踐性這樣一種培訓(xùn)方式改進(jìn)生物師范生的教師職業(yè)技能。本研究以元認(rèn)知理論和建構(gòu)主義學(xué)習(xí)觀為基礎(chǔ)，在查閱相關(guān)文獻(xiàn)的基礎(chǔ)上，結(jié)合本校實(shí)際情況，構(gòu)建了“反思性實(shí)踐”師范生教師職業(yè)技能培訓(xùn)方案，方案包括現(xiàn)狀分析或培訓(xùn)需求分析；確定培訓(xùn)綱要或框架；規(guī)劃并開(kāi)發(fā)詳細(xì)培訓(xùn)方案；實(shí)施培訓(xùn)方案；開(kāi)發(fā)并完善評(píng)價(jià)體系。根據(jù)構(gòu)建好的培訓(xùn)方案，通過(guò)微格教學(xué)的方式對(duì)本校06級(jí)生物科學(xué)師范生進(jìn)行課堂教學(xué)技能的培訓(xùn)，內(nèi)容包括教學(xué)語(yǔ)言技能、板書(shū)技能和教態(tài)變化技能。同樣根據(jù)構(gòu)建好的培訓(xùn)方案，以自愿報(bào)名的形式選取個(gè)別師范生，對(duì)其進(jìn)行教學(xué)設(shè)計(jì)技能、多媒體課件制作技能和說(shuō)課技能的培訓(xùn)。參考國(guó)內(nèi)外關(guān)于微格訓(xùn)練效果的調(diào)查問(wèn)卷，設(shè)計(jì)相應(yīng)的題目。問(wèn)卷分為五個(gè)維度，總體評(píng)價(jià)、培訓(xùn)內(nèi)容、培訓(xùn)環(huán)境、協(xié)作交流、評(píng)價(jià)反饋，以李克特量表作為主要回答形式。SPSS統(tǒng)計(jì)軟件對(duì)問(wèn)卷的質(zhì)量評(píng)估結(jié)果表明問(wèn)卷具有較高的信度和一定的效度。問(wèn)卷調(diào)查結(jié)果表明在課堂教學(xué)技能中應(yīng)用反思策略使師范生清楚自己的技能狀況，能有效提高師范生的教學(xué)技能，并養(yǎng)成反思的習(xí)慣。參考國(guó)內(nèi)外關(guān)于教師培訓(xùn)的訪談提綱，設(shè)計(jì)相應(yīng)的題目，對(duì)參加個(gè)案培訓(xùn)的生物科學(xué)師范生進(jìn)行訪談，訪談結(jié)果表明所有師范生都認(rèn)為通過(guò)培訓(xùn)，自己的技能有很大提高。相較于以前的盲目培訓(xùn)，通過(guò)反思，現(xiàn)在更清楚自己的技能水平和改進(jìn)空間了。本次研究得出以下結(jié)論基于反思的生物科學(xué)師范生教師職業(yè)技能的培訓(xùn)是有效的；師范生在教師職業(yè)技能培訓(xùn)過(guò)程中進(jìn)行反思是必要的；基于反思的師范生教師職＼1■K盧

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簡(jiǎn)介：南京師范大學(xué)碩士學(xué)位論文生物科學(xué)專業(yè)師范生教育科研素質(zhì)培養(yǎng)模式研究姓名高遠(yuǎn)申請(qǐng)學(xué)位級(jí)別碩士專業(yè)課程與教學(xué)論（生物）指導(dǎo)教師汪忠20080408ABSTRACTTHEREFORMOFANEWELEMENTARYEDUCATIONPUTSFORWARDANEWREQUESTTOTEACHERIN0111COUNTRYTEACHERMUSTENGAGEINEDUCATINGANDTEACHING嬲ARESEARCHERANDTHISISANEWCONTENTGIVENTOTHETEACHER’SROLEBYTHEREFORMABILITYOFEDUCATIONALSCIENCERESEARCHHASBECOMEANIMPORTANTGUIDELINEINVALUINGTEACHERPROFESSIONALQUALITYINNORMALUNIVERSITYTHEURGENTMATTERISTOTRAINTHEQUALIFIEDTEACHERSFORELEMENTARYEDUCATIONTHEREFORE，ITISIMPORTANTTOINVESTIGATETHEPRESENTACTUALITYOFTHEQUALITYOFEDUCATIONALSCIENCERESEARCHANDTHISWILLPLAYALLIMPORTANTROLEINEXPLORINGTHETRAININGMODEOFBIOLOGICALNORMALSTUDENTS，THISRESEARCHFIRSTDEFINEDTHEQUALITVOFEDUCATIONALSCIENCERESEARCHANDDESCRIBEDTHECHARACTERISTICS，CONNOTATIONANDTRAININGMODEOFBIOLOGICALNORMALEDUCATIONTHENINVESTIGATEDTHECURRENTSITUATIONABOUTTHEQUALITYOFBIOLOGICALNORMALSTUDENTSINEDUCATIONALSCIENCERESEARCHBYSTATISTICSMETHODSONTHEBASEOFTHESURVEYTHEDIFFICULTIESANDMETHODSINCULTIVATINGTHEEDUCATIONALSCIENCERESEARCHTALENTWEREANALYZEDANDRESEARCHEDACCORDINGTOABOVERESEARCH，THEBASICELEMENTOFEDUCATIONALSCIENCERESEARCHANDSUBJECTSOFBIOLOGICALNORMALEDUCATIONACULTUREMODEWASCONSTRUCTEDABOUTTHEQUALITYOFBIOLOGICALNORMALSTUDENTSINEDUCATIONALSCIENCERESEARCHTHISMODECONTAINEDTHREEPOINTSSTRENGTHENINGTHEORYANDMETHODOFBIOLOGYEDUCATION，STRENGTHENINGEDUCATIONPRACTICE，ANDSTRENGTHENINGTHEABILITYINWRITINGPAPERSINEDUCATIONRESEARCHTHREESTRENGTHENINGMODETOTESTIFYTHEFEASIBILITYANDTHEVALIDITYOFTHEMODE，THEMODEWASCARRIEDOUTINTHEGROUPOF2004UNDERGRADUATESMAJOREDINBIOLOGICALSCIENCEFROMYANCHENGTEACHERSUNIVERSITYTHERELATIONBETWEENTHEDEVELOPMENTSPACEOFTHEQUALITYOFEDUCATIONSCIENTIFICRESEARCHANDTHETRAININGOFTHEQUALI夠EDUCATIONSCIENTIFICRESEARCHALSOWASRESEARCHEDINTHEGROUPTWOCONCLUSIONSWEREDRAWNBYSURVEYANDTHEORETICALRESEARCHONEISTHATTHE“THREESTRENGTHENINGMODE’ISAUSEFULMETHODTOIMPROVETHEQUALITYOFEDUCATIONALSCIENCERESEARCHOFBIOLOGICALNORMALSTUDENTSTHEOTHERISTHATTHEQUALITYOFEDUCATIONALSCIENCERESEARCHBEFOREEMPLOYMENTCANINFLUENTTHEPROCESSOFTHETEACHERPROFESSIONALDEVELOPMENTAFTEREMPLOYMENTKEYWORDQUALITYOFEDUCATIONALSCIENCERESEARCHTRAININGMODE，RESEARCHⅡ

簡(jiǎn)介：Y684464獨(dú)創(chuàng)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)行的研究工作及取得的研究成果據(jù)我所知，除了文中特別加以標(biāo)注和致謝的地方外，論文中不包含其他人已經(jīng)發(fā)表或撰寫(xiě)過(guò)的研究成果，也不包含為獲得___注如沒(méi)有其他需要特別聲明的本欄可至或其他教育機(jī)構(gòu)獷學(xué)位或證書(shū)使用過(guò)的材料。與我一同工作的同志七雙研死所做約任何貢IJR已花論又“作了明確的說(shuō)明并表示謝意攤論T1}者ST高參紅導(dǎo)H簽軍口了之干IW杖簽字日期200、年，0月，午日簽早日期20訓(xùn)年扣月I辛日關(guān)鍵詞分類號(hào)生物生物科技活動(dòng)科學(xué)素養(yǎng)663391

簡(jiǎn)介：L單位代碼10445I學(xué)號(hào)200132511分類號(hào)G4516Y76‘6860孝每J；秘鬻鬻I教育碩士學(xué)位論文論文題目中學(xué)生物教師科學(xué)素養(yǎng)問(wèn)題研究學(xué)科專業(yè)名稱申請(qǐng)人姓名導(dǎo)師姓名論文提交時(shí)間THERESEARCHOFTHEMIDSCHOOLBIOLOGYTEACHERS’SCIENTIFICLITERACY學(xué)科教學(xué)生物李玲曹道平教授2005年4月9曰麓臻零勿全文公布，了～一一生壟塑蔓查燮堡圭蘭燕鎏奎THERESEARCHOFTHEMIDSCHOOLBIOLOGYTEACHERS’SCIENTIFICLITERACYABSTRACTWITHTHERAPIDDEVELOPMENTOFSCIENCETECHNOLOGYSCIENTIFICLITERACYWHICHARECLOSELYRELATEDTOTHECOMPREHENSIVENATIONALS拄ENGTH，HAVEBECOMEALLIMPORTANTPARTOFNATIONALQUALITYANDMAYHAVEAS虹ONGIMPACTONTHENATIONALDEVELOPMENTOFSCIENCEANDTECHNOLOGYCOMPARATIVELYSPEAKING，OURCOUNTRYLAGSMUCHBEHINDDEVELOPEDONESINTHISASPECT。THEREFORE，ITISAMUSTFORUSTEACHERSTOINCREASETHEYOUTH’SSCIENTIFICLITERACYANDALSOAMUSTTOMAKEAGOODFOUNDATIONFORFUNHERIMPROVEMENTSOFNATIONALQUALITYONEOFTHENOTIONSOFBIOLOGYCOURSEINTHENEWROUNDOFCURRICULUMREFORMISTOINCREASESCIENTIFICLITERACYFORA11SCHOOLSTUDENTS，IFSO，MIDSCHOOLBIOLEGYTEACHERSSHOULDBEMOREQUALIFIEDINSCIENTIFICLITERACYPRESENTLYTHEEDUCATIONALCIRCLESPAYCLOSEATTENTIONTOTHEPROBLEMSOFTHEMIDSCHOOLBIOLOGYTEACHERS’STATUSQUOOFSCIENTIFICLITERACYANDHOWTOIMPROVEITTHEYAREALSOTHEPROBLEMSTHATTHERESEARCHMAINLYFOCUSONTHISARTICLESLIMSUPTHEBASICCONNOTATIONOFSCIENTIFICLITERACYFORTEACHERSESPECIALLYBIOLOGYTEACHERSBYADOPTINGASUMMARY。OFDOCUMENTSANDCONSULTINGSOMECOLLEAGUES’RESEARCHACHIEVEMENTSASWELLDURINGRESEARCHWERK，THEWRITERDREWUPQUESTIONNAIRESREFERRING幻‘THEQUESTIONNAIRESFORCITIZENS’SCIENTIFICLITERACY’’ANDMADEAPOLLAMONGSOMEMIDSCHOOLBIOLCIGYTEACHERSOFZIBOHEREARESOMETRAITSOFSCIENTIFICLITERACYFORMIDSCHOOLBIOLOGYTEACHERSGOTFROMTHE攀1TMANYTEACHERSHAVEAGOODMASTEROFSCIENTIFICKNOWLEDGE，BUTAFEWOFTHEMHAVE。SOMEDEVIATIONSABOUTSCIENTIFICWAYSANDSOMEOFTHEMSTILLLACKEDUCATIONAL＆SCIENTIFICRESEARCHMETHODS；IMBALANCEDDEVELOPMENTSTILLEXISTSINTEACHERS’ATTITUDETOWARDSCL‘ENCE，WHILETHEIRSPIRITOFSCIENTIFICRESEARCHISPRETTYGOODACCORDINGTOTHEDEFICIENCIESFOUNDOUT。THISARTICLEALSODEALSWITHTHERESEARCHOFCOUNTENLLEASUREAGAINSTTHEPROBLEMS，INDICATINGITSLONGANDARDUOUSPROCESSTOIMPROVETEACHERS’SCIENTIFICLITERACYTHEENHANCEMENTOFSCIENTIFICLITERACYFORMIDSCHOOLBIOLOGYTEACHERSNOTONLYNEEDSTHETEACHERS’OWNEFFORTS，BUTALSONEEDSTHEPOLICYRELATEDSUPPERSOFEDUCATIONALAUTHORITIES，TRAININGFROMALLLEVELSOFEDUCATIONALDEPARTMENTSANDPROMOTIONSOFREFORMATTEACHERS’INSTITUTIONSOFLIGHERLEARNINGKEYWORDSMIDSCHOOLBIOLOGYTEACHERSCIENTIFICLITERACYSTATUSQUOELEVATEDCOUNTERMEASURECATEGORYNUMBERG45162

簡(jiǎn)介：Y783628分類號(hào)UDC密級(jí)編號(hào)學(xué)位論文中學(xué)生物理的科學(xué)閱讀能力培養(yǎng)研究THERESEARCHONCULTIVATINGTHEMIDDLESCHOOLSTUDENTS’ABILITYOFREADINGPHYSICSMATERIALSEFFECTIVELY李新華指導(dǎo)教師姓名周新雅副教授江西師范大學(xué)理電學(xué)院申請(qǐng)學(xué)位級(jí)別碩士專業(yè)名稱物理教育論文提交日期2004年9月答辯日期2004年11月學(xué)位授予單位和日期江西師范大學(xué)答辯委員會(huì)主席蠆窆，咱評(píng)闊人二00四年九月THERESEARCHOLLCULTIVMINGTHEMIDDLESCHOOLSTUDENTS’ABILILYOFMADINGPHYSICSMATERIALSEFFECTIVELYABSTRACTWITHTHEVARIATIONSOFPHYSICSTEACHINGREQUIREMENTIS，F(xiàn)ACINGNEWENTRANCEEXAMINATIONFORUNIVERSITVGETINFORMATIONANDDEALWITHINFORMATIONTEST，ITISTHEPOINTATPHYSICSTEACHINGREFORMTODEVELOPANDIMPROVETHESTUDENTS’READINGANDCOMPREHENSIONABILITYINPHYSICSTHEMAINCONTENTOFDONGTHISRESEARCHBEGINSWITHTHEINVESTIGATIONORPRESENTPHYSICSTEACHINGSITUATION，ANALYSESSOMEPHYSICSREADINGPROBLEMSEXISTINGINTEACHING，F(xiàn)INDSOUTTHERESEARCHDIRECTION，PUTSFORWARDSOMEDIRECTIVEANDINSTRUCTIVETEACHINGMETHODSITMAINLYSETSFORTHTHETACTICSANDWAYSTOTRAINTHESTUDENTSREADINGABILITYINPHYSICSITALSOPOINTSOUTTHATPHYSICSTEACHINGFORSENIORMIDDLESCHOOLSHOULDPAYATTENTIONTOTRAININGTHESTUDENTS’READINGABILITYTHERESEARCHBASEONTHEMIDDLESCHOOLSTUDENTS’PSYCHOLOGIESANDPROCESSINGINFORMATION1EARNINGTHEORIESITSETSFORTHTHEFACTICESTOTRAINTHESTUDENTS7READINGABILITYINPHYSICSFROMLEARNINGINTERNINGANDREADINGHABITSANDREADINGWAYSANDINFORMATIONABILITYANDSOONITSETSFORTHTHEPATHTODEVELOPREADINGABILITYFROMCLASSROOMTEACHINGANDRESEARCHINGLEARNANDSOONITFINALLYINDICATESTHESIGNIFICANCEANDVALUEOFCARRYINGOUTTHISRESEAROHEXPOUNDSTHE1IMITSOFTHISRESEARCHTHEWRITERHOPESTHATITCANOFFERSOMEINSTRUCTIVEREFERENCEFORPHYSICSTRAININGREFORMINTHEFUTUREKEYWORDSABILITYOFREADING；EF_FECTIYELYPHYSICSTEACHINGTRAININGREFORM

簡(jiǎn)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(xiě)過(guò)的研究成果。其他同志對(duì)本研究所做的貢獻(xiàn)均已在論文中作了聲明并表示了謝意。學(xué)位論文作者簽名蚴ET期201L，OS、2O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(shí)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?jī)?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(guó)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，保密期限為年。學(xué)位論文作者簽名琊湮B指導(dǎo)教師簽名VN孥目錄目錄摘要IABSTRACTIII第1章緒論111研究背景112研究意義2121經(jīng)濟(jì)地理學(xué)理論發(fā)展的新趨勢(shì)2122我國(guó)生物技術(shù)研究活躍的領(lǐng)域2123本文研究的實(shí)踐意義。313研究方法414研究?jī)?nèi)容與技術(shù)路線5141研究?jī)?nèi)容5142研究難點(diǎn)一6143可能的創(chuàng)新點(diǎn)7144技術(shù)線路圖。7第2章研究綜述921相關(guān)概念界定9211科學(xué)合作。9221地理鄰近與社會(huì)、制度鄰近。922國(guó)內(nèi)對(duì)科學(xué)合作的相關(guān)研究綜述9221管理學(xué)領(lǐng)域?qū)τ诳茖W(xué)合作的研究綜述10222管理學(xué)對(duì)科學(xué)合作的空問(wèn)特性地域性研究1023國(guó)外對(duì)科學(xué)合作的相關(guān)研究綜述11231地理鄰近對(duì)科學(xué)合作作用機(jī)制研究1L232制度鄰近、社會(huì)鄰近對(duì)科學(xué)合作作用機(jī)制研究14233認(rèn)知鄰近對(duì)于科學(xué)合作作剛綜述14234地理鄰近因子與制度、社會(huì)鄰近因子相互作用機(jī)制研究1524國(guó)內(nèi)外研究評(píng)述15第3章基礎(chǔ)數(shù)據(jù)獲取及處理1731數(shù)據(jù)獲取方法選擇1732數(shù)據(jù)獲取17

簡(jiǎn)介：廣西師范大學(xué)碩士學(xué)位論文培養(yǎng)幼師學(xué)生生物科學(xué)素養(yǎng)的研究與實(shí)踐姓名謝葵英申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育生物教學(xué)指導(dǎo)教師黃乘明200508012摘要國(guó)民科學(xué)素養(yǎng)的高低直接影響一個(gè)國(guó)家科學(xué)技術(shù)的發(fā)展，提高學(xué)生的科學(xué)素養(yǎng)是很多國(guó)家科學(xué)教育的共同目標(biāo)。我國(guó)也于2001年基礎(chǔ)教育課程改革中將培養(yǎng)學(xué)生的科學(xué)素養(yǎng)作為核心任務(wù)。與發(fā)達(dá)國(guó)家相比，我國(guó)國(guó)民的科學(xué)素養(yǎng)仍處于十分落后的狀況。中國(guó)科協(xié)2004年發(fā)布了2003年我國(guó)公眾的科學(xué)素養(yǎng)水平的比例為198，國(guó)民科學(xué)素養(yǎng)穩(wěn)步提高，但與美國(guó)、歐盟國(guó)家和日本相比，還處于落后地位。國(guó)家要強(qiáng)盛、民族要振興，國(guó)民科學(xué)素養(yǎng)水平的提高迫在眉睫。幼師學(xué)生肩負(fù)著未來(lái)培養(yǎng)幼兒科學(xué)素養(yǎng)啟蒙教育的重任，提高幼師學(xué)生的科學(xué)素養(yǎng)是新的基礎(chǔ)教育課程改革對(duì)幼兒師范學(xué)校的要求。然而，雖然目前的基礎(chǔ)教育改革十分活躍，幼兒師范教育在應(yīng)對(duì)這一變化的過(guò)程中卻明顯滯后。因此，本課題研究的主要目的是針對(duì)幼師學(xué)生在科學(xué)素養(yǎng)上的不足，并結(jié)合自己的教育教學(xué)實(shí)踐經(jīng)驗(yàn)，提出具體的策略，以期為幼師生物教育教學(xué)改革提供新的思路與構(gòu)想，為廣大從事幼師生物教學(xué)的教育工作者提供教學(xué)上的參考。本課題采用的研究方法主要是文獻(xiàn)分析法、問(wèn)卷調(diào)查法、經(jīng)驗(yàn)總結(jié)法。論文第一部分闡述了科學(xué)素養(yǎng)、生物科學(xué)素養(yǎng)的內(nèi)涵，幼師生物教學(xué)培養(yǎng)學(xué)生科學(xué)素養(yǎng)的現(xiàn)實(shí)依據(jù)和現(xiàn)實(shí)意義，以及目前國(guó)內(nèi)外科學(xué)素養(yǎng)教育現(xiàn)狀；第二部分從調(diào)查問(wèn)卷入手，分析幼師學(xué)生科學(xué)素養(yǎng)的現(xiàn)狀；第三部分針對(duì)學(xué)生在科學(xué)素養(yǎng)上的不足，并結(jié)合自己的教育教學(xué)實(shí)踐經(jīng)驗(yàn)，著重探討培養(yǎng)幼師學(xué)生科學(xué)素養(yǎng)目標(biāo)、教學(xué)原則以及培養(yǎng)科學(xué)素養(yǎng)的途徑，以期為幼師生物教育教學(xué)改革提供新的思路與構(gòu)想；第四部分是結(jié)論與思考，提出教師科學(xué)素養(yǎng)提高是落實(shí)科學(xué)素養(yǎng)教育的保證，最后指出了這一課題有待繼續(xù)研究完善的方面。本研究的成果和結(jié)論1參照國(guó)際通用的科學(xué)素養(yǎng)調(diào)查問(wèn)卷，自編了一套幼師學(xué)生生物科學(xué)素養(yǎng)的調(diào)查問(wèn)卷；2挖掘幼師生物教材中滲透辨證唯物主義觀、生物科學(xué)美、生物科學(xué)史的教學(xué)知識(shí)點(diǎn)，并編制成細(xì)目表，以便在課堂教學(xué)中實(shí)施、操作，最終達(dá)到提高學(xué)生科學(xué)素養(yǎng)教育實(shí)效性的目的；3論文針對(duì)幼師生生物科學(xué)素養(yǎng)的現(xiàn)狀，并結(jié)合生物教學(xué)的實(shí)踐，提出了具體的策略，對(duì)幼師生物教學(xué)中實(shí)施科技教育具有一定的探討價(jià)值。關(guān)鍵詞幼師生物科學(xué)素養(yǎng)

簡(jiǎn)介：專業(yè)碩士學(xué)位論文論文題目論文題目高中生物科學(xué)史教學(xué)現(xiàn)狀分析高中生物科學(xué)史教學(xué)現(xiàn)狀分析及策略優(yōu)化的研究及策略優(yōu)化的研究專業(yè)學(xué)位名稱全日制教育碩士專業(yè)領(lǐng)域名稱學(xué)科教學(xué)（生物）申請(qǐng)人姓名陳慧敏導(dǎo)師姓名、職稱張祥沛教授論文提交時(shí)間2013年4月1摘要“重視科學(xué)史教育價(jià)值”是生物新課改的重要組成方面，近年來(lái)有關(guān)生物科學(xué)史的研究越來(lái)越受到人們的重視。筆者進(jìn)行本研究的目的包括通過(guò)對(duì)相關(guān)理論的探討為科學(xué)史教學(xué)提供理論依據(jù)；通過(guò)對(duì)生物科學(xué)史內(nèi)容的教材分析發(fā)現(xiàn)教材在科學(xué)史方面的不足，并提出相應(yīng)建議；通過(guò)高中生物科學(xué)史教學(xué)現(xiàn)狀的調(diào)查，發(fā)現(xiàn)存在的問(wèn)題，進(jìn)而提出高中生物科學(xué)史教學(xué)的優(yōu)化策略；通過(guò)高中生物科學(xué)史教學(xué)策略的實(shí)踐研究，為生物科學(xué)史教學(xué)提供實(shí)證參考。本研究主要運(yùn)用了文獻(xiàn)法、調(diào)查法、統(tǒng)計(jì)法、比較分析法、實(shí)驗(yàn)法等。論文主體共分六個(gè)部分第一部分，概述。主要分析了本課題的研究背景、現(xiàn)狀、意義及生物科學(xué)史有關(guān)內(nèi)涵，探討了生物科學(xué)史教學(xué)的理論基礎(chǔ)。第二部分，高中生物科學(xué)史內(nèi)容的教材分析。對(duì)人教版新舊兩版教材進(jìn)行了比較分析，發(fā)現(xiàn)新課標(biāo)對(duì)新教材科學(xué)史的要求更具體、新版教材中科學(xué)史數(shù)量增加、科學(xué)史呈現(xiàn)方式更加多樣。并進(jìn)一步提出改進(jìn)建議課標(biāo)要求應(yīng)該更鮮明、教材中科學(xué)史數(shù)量還需增加和均衡、呈現(xiàn)方面要突出科學(xué)思想史和體現(xiàn)科學(xué)真實(shí)性。第三部分，高中生物科學(xué)史教學(xué)現(xiàn)狀的調(diào)查。通過(guò)對(duì)當(dāng)前高中生物科學(xué)史教學(xué)現(xiàn)狀的調(diào)查主要發(fā)現(xiàn)以下問(wèn)題教師對(duì)生物科學(xué)史概念、內(nèi)容認(rèn)識(shí)不清；對(duì)科學(xué)史價(jià)值的認(rèn)識(shí)有待提高；教師教育觀念有待更新；教育體制亟待改革。第四部分，高中生物科學(xué)史教學(xué)的策略優(yōu)化。主要提出了以下優(yōu)化策略全面認(rèn)識(shí)科學(xué)史教育價(jià)值，形成正確的科學(xué)史觀；多途徑學(xué)習(xí)科學(xué)史，豐富自身科學(xué)史知識(shí)；積極探尋生物科學(xué)史課堂教學(xué)途徑；積極開(kāi)發(fā)生物科學(xué)史課外實(shí)施途徑；注意科學(xué)史的選取和使用；公正客觀地評(píng)價(jià)科學(xué)史，引導(dǎo)學(xué)生認(rèn)識(shí)科學(xué)本質(zhì)；充分發(fā)揮多媒體作用；注重學(xué)科間的聯(lián)系，實(shí)現(xiàn)學(xué)科間相互促進(jìn)。第五部分，高中生物科學(xué)史教學(xué)策略有效性的實(shí)踐研究。進(jìn)行了一學(xué)期的教學(xué)實(shí)踐，結(jié)果表明，運(yùn)用生物科學(xué)史教學(xué)策略可以激發(fā)學(xué)生的生物學(xué)習(xí)興趣和學(xué)業(yè)成績(jī)，在生物教學(xué)中應(yīng)積極運(yùn)用科學(xué)史。第六部分，結(jié)論與反思。對(duì)本研究作了一個(gè)全面的總結(jié)，并對(duì)研究中存在的不足進(jìn)行了反思。關(guān)鍵詞新課程；高中生物學(xué)；生物科學(xué)史；策略

簡(jiǎn)介：浙江師范大學(xué)碩士學(xué)位論文高中生物學(xué)教學(xué)中利用生物科學(xué)史進(jìn)行過(guò)程教學(xué)的研究姓名周宇朗申請(qǐng)學(xué)位級(jí)別碩士專業(yè)學(xué)科教學(xué)（生物）指導(dǎo)教師邵晨20071220ARESEARCHONPROCESSTEACHINGBYMAKINGUSEOFBIOLOGYSCIENCEHISTORYONTHETEACHINGOFBIOLOGYINTHESENIORHIGHSCHOOLTHEHISTORYOFSCIENCEISASPECIOUSEDUCATIONALRESOURCEITSSPECIALVIEWSANDABUNDANTCONNOTATIONLEADTOTHEFACTTHATITHASSPECIALVALUEINA11ASPECTSIT’SABIGINTERNATIONALSCIENCEEDUCATIONALTRENDWHENWEIMPORTTHESCIENCEINTOSCIENCETEACHINGENHANCINGBIOLOGYSCIENCEHISTORYEDUCATIONHASBDEHPUTFORWARDDEFINITELYINTHEBIOLOGYCURRICULUMCRITERION，ESPECIALLYWITHTHEDEVELOPMENTOFTHETEXTBOOKOFSENIORHIGHSCH001SOHOWWEMAKEUSEOFTHESCIENCEHISTORYTOTEACHSTUDENTSBIOLOGYSCIENCEHISTORY，TOIMPROVESTUDENTS’SCIENCELITERACY，ISALSOAINVESTIGATIVESUBJECTDURINGTHERESEARCHWEADAPTTHEWAYOFCOMBINATIONOFTHEORYANDPRACTICETOANALYZETHEPROCESSTEACHING，ANDBRINGFORWARDHOWTOTAKEADVANTAGEOFTHESCIENCEHISTORYTOFULFILLTHEPROCESSTEACHINGANDTEACHINGPRACTICEWECARRYOUTTHEEXPERIMENTINTHEFOLLOWINGASPECTSFIRSTANALYZETHETHEORYBASEWHENPROCESSINGTHEBIOLOGYSCIENCETEACHINGSECONDFROMTHEPLENTIFULVALUABLESCIENCEHISTORY，WESYSTEMICALLYDEMONSTRATETHATHOWTHETEACHERSMAKEFULLUSEOFBIOLOGYSCIENCEHISTORYTOIMPROVETHESTUDENTS’SCIENCE1ITERACYTHIRDANALYZETHENECESSITYANDFEASIBILITYOFCARRYINGOUTPROCESSTEACHINGINFULFILLINGTHEBIOLOGYSCIENCEHISTORYFOURTHTHETEACHERDEVELOPSTOUTILIZETHEBIOLOGYSCIENCEHISTORYTODOTHERESEARCHONTHEPROCESSTEACHING，DISTILLADAPTABLEPROCESSTEACHINGCONTENTSANDPUTFORWARDTHERELATIVELYTEACHINGMODELANDTEACHINGSTRATEGYATTHESAMETIMEWEADAPTTHEWAYOF1ITERATURESEARCH，QUESTIONNAIRE，COMPARATIVERESEARCH，OBSERVATIONAL，DICTATORIAL，SUMMARYTOANALYZEITFINALLYWECANDRAWACONCLUSIONTOTHEPROCESSTEACHINGFIRSTLYMOSTOFSTUDENTSAGREETOTHETEACHINGMETHODSOFMAKINGUSEOFTHEBIOLOGYSCIENCEHISTORYTOCARRYONTHEPROCESSTEACHING，ANDITCANIMPROVETHESTUDENTS’INTERESTSTOMAKEUSEOFTHEBIOLOGYSCIENCEHISTORYTOCARRYONTHEPROCESSTEACHINGSECONDLYFROMTHERESULTSOFTHEQUESTIONNAIRE，WEKNOWFULFILLINGTHEBIOLOGYSCIENCEHISTORYTOCARRYOUTTHEPROCESSTEACHINGCANIMPROVESTUDENT7SACHIEVEMENT，CHANGETHESTUDENTS’COGNITIONTOTHEBIOLOGY，TOTHESCIENCE，ESPECIALLYTOBETTERUNDERSTANDTHENATUREOFTHESCIEFLCEATTHES硼ETIMEITHASABETTERINFLUENCEONSTUDENTS’SCIENTISMANDSCIENTIFICSPIRITKEYWORDSSENIORBIOLOGY，BIOLOGYSCIENCEHISTORY，PROCESSTEACHING

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