簡(jiǎn)介：齊德沖課堂教學(xué)提高高中生物理學(xué)習(xí)力的研究摘要2L世紀(jì)是科學(xué)技術(shù)加速發(fā)展的時(shí)代，知識(shí)的老化程度加快。隨著網(wǎng)絡(luò)化、信息化的不斷發(fā)展，社會(huì)對(duì)人才提出了更高的要求。社會(huì)競(jìng)爭(zhēng)力成為衡量一個(gè)人適應(yīng)社會(huì)能力的重要指標(biāo)，學(xué)習(xí)力體現(xiàn)了一個(gè)人的核心社會(huì)競(jìng)爭(zhēng)力，因此，發(fā)展個(gè)人學(xué)習(xí)力是提高競(jìng)爭(zhēng)力的必然要求。學(xué)習(xí)力理論在提升組織成員的知識(shí)技能、交流、合作、創(chuàng)新等方面效果顯著，這些能力正是當(dāng)前教育對(duì)學(xué)生提出的要求，學(xué)習(xí)力理論順應(yīng)了教育發(fā)展趨勢(shì)，為當(dāng)前的教學(xué)改革指明了方向，因此發(fā)展學(xué)生的學(xué)習(xí)力具有重要意義。本次研究從學(xué)生學(xué)習(xí)力存在的不足之處著手，提出一系列旨在提高學(xué)生學(xué)習(xí)力的教學(xué)建議和策略，希望為教育改革和發(fā)展提供一定的借鑒。本文共計(jì)六章，系統(tǒng)地闡述了高中生物理學(xué)習(xí)力提升的問(wèn)題。第一章論述了研究背景、意義，方法和目的，并且簡(jiǎn)明扼要地闡述了學(xué)習(xí)力操作性概念。第二章論述了學(xué)習(xí)力的相關(guān)理論，包括學(xué)習(xí)力研究的起源第五項(xiàng)修煉理論，以及建立在第五項(xiàng)修煉理論基礎(chǔ)上的國(guó)內(nèi)外學(xué)習(xí)力研究成果。第三章論述了開(kāi)展學(xué)習(xí)力教育的理論基礎(chǔ)，主要包括心理學(xué)、教育學(xué)和物理學(xué)科自身的特點(diǎn)，論證了在物理教學(xué)中開(kāi)展學(xué)習(xí)力教育是合理、有意義的。第四章描述了學(xué)習(xí)力調(diào)查報(bào)告的情況。本次研究根據(jù)學(xué)習(xí)力四要素學(xué)習(xí)動(dòng)力、學(xué)習(xí)毅力、學(xué)習(xí)能力、學(xué)習(xí)創(chuàng)造力，我們編制了學(xué)習(xí)力調(diào)查問(wèn)卷。根據(jù)回收的有效問(wèn)卷我們?cè)敿?xì)地分析了高中生物理學(xué)習(xí)力的狀況，闡述了提高學(xué)習(xí)力的重要性。第五章論述了提升高中生物理學(xué)習(xí)力的策略。本章從影響物理教育的六個(gè)重要因素包括物理課程改革與發(fā)展、教育的評(píng)價(jià)方式、教師的教學(xué)心理、學(xué)生的學(xué)習(xí)心理、社會(huì)心理、校園學(xué)習(xí)環(huán)境入手，采用系統(tǒng)思考的方法分析了物理教學(xué)中存在的問(wèn)題。依據(jù)具體問(wèn)題具體分析的原則，我們提出了如何提高高中生物理學(xué)習(xí)力的教學(xué)策略，主要包括提高學(xué)生的興趣、認(rèn)知、探索、信息搜索和應(yīng)用等方面的能力。第六章詳細(xì)闡述了一個(gè)在實(shí)際教學(xué)中提高高中生物理學(xué)習(xí)力的教學(xué)案例。我們?cè)趯?shí)驗(yàn)班采用旨在提高學(xué)生學(xué)習(xí)力的教學(xué)方法，實(shí)驗(yàn)結(jié)束后，對(duì)比實(shí)驗(yàn)班和對(duì)照班在教學(xué)方法、教學(xué)效果、測(cè)試結(jié)果、課堂感受等方面的異同，發(fā)現(xiàn)實(shí)驗(yàn)班的教學(xué)達(dá)到了預(yù)期的效果，學(xué)生學(xué)習(xí)力有一定的提高。本章最后進(jìn)行了簡(jiǎn)單的總結(jié)，同時(shí)指出本研究的不足之處。關(guān)鍵詞學(xué)習(xí)力高中生物理教學(xué)教學(xué)案例問(wèn)卷調(diào)查系統(tǒng)思考ABSTRACTTHE21STCENTURYISTHEERAOFACCELERATEDDEVELOPMENTINSCIENCEANDTECHNOLOGYANDKNOWLEDGEWILLBEAGINGMUCHFASTERWITHTHECONTINUOUSDEVELOPMENTOFNETWORKANDINFORMATIONTECHNOLOGYTHESOCIETYHASPUTFORWARDAHIGHERREQUIREMENTFORTALENTSOCIALCOMPETITIVENESSBECOMEALLIMPORTANTINDICATORTOMEASURETHEABILITYTHATAPERSONADAPTTOTHESOCIETYLEARNINGABILITYREFLECTSTHECOREOFAPERSON’SSOCIALCOMPETITIVENESS，THEREFORE，TODEVELOPINDIVIDUALLEARNINGABILITYISANINEVITABLEREQUIREMENTTOIMPROVEONE’SCOMPETITIVENESSTHEORYOFLEARNINGABILITYHASASIGNIFICANTEFFECTTOENHANCEKNOWLEDGEANDSKILLS，COMMUNICATION，COOPERATION，INNOVATIONOFTHEMEMBERSOFTHEORGANIZATION，THESECAPABILITIESISREQUIREDFORSTUDENTSINCURRENTLYEDUCMION1EARNINGABILITYTHEORYCONFORMTOTHE齊德沖課堂教學(xué)提高高中生物理學(xué)習(xí)力的研究目錄1川圳舢㈣川㈣㈣川舢摘要一Y24195091ABSTRACT11引言一511研究背景一512學(xué)習(xí)力概念5121學(xué)習(xí)力概念概述5122學(xué)習(xí)力基本要素6123學(xué)習(xí)力四要素的關(guān)系一613研究意義一7131理論意義一7132現(xiàn)實(shí)意義714研究方法一7141文獻(xiàn)法7142系統(tǒng)思考法714T3個(gè)案分析法715研究目的一82學(xué)習(xí)力理論綜述821學(xué)習(xí)力概述一822第五項(xiàng)修煉理論一8221第一項(xiàng)修煉自我超越一9222第二項(xiàng)修煉改善心智模式9223第三項(xiàng)修煉建立共同愿景10224第四項(xiàng)修煉團(tuán)體學(xué)習(xí)一10225第五項(xiàng)修煉系統(tǒng)思考11226五項(xiàng)修煉的關(guān)系1123國(guó)內(nèi)外學(xué)習(xí)力研究綜述12231國(guó)外學(xué)習(xí)力的研究12232國(guó)內(nèi)學(xué)習(xí)力研究綜述143開(kāi)展學(xué)習(xí)力教育的理論基礎(chǔ)1631心理學(xué)基礎(chǔ)16311行為主義學(xué)習(xí)理論16312認(rèn)知學(xué)習(xí)理論一16313建構(gòu)主義學(xué)習(xí)理論17314人本主義心理學(xué)理論一1732教育學(xué)基礎(chǔ)18321終身教育理論一18322創(chuàng)新教育理論1833物理學(xué)科特點(diǎn)183131新課程改革要求一18332物理學(xué)科特點(diǎn)194高中生物理學(xué)習(xí)力調(diào)查分析1941研究方法1942數(shù)據(jù)分析20

簡(jiǎn)介：蘇州大學(xué)學(xué)位論文獨(dú)創(chuàng)性聲明門‘S952本人鄭重聲明提交的學(xué)位論文是本人在導(dǎo)師的指導(dǎo)下，獨(dú)立進(jìn)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，本論文不含其他個(gè)人或集體已經(jīng)發(fā)表或撰寫(xiě)過(guò)的研究成果，也不含為獲得蘇州大學(xué)或其他教育機(jī)構(gòu)的學(xué)位證書(shū)而使用過(guò)的材料。對(duì)本文的研究作出重要貢獻(xiàn)的個(gè)體和集體，均已在文中以明確方式標(biāo)明。本人承擔(dān)本聲明的法律責(zé)任。論文作者簽名酗日期坐掣■I■IILL■■■■■■R，BI學(xué)位論文使用授權(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，既學(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(guó)家圖書(shū)館、中國(guó)社科院文獻(xiàn)信息情報(bào)中心、中國(guó)科學(xué)技術(shù)信息研究所含萬(wàn)方數(shù)據(jù)電子出版社、中國(guó)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(kù)進(jìn)行檢索。涉密論文口本學(xué)位論文屬在年月解密后適用本規(guī)定。非涉密論文口論文作者簽名導(dǎo)師簽名

簡(jiǎn)介：得的研究成果。3、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。4、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。。5、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。研究生簽名絲塑蘭研究生簽名拶司二I_叢日期學(xué)位論文使用授權(quán)聲明本人完全了解南京師范大學(xué)有關(guān)保留、使用學(xué)位論文的規(guī)定，學(xué)校有權(quán)保留學(xué)位論文并向國(guó)家主管部門或其指定機(jī)構(gòu)送交論文的電子版和紙質(zhì)版；有權(quán)將學(xué)位論文用于非贏利目的的少量復(fù)制并允許論文進(jìn)入學(xué)校圖書(shū)館被查閱；有權(quán)將學(xué)位論文的內(nèi)容編入有關(guān)數(shù)據(jù)庫(kù)進(jìn)行檢索；有權(quán)將學(xué)位論文的標(biāo)題和摘要匯編出版。保密的學(xué)位論文在解密后適用本規(guī)定。研究生簽名噬蘊(yùn)基日期【ABSTRACT】ENFORCINGTHENEWCURRICULUMOFHIGHSCHOOLPHYSICSPUTSFORWARDHIGHERREQUIREMENTSFORPHYSICSTEACHINGTHEAUTHORFOUNDFROMTHETEACHINGPRACTICETHATEMOTIONALFACTORSHAVEAGREATINFLUENCEONHIGHSCHOOLGIRLSINPHYSICSLEARNINGINTHISPAPER，BASEDONSOMUCHLITERATUREANDGUIDEDBYTHEORYOFPHYSIOLOGY，SOCIOLOGY，PSYCHOLOGY，THEAUTHORINVESTIGATEDSOMEBOYSANDGIRLSINMYSCHOOLONTHEIRSTATUSOFLEARNINGPHYSICALANDANALYZEDTHEFACTORSINFLUENCINGITALSOTHEEMOTIONALFACTORSINFLUENCINGHIGHSCHOOLGIFTSTOSTUDYPHYSICSWEREANALYSEDINTHEPAPERINADDITION，THEAUTHORPUTFORWARDSOMECORRESPONDINGMEASURESTOIMPROVETHEABILITIESFORHIGHSCHOOL百RLSTOLEARNPHYSICALWELL，SUCHASTHEMANAGEMENTOFPHYSICSLEARNINGPORTFOLIOFORFEMALE，EXPANSIONANDCARDINGOFPHYSICALKNOWLEDGEFOREACHUNIT；BUILDINGGIRLS’SELFCONFIDENCETOLEARNPHYSICAL，INSPIRINGGIFLS’INTRINSICMOTIVATIONTOSTUDYPHYSICSANDSOONSOTHEINITIALTEACHINGPRACTICEHASACHIEVEDPOSITIVERESULTS【KEYWORDSLSENIORGIDSTUDENTS，PHYSICSSTUDYEMOTIONALFACTORS

簡(jiǎn)介：華中師范大學(xué)碩士學(xué)位論文高中生物理學(xué)習(xí)認(rèn)知因素分析姓名劉娟申請(qǐng)學(xué)位級(jí)別碩士專業(yè)課程與教學(xué)論指導(dǎo)教師黃致新20090501⑨碩士學(xué)位論文MASTER’STHESISABSTRACTATPRESENT，HIGHSCHOOLSTUDENTS’PHYSICSLEARNINGDIFFICULTYISAVERYCOMMONPHENOMENONANDTHEEFFECTIVENESSOFPHY7SICALLEARNINGHASBECOMEONEOFTHEHOTTESTTOPICSTHATTHEPHYSICSEDUCATIONRESEARCHERSAROUNDTHEWORLDSHOWSSOLICITUDETHEFACTORSTHATINFLUENCETHEEFFECTIVENESSOFSENIORSTUDENTS’PHYSICSSTUDYAREVARIOUSBUTTHECOGNITIONFACTORPLAYSTHEMOSTDIRECTROLEHOWEVERMOSTOFARTICLESANALYSISTHEEFFECTIVENESSOFSENIORSTUDENTS’PHYSICSLEARNINGFROMTHENONCOGNITIONFACTORNOTFROMTHECOGNITIONANGLETHISTHESISSTUDIESTHEEFFECTIVENESSOFSENIORSTUDENTS’PHYSICSSTUDYFROMTHECOGNITIONANGLEFIRSTLYBASEDONTHEANALYSISOFTHEUNIVERSALITYOFSENIORSTUDENTS’PHYSICSLEARNINGDIFFICULTYANDTHEDIRECTEFFECTOFCOGNITIVEFACTORSONTHEPHY7SICSLEARNING，THISTHESISPUTSFORWARDTHERESEARCHPROBLEMABOUTCOGNITIVEFACTORONSENIORSTUDENTS’PHYSICSLEARNINGANDTHEAPPLICATIONOFTHEBRAINCOGNITIVESCIENCEINEDUCATIONALFIELDSMAKESITPOSSIBLETOCOMPLETETHISTHESISSECONDLYBYUSINGTHEQUESTIONNAIRESURVEYPROCEDUREANDLOGICTHINKING，THISPAPERUNIFIESPERSON’SCOGNITIONPROCESSINGCHARACTERISTIC，SENIORSTUDENTSCOGNITIONCHARACTERISTICANDTHEPHY7SICALSUBJECT’SCHARACTERISTIC，TOSEPARATELYANALYSISTHESENSATION，THEMEMORYANDTHESELFCONCEPT’SINFLUENCEONTHEEFFCCTIVENESSOFSENIORSTUDENTS’PHYSICSSTUDYTHERESULTINDICATEDTHATTHEDIFFERENCEOFLEARNINGSTYLEINSENSATIONBETWEENTHEPHYSICALTEACHERANDTHESTUDENTSHASTHEREMARKABLERELEVANCEWITHEFFECTOFSTUDENT’SPHYSICALSTUDYWORKINGMEMORYWOULDAFFECTSENIORSTUDENTS’PHYSICSSTUDYSENIORSTUDENTS’THESELFCONCEPTISCONNECTED、ⅣIMPHYSICSACADEMICRECORDTHESELFCONCEPTLEVELOFSTUDENT、航TLLOUTSTANDINGRESULTISOBVIOUSLYHIGHERTHANTHEONEOFSTUDENTS’PHRSITSLEARNINGDIFFICULTY刪Y，ACCORDINGTOTHECONCLUSIONTHISTHESISGIVESSOMESUGGESTIONANDTHESTRATEGYFORTHEPHYSICALTEACHERSCLASSROOMINSTRUCTIONFINALLYTHISTHESISSUMMARIZESTHEIMPORTANTCONCLUSIONSANDSTANDPOINTSANDGIVESANOUTLOOKABOUTTHEFUTURERESEARCHTKSTHESISTRIESTOINTRODUCEHUMANFACTORSINTOPHYSICSRESEARCHANDPRACTICALTEACHINGHUMANCOGNITIVECHARACTERISTICSRESEARCHWILLMAKEPHYSICSTEACHINGMOREEFFECTIVELYKEYWORDSPHYSICSLEARNING；COGNITIONFACTOR；PHYSICSLEARNINGDIFFICULTY；INFORMATIONPROCESSINGLL

簡(jiǎn)介：I初中生物理學(xué)習(xí)興趣的研究摘要物理，是學(xué)生普遍反映既喜歡學(xué)而又難學(xué)的一門課程，這主要是由物理學(xué)科的本身特點(diǎn)決定的。由于存在這一問(wèn)題，興趣與意志都成為顯著影響物理學(xué)習(xí)質(zhì)量的因素。而興趣在學(xué)生的學(xué)習(xí)活動(dòng)中起著至關(guān)重要的作用。學(xué)生如果能夠?qū)W(xué)習(xí)有了興趣，那么他的學(xué)習(xí)本身以及所學(xué)習(xí)的科目都會(huì)符合他的由活動(dòng)動(dòng)機(jī)產(chǎn)生的認(rèn)識(shí)傾向，也就可以激起他的學(xué)習(xí)積極性，推動(dòng)他在學(xué)習(xí)中取得好成績(jī)。物理教學(xué)就是要從理論和實(shí)踐兩個(gè)方面，研究如何進(jìn)行物理教學(xué)才能激發(fā)學(xué)生的學(xué)習(xí)興趣以及怎樣能夠提高物理教學(xué)的效率。而在整個(gè)物理教學(xué)過(guò)程中，初中物理教學(xué)是青少年進(jìn)入物理知識(shí)寶庫(kù)的入門和啟蒙，是培養(yǎng)學(xué)生學(xué)習(xí)物理的興趣，使其具有初步觀察事物、分析問(wèn)題、解決問(wèn)題能力的關(guān)鍵。因而在初中物理教學(xué)中啟發(fā)學(xué)生對(duì)科學(xué)的興趣，調(diào)動(dòng)其學(xué)習(xí)積極性，為今后的深造打下良好的基礎(chǔ)有著重要的作用。本文就是以現(xiàn)狀調(diào)查為基礎(chǔ)，通過(guò)問(wèn)卷調(diào)查的形式探究影響初中學(xué)生物理學(xué)習(xí)興趣的各方面因素。由于物理學(xué)科本身的難度、各科學(xué)業(yè)負(fù)擔(dān)過(guò)重、不同學(xué)生在學(xué)習(xí)物理上的不同困難、學(xué)校實(shí)驗(yàn)設(shè)備和多媒體的應(yīng)用以及物理教師本身對(duì)學(xué)生的影響等，都會(huì)導(dǎo)致中學(xué)生物理學(xué)習(xí)興趣產(chǎn)生差異。找到學(xué)生對(duì)物理本無(wú)興趣或原有興趣逐漸喪失的原因，然后針對(duì)某些被試追蹤觀察，從教師自身能力、作業(yè)合理性的設(shè)計(jì)、個(gè)性化教學(xué)手段三大方面著手采取應(yīng)對(duì)的措施，實(shí)施相應(yīng)的具體教學(xué)策略后再對(duì)所選的被試進(jìn)行后測(cè)。學(xué)生在中考是否取得優(yōu)異的成績(jī)，是社會(huì)較為關(guān)注的問(wèn)題，所以培養(yǎng)學(xué)生學(xué)習(xí)物理的興趣，增強(qiáng)學(xué)生學(xué)習(xí)物理的能力，最終提高學(xué)生的物理成績(jī)，就是本研究所期望達(dá)成的目標(biāo)。關(guān)鍵詞初中物理學(xué)習(xí)興趣教學(xué)策略2TLII，、，KLI■I■■■■■■IIIIL◆初中生物理學(xué)習(xí)興趣的研究ABSTRACTⅢ舢㈣L|IL||LLLL帥㈣L|III㈣Y1771836PHYSICS。ITISACOURSEINW王LICH呶IDENTSENDEAVORTOACKEVEHOWEVER，ITISADI伍CULTYETSTIMULATIILGCHOICEASWELL111EVEFYCH觚ACTEROFPHYSICS鋤BODIESTHISBECAUSEOFⅡLISREASOIL，INTCRESTILLMISFIELDOFSTUDY、VILL，EVENTUALLY，BECOMEASIGMFICANTFLACTORINTLLEAC加粗Q讞姆OFLEANLINGINV乏IRIOUSINSTITLLTIONSIFSTUDENTSAREINTERESTEDINSTUDYINGPHYSICSAULDITISMANYSCIENTI丘CV撕ATIOILS，ⅡLEYWILLMAKEGREATEFFORTTOACHIEVETHEBESTRESULTSPOSSIBLEPHYSICSTEACLLINGINCLUDESTHEO巧AILDPRACTICESO，HOWDOWETEACHPHYSICSIN0RDERTOST主MULATESTUDENTINTERESTINLEAMINGAND，HOWCANWEIMPFOVEMEE虢CTIVENESSOF此TEACHINGOFPHYSICSIN讎OVERALLPROCESSOFTEACHINGPHYSICS，MIDDLESCHOOLISTLLEMOSTIMPORTANTTIMEFORAPERSONTOBEGINT0UNDERSTALLDTHENATUREOFPHYSICS；WHATITINE鋤STOSCIENCE，AILDEVENHOWIINPORTA雌PHYSICSISTOAPERSON’SEVER，DAYLIFEALSO，ITISATILLLEWHENAYOUNGMINDCAILBEGINT0UNDERSTANDHOWIHLPORTA【NT“IST0BEABLETOOBSERVE，COMPREHENDANDAPPLYEVERYDAYOBSERVATIONSMOSTOFWHICHPHYSICSISBASCDONSO，ASONECALLSEE，“ISMOSTIMPORTANTTOAROUSE甜LDINOTIVATESTUDENTINTERESTINT11EFIELDOFPHYSICSTOBETTERPROVIDETHEFOUNDATIONOF如TURELE鋤INGALLDUNDERSTALLDINGOFMISF如CINATINGREALMOFUNDERSTANDING’IHISPAPERISBASEDONASURVEYOFMIDDLESCHOOLSTUDENTSITEXAMINESTHE’PHYSICALINTEREST’OFSAID8TUDENTSTOENTERTHESTLLDYOFPHYSICSASFORPHYSICSSTUDYITSELF；THEDI笳CULTYOFTOOHEAVYABURDENONOTHERACADEMICSUBJECTS；THE’LEVEL’ORA_BILITYTOAPPLYWHATHASBEEN饑GHTTOASTUDENT；SCHOOLLABORATO巧EQUIPMENT；MULTIMEDIAAPPLICATIONS，A11DMEIMPACTOFT11EPHYSICSTEACHERON咖DENTSTHEMSELVES，LEADSTOADIFFERENCEINEACH咖DENTSINTEREST孤DUNDERSTANDINGOFMEFIELDOFPHYSICSTHCIREISNOSHORTAGEOFSTUDENTSWHOMAREINTERESTEDINTHESTUDYOFPHYSICSFROM戧1ETEACHERTSOWNABILI夠T0、砷RKREASO徹RBLEHOURS，PEFSONALIZEDMEAILSOFTEACHINGMETHODSTOTHEMEASURESTAKENTOIINPLEMENTSPECIFICTEACHINGS缸ATE西ESAPPROPDATET0THESELECTEDSUBJECTSWEREMENPOST_SUN，EYWHCTHERORNOTT11ESTUDENTSINVOLVEDINMISSURVEYACLLIEVCDAGOODRESUIT，I’MSUREYOUCALLNOWUNDERSTANDTHENEEDFORACOMPREHENSIVE，DEDICATEDANDDEVOTEDSTLLDYINT0也E矗1TUREOFPHYSICSTEACHINGKEYWORDSJUNIORHIGHSCHOOLPH弘ICSINTERESTINLEAMINGTEACHINGSTRATE醉ES3

簡(jiǎn)介：貴州師范大學(xué)碩士學(xué)位論文貴州省中學(xué)生物理學(xué)習(xí)策略及其歸因研究姓名駱遠(yuǎn)征申請(qǐng)學(xué)位級(jí)別碩士專業(yè)課程與教學(xué)論指導(dǎo)教師吉世印20080421貴州省中學(xué)生物理學(xué)習(xí)策略及其歸岡研究間均存在顯著性差異；在物理情感策略上，只有初二年級(jí)學(xué)生與高二年級(jí)學(xué)生存在顯著性差異，其它年級(jí)之間均無(wú)顯著性差異；在資源管理策略上，初二年級(jí)學(xué)生與各年級(jí)學(xué)生之間均存在顯著性差異；其它各年級(jí)之間均無(wú)顯著性顯差異；在物理學(xué)習(xí)策略總分上，初三年級(jí)學(xué)生與高二年級(jí)學(xué)生無(wú)顯著性差異，其它各年級(jí)之間均存在顯著性差異。7中學(xué)生的物理學(xué)習(xí)策略受教師因素的影響最大，學(xué)生因素次之，環(huán)境因素最小，且它們對(duì)中學(xué)生的物理學(xué)習(xí)策略有顯著的預(yù)測(cè)作用。8中學(xué)生物理學(xué)習(xí)策略的學(xué)生因素在性別上存在顯著性差異，而在教師因素和環(huán)境因素上與性別無(wú)顯著性差異，而在學(xué)習(xí)因素和環(huán)境因素上初高中生都存在顯著性差異，且初中生在學(xué)習(xí)因素和環(huán)境因素上顯著高于高中生，在教師因素上初高中生不存在顯著性差異。9中學(xué)生的物理學(xué)習(xí)策略與其歸因的復(fù)相關(guān)系數(shù)均在O97以上，它們之間的線型相關(guān)關(guān)系非常顯著。關(guān)鍵詞中學(xué)生；物理；學(xué)習(xí)策略

簡(jiǎn)介：Y949061分類號(hào)UDC學(xué)位論文密級(jí)編號(hào)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(qǐng)學(xué)位級(jí)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(huì)主席評(píng)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(jiǎn)介：編號(hào)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(shí)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(yáng)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(jiǎn)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(duì)策研究姓名王林申請(qǐng)學(xué)位級(jí)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(jiǎn)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(dòng)機(jī)的培養(yǎng)和激發(fā)的研究姓名曾戎申請(qǐng)學(xué)位級(jí)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(jiǎn)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(qǐng)學(xué)位級(jí)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(jiǎn)介：物理學(xué)業(yè)情緒是學(xué)生在整個(gè)物理學(xué)習(xí)過(guò)程中，時(shí)刻經(jīng)歷著的情緒體驗(yàn)，它影響著學(xué)生的物理學(xué)習(xí)動(dòng)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(jī)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(dòng)機(jī)，促進(jìn)學(xué)生的物理思維活動(dòng)和認(rèn)知過(guò)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(jiān)實(shí)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(dòng)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(jī)等諸多因素地影響。尤其在初中剛開(kāi)始實(shí)施物理課程時(shí)，學(xué)生面對(duì)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(huì)出現(xiàn)一些情緒問(wèn)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(jī)，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(zhǎng)期以來(lái)，人們往往只關(guān)注學(xué)生認(rèn)知能力的發(fā)展，對(duì)學(xué)生情感地關(guān)注較少，對(duì)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(duì)學(xué)業(yè)情緒進(jìn)行研究。本文在了解大量國(guó)內(nèi)外相關(guān)研究的基礎(chǔ)上，遵循問(wèn)卷設(shè)計(jì)的原則和程序，編制了物理課堂學(xué)業(yè)情緒問(wèn)卷與物理課外學(xué)業(yè)情緒問(wèn)卷，并以這兩份問(wèn)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(jì)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(jì)分析所得結(jié)果為理論依據(jù)，為物理教學(xué)提出了切實(shí)可行的建議。全文分為六章理論綜述、本研究的設(shè)計(jì)思路、中學(xué)生物理學(xué)業(yè)情緒問(wèn)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(duì)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(jí)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(jī)、物理課堂學(xué)習(xí)認(rèn)真程度、物理課堂主動(dòng)性、對(duì)物理教師的喜愛(ài)程度、教師評(píng)價(jià)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(dòng)程度間存在顯著的負(fù)偏相關(guān)關(guān)系，說(shuō)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(píng)價(jià)、物理學(xué)習(xí)興趣、物理課堂主動(dòng)性、同伴評(píng)價(jià)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(dòng)程度、家長(zhǎng)對(duì)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(píng)價(jià)、物理學(xué)業(yè)成績(jī)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(zhǎng)對(duì)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(jiǎn)介：首都師范大學(xué)碩士學(xué)位論文高一新生物理學(xué)習(xí)動(dòng)機(jī)現(xiàn)狀調(diào)查和研究姓名楊明申請(qǐng)學(xué)位級(jí)別碩士專業(yè)課程與教學(xué)論物理指導(dǎo)教師錢小陵20080407ABSTRACTMOTIVATIONISAMENTALSTATECAUSEDBYPHYSICALANDSOCIALNEEDSANDAINHERENTCAUSATIONWHICHINSPIRESPEOPLETOACHIEVEWHATTHEYDESIREDMOTIVATIONFORSTUDYISTHEINHERENTPOWERWHICHINSPIRESTHESTUDENTSTOACHIEVETHEIRGOALS，ANDTHEMOTIVATIONISAREFLECTIONFROMTHEDEMANDSOFTHESOCIALANDEDUCATIONTHEREFORMINGOFNEWCOURSES，WHICHBEGANIN2007，CONCENTRATESONTHESTUDENTS’LEARNINGABILITYCULTIVATINGTHEFTSOENCEQUALITIES，ANDTHEECONOMYOFSHUNYIHASDEVELOPEDGREATLYACCORDINGTOITSIMPORTANTLOCATION，SOIT’SNECESSARYANDUSEFULTOMASTERTHESTUDENTS’MOTIVATIONBECAUSEOFTHEIMPORTANCEOFMOTIVATION，ICONCENTRATEONTHEFACTORSWHICHAFFECTSTUDENTS’MOTIVATIONFORSTUDYANDTRYTEFLECTTHEIRMOTIVATIONSFOROTHERSUBJECTSTHROUGHRESEARCHINGTHEIRSTATEONPHYSICSFINALLY，ANALYSISTHERESULTSANDGETSOMESUGGESTIONSPUTFORWARDTHISTHESISHASTOTALLYFOURCHAPTERSTHEFIRSTCHAPTERMAINLYINTRODUCESTHEBACKGROUND、NECESSITY、FEASIBILITYOFTHISRESEARCH，ASWELLASTHECONTENTS、METHODSANDTHESIGNIFICATIONOFTHISRESEARCHTHESECONDCHAPTERISONTHEACADEMICBASIS，INCLUDINGTHEACHIEVEMENTMOTIVETHEORIES，MODELOFEMOTIONCAUSALATTRIBUTIONANDPRACTICETHEORIESMEANWHILETHISCHAPTERINTRODUCESTHECHARACTERISTICSOFTHESTUDENTSINSENIORGRADES，DOMESTICRESEARCHONTHEMOTIVATIONFORSTUDYANDTHEMAINFACTORSAFFECTINGTHEIRSTUDYONPHYSICSTHETHIRDCHAPTERCONTAINSTHEDESIGNFORTHEINVESTIGATIONPAPERS、THEOBJECTSFORINVESTIGATION、METHODSFORSTATISTICSANDANALYSISTHEDATA，THERESULTSFROMTHERESEARCHANDTEACHINGSUGGESTIONSRELATEDTOTHISRESEARCHTHEFOMLCHAPTERISTOPOINTOUTTHELACINESSINTHERESEARCHTHEMAINLYUSEDMETHODSINTHISRESEARCHARELITERATURESEARCHANDQUESTIONNAIRESKEYWORDSMOTIVATIONMOTIVATIONFORSTUDYINTERNALPOWERTEACHINGSUGGESTIONSⅡ

簡(jiǎn)介：”QG‰‰日一蕈中唯JF鬣火萼碩士學(xué)位論文主主壘塹堡壘旦哇堡魚(yú)堂堡旦盍趟魚(yú)墮盤學(xué)位申請(qǐng)人姓名睦盤簋申請(qǐng)學(xué)位學(xué)生類別型I直塑巾請(qǐng)學(xué)位專業(yè)方向生登墊生塹堡指導(dǎo)教IJFLJ姓名壘蘭生型邋⑨碩士學(xué)位論文MASTER‘STHESISABSTRACTINTHEPROCESSOFLEARNINGPHYSICS，ASIGNIFICANTPORTIONOFSENIORHIGHSCHOOLSTUDENTSFEELTHATTHEYHAVELOTSOFOBSTACLESANDGETUNSATISFACTORYRESULT，ALTHOUGHTHEYHAVEREGULARIQANDGUIDEDBYTHEIRPHYSICSTEACHERSSO，SOMEPEOPLEHAVEMADEVERYDETAILEDRESEARCHESINITONTHEFACETOFTHINKING、ABILITY、MEANSANDSO0NMYRESEARCHANALYZEDTHEPSYCHOLOGICALFACTOROFTHESENIORHIGHSCHOOLSTUDENTS’PHYSICSLEARNINGANDRESEARCHEDFROMIQ、SELFEFFICACYANDFAMILYEDUCATIONMANNERS。ITREATEDIQASACONTROLLABLEVARIABLETOFINDOUTTHERELATIONSHIPAMONGPHYSICSLEARNINGRESULT、SELFEFFICACYANDFAMILYEDUCATIONMANNERSANDARGUEDSOMEWAYSTHATCANCONQUERTHEIRPHYSICSLEARNINGOBSTACLESANDELEVATETHEIRLEARNINGRESULTFROMTHEPSYCHOLOGICALFACTORTHERESEARCHSHOWSTHAT1STUDENTS7PHYSICSLEARNINGRESULTISNEARLYNOTPROPORTIONALTOTHEEDUCATIONSITUATIONOFTHEIRPARENTS2SENIORHIGHSCHOOLSTUDENTS7PHYSICSLEARNINGRESULTISCLOSELYRELATEDTOTHEABILITYEFFICACYWHICHBELONGSTOSELFEFFICACY，BUTNEARLYNOTRELATEDTOBEHAVIORALEFFICACYWHICHALSOBELONGSTOSELFEFFICACYITMEANSTHATTHEEVALUATIONOFDIFFICULTYINPHYSICSLEARNINGCAN’TDIRECTLYIMPACTINSTUDENTS’PHYSICSLEARNINGRESULTSTUDENTSWHOTHINKTHATPHYSICSISHARDTOLEARNWOULDGETGOODLEARNINGRESULT3DENIALANDREFUSALFROMTHEIRMOTHERIMPACTDIFFERENTLYINTHESTUDENTSATDIFFERENTGRADETHEIMPACTIONINTHESTUDENTSATGRADEIIISMUCHMOREREMARKABLETHANTHOSEATGRADEIII4WHENCONCERNEDTHESTUDENTSATGRADEII，THELEARNINGRESULTISPROPORTIONALTOTHEABILITYEFFICACYINASIGNIFICANTEXTENTWHICHCANFORECAST129％VARIATIONINTHEIRLEARNINGRESULT5WHENCONCERNEDTHESTUDENTSATGRADEIII，THELEARNINGRESULTISPROPORTIONALTOBOTHTHEABILITYEFFICACYANDTHEIRMOTHERS7DENIALANDREFUSALWHICHCANFORECAST12％VARIATIONIRLTHEIRLEARNINGRESULTII

簡(jiǎn)介：福建師范大學(xué)碩士學(xué)位論文元學(xué)習(xí)能力訓(xùn)練對(duì)初二學(xué)生物理學(xué)習(xí)影響的實(shí)驗(yàn)研究姓名楊育玲申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育指導(dǎo)教師黃志高鄭淵方20030825EXPERIMENTALRESEARCHOILHOWTHEMETALEARNINGABILITYTRAININGAFFECT8THGRADESTUDENTS’PHYSICSLEARNINGSYNOPSISMETALEARNINGTHEORYISDEVELOPEDONTHEBASISOFMETACOGNITIONRESEARCHITFOCUSESONTEACHINGTHESTUDENTSTHEWAYSTOPERFORMSELF_CONSCIOUSNESSSELFASSESSMENTANDSELFADJUSTMENTJNTHEIRLEARNINGTHE1EARNINGEFFECTDEPENDSMUCHONTHESTUDENTS’METALEARNINGABⅢTYBASEDONMETALEARNINGTHEORYANDACCORDINGTOTHE1AWOFLEARNINGPROCESSTHISRESEARCHESTABLISHEDSOMETEACHINGPRINCIPLESOFMETALEARNINGABILITYTRAININGANDTHETEACHINGPROJECTITWASCARRIEDOUTJRTTHEFOLLOWINGSTEPSPRE1EARNING，SHOWSTUDENTSTHEFOURFACTORSAFFECTINGTHEPHYSICSLEARNINGRESULT；INLEARNING，STRENGTHENTHEIRCONSCIOUSNESSABOUTTHEPHYSICSLEARNINGPROCESS；AFTERLEARNING，ASKTHESTUDENTSTEFLECTONWHATTHEYDIDTOEXPLOREHOWTHEMETALEARNINGABILITYTRAININGAFFECTMETALEARNINGABILITYACADEMICPERFORMANCEOFPHYSICS，THESTUDYINTERESTANDTHESTUDYMANNEROFTHESTUDENTS，ABOUT90STUDENTSFORTYFIVEINEACHOFTWOCLASSESINJUNIORGRADETWOINNO6MIDDLESCHOOLOFOUANZHOUINTHEIRSECONDYEARWEREINVESTIGATEDRESULTSINDICATEDTHATINGENERALAMONGTHESTUDENTSOFJUNIORGRADET、VOHJGHACHIEVINGSTUDENTSAVERAGEACHIEVINGSTUDENTSANDLOWACHIEVINGSTUDENTSPRESENTFROMHIGHTO10WVARIETYTRENDONMETALEARNINGABILITV，AVERAGEACHIEVINGSTUDENTSANDLOWACHIEVINGSTUDENTSDIDNOTDIFFERSIGNIFICANTLYONITHOWEVERHIGHACHIEVINGSTUDENTSANDAVERAGEACHIEVINGSTUDENTSDIF№REDSIGNIFICANTLYONITMETALEARNINGABILITYTRAININGDEVELOPEDREMARKABLY8THGRADESTUDENTS’METALEARNINGABILITYITHADDIFIERENTINFLUENCEONDIFFERENTLEVELSTUDENTSINTHEIRPHYSICSLEARNINGTOTHESTUDENTSOFMEDIUMLEVEL，THEINFLUENCEWASMOSTSIGNIFICANT，HOWEVER，ITWASNOTSIGNIFICANTTOHIGHACHIEVINGSTUDENTSANDLOWACHIEVINGSTUDENTS；THEEFFECTOFMETALEARNINGABILITYTRAININGMAJNLYREFLECTEDINTHEIRIMPROVEMENTINPREPARATION，EXECUTION，REFLECTIVITYANDCOMPLEMENTARITYITSTRONGLYREFLECTEDINAVERAGEACHIEVINGSTUDENTS’IMPROVERNENTINPREPARATION，STRATEGY，EXECUTION，REFLECTIVITYANDCOMPLEMENTARITY；METALEARNINGABILITYTRAININGCOULDIMPROVETHESTUDYINTERESTANDTHESTUDYMANNEROFPHYSICSITALSOMADERAPIDPROGRESSINACADEMICPERFORMANCEOFPHYSICS，ESPECIALLYTOAVERAGEACHIEVINGSTUDENTSKEYWORDSMETALEARNINGABILITY；TRAINING；PHYSICSLEARNING