簡(jiǎn)介：分類編號(hào)密級(jí)Y765900單忙代碼衛(wèi)逝學(xué)號(hào)天滓?guī)熫么髮W(xué)研究生學(xué)位論文論文題目蟲(chóng)堂生塑理堂丑墊擔(dān)鮑筮星量揸差盟宜學(xué)生姓名申請(qǐng)專業(yè)名稱研究方向指導(dǎo)教師姓名提交論文日期王壁壬申請(qǐng)學(xué)位級(jí)別亟±堂型教堂塑理一生堂物理數(shù)堂鄞蕉堡專_K技術(shù)職稱副煎援2QQ§生』旦毪盛幫藹ABSTRACT”BASLCEDUCATIONNEEDTOSATISFYEVERYDESLREANDAB}I計(jì)YOFTHETRA{NJNGSTUDENTIIFEIONGSTUDY，ANDNEEDS。FSTUDENTIIFEIONGDEVEIOPMENT”，THISISTHEONEOFMAJORTASKOFCOURSEREFORM．INEDUCATIONALFIEIDMOREANDMOREPAYATTENTIONHOWT0TEACHINGRAWINSTITUTELEARNINGTODAY，SUCHASLEARNIN9MOTIVATIONAND{EARNINGINTERESTETC．，NOTINTEFLECTUALFACTORAROUSESTHEUNIVERSAISOIICITUDE0FEDUCATIONAICIRCIEINCREASINGLYFORTHEFEARNINGINFLUENCEOFSTUDENT．TEACHERSCANAISOMEETTHEVARIOUSPROBIEMABOUTIEARNINGMOTIVA七IONLNDAILYTEACHLNG，LEARNIN9MOTIVATLONIS．RNPOR七ANTT0PROMOTEROLEFORTHESTUDYOFSTUDENT，F(xiàn)ORSTUDYINGMOTIVATIONEPLOREANDSTUDYNOTONIYHAVEIMPORTANTTHEORE七ICALMEANING，MOREHAVE．『_NPORTANTREAIISTICMEANING．THERESEARCHOFSTUDYMOTIVATIONFSCAMPAIGNEDWITHPHYSICAFTEACHING．AFTERHAVINGREADPIENTYOFDOCUMENTINFORMATIONANDTHEFOUNDATION0FHAVINGSTUDIEDRELATEDTHEORYCAREFULFY，INVESTIGATEANDHAVEANAFYSEDTHEPHYSFCSOFHIGHSCHOOIERPRACTICEMOTIVATIONDEVELOPCHARACTENSTIC，ANDACCORDINGTOPHYSICSANDTHEAGECHARAC￡ERJSTJCOFTHESTUDENTOFJUNIORHJGHSCJENCEANDEDUCA￡IONTHECHARACTERJSTJCTHATSTUDIEDFHAVEESTABLISHEDMETHODANDTHEPIANABOUTTRAININGPHYSICST0PRACTICEMOTIVATION．WHENTESTINGCOURSEIN，S0ASASDIVIDEJNTOEQUAIPARTSTHEFORMOFLAYERSELECTSTRICTLYFORTEST．NGOBJECT，INTHEPHYSICAITEACHINGOFEXPERIMENTCIASSFIMPIEMENTTRAINLNGPHYSICSACCORDINGT0PIANNEDDEVELOPMENTCAMPAIGNFORTESTINGGROUPCIASSMATETOPRACTICEEVERYMEASUREOFMOTIVATION，ADOPTCONVENTIONALTEACHINGMETHODFORCOMPARINGCIASSCIASSMATE．INEXPERIMENTCOURSE，HAVECARRIEDOUTE仟EC廿VECONTR0IACCORDINGTOEXPERIMENTPIANNEDSTR；CTIY0PERATINGINDEPENDENTVARIABIEANDFORBEINGUNCONCERNEDVARIABIE．INEPERIMENTSTAGEHAVERECORDEDEXPERIMENTFO廠OBJECTHAIFAYEARSOMEOFMUCHEXAMLNATIONRECDRDANDTAIKRECORD。ISTESTINGTHEIATERSTAGEOFSTAGEWITHTHEFORMOFQUESTIONNAIREASTESTINGTHEPHYSICSFORELEPHANTTOPRACTICEMOTIVATIONINVESTLGATEANDUNIFYW．IIINVEST．GATEANDTESTASARESUITINPUTCOMPUTER，NLAKESTATISTICSOFANALYSISWITHSPSSSTATISTICAISOFTWARE．ANAIYSISSHOWSTESTOBJEC七INPHYSICSPRACTICEMOTLVATION，IEARNINGINTEREST，SELF．COUNFIDENTHEARTANDIEARNINGRECORDASPECTTHANEXPERIMENTBEFORER．SE．THROUGHINVESTIGATLNGANDTESTINGRESEARCH，GETINORDERTODRAWACONCIUSION1．

簡(jiǎn)介：曲阜師范大學(xué)碩士學(xué)位論文高一學(xué)生物理學(xué)習(xí)自我效能感的培養(yǎng)研究姓名王煥霞申請(qǐng)學(xué)位級(jí)別碩士專業(yè)課程與教學(xué)論指導(dǎo)教師陳萬(wàn)平20050401曲阜師范大學(xué)碩士研究生學(xué)位論文【關(guān)鍵詞】學(xué)習(xí)自我效能感；物理教學(xué)；培養(yǎng)策略；求成歸因；掌握目標(biāo)

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簡(jiǎn)介：河南大學(xué)碩士學(xué)位論文中學(xué)生物理學(xué)習(xí)策略及其與認(rèn)知風(fēng)格關(guān)系的研究姓名丁曉峰申請(qǐng)學(xué)位級(jí)別碩士專業(yè)應(yīng)用心理學(xué)指導(dǎo)教師趙俊峰趙國(guó)祥20050501ABSTRACTITISTHEIMPORTANTYARDSTICKOFWEIGHINGTHEINDIVIDUALLEARNINGABILITY，ANDONEOFTHEIMPORTANTFACTORSOFRESTRICTINGTHERESULTSOFLEARNINGTOLEARNINGSTRATEGIES，SIGNTHATWILLBESTUDIED111EEFFECTIVELEARNINGSTRATEGIESCALLIMPROVELEARNINGEFFICIENCYANDSTUDYQUALITYITISKE，F(xiàn)ACTORSOFINFLUENCINGPHYSICSSTUDYANDTHEIMPORTANTYARDSTICKOFWETGHINGTHELEARNINGABILITYOFINDIVIDUALPHYSICSTOPHYSICSLEARNINGSTRATEGIESHAVENOTSTRUCTUREDPHYSICSLEARNINGSTRATEGIESSYSTEMSYSTEMATICALLYYETINEXISTINGRESEARCH；THEDIFFERENCESOFTHESEXANDGRADEARELESSINRESEARCHTOPHYSICSLEARNINGSTRATEGIES；COGNITIVESTYLEASONEIMPORTANTINDIVIDUALDIFFERENCEVARIABLE，ITSTUDYDIFFERENCEATTHEPHYSICSLEARNINGSTRATEGIESLITTLEATPRESENTTOALREADYHAVINGADEFICIENCYSTUDIED，ONTHEBASISOFALARGEAMOUNTOFLITERATURESEARCH，INTERVIEWANDEXOTERICINVESTIGATION，HASWORKEDOUTTHESCALEOFTHEMIDDLESCHOOLSTUDENTSPHYSICSLEARNINGSTRATEGIES，AFTERCARRIESONCORRELATIONANALYSISABOUT920OFMIDDLESCHOOLSTUDENTSINVESTIGATIONRESULT，WEGETTHEFINDINGSASFOLLOWS1THROUGHCORRELATIONANALYSIS，WEHAVEGETTHESTRUCTUREMODELOFTHEMIDDLESCHOOLSTUDENT’SPHYSICSLEARNINGSTRATEGIES2ANALYSESOFRELIABILITYANDVALIDITYOFTHENEWINSTRUMENTINDICATETHATTHESELFDISCIPLINESCALEISARELIABLEANDVALIDINSTRUMENT3DIFFERENTINCLINATIONEXISTSONTHEPHYSICSLEARNINGSTRATEGIESCHOICEANDAPPLICATIONABOUTTHEMIDDLESCHOOLSTUDENTSOFDIFFERENTCOGNITIVESTYLESGENERALLYSPEAKING，THEFIELDINDEPENDENTINDIVIDUALDOWELLATMETACOGNITIVESTRATEGYANDCOGNITIVESTRATEGYONTHEEMOTIONSTRATEGY，THEFIELDDEPENDENTINDIVIDUALISOBVIOUSLYSUPERIORTOTHEFIELDINDEPENDENTINDIVIDUAL4DEMOGRAPHICVARIABLESTUDYTOMIDDLESCHOOLSTUDENTPHY’SICSLEARNINGSTRATEGIESHAVESOMEINFLUENCE，THEREAREREMARKABLEDIFFERENCESONTHESEXANDGRADEGENERALLYSPEAKING，THEAPPLICATIONLEVELOFTHEMIDDLESCHOOLSTUDENT’SPHYSICSLEARNINGSTRATEGIESIMPROVESWITHGROWTHOFTHEGRADEBOYSTUDENTSANDGIRLSTUDENTSHAVEADVANTAGESONDIFFERENTSTRATEGIESEACH一KEYWORDSLEARNINGSTRATEGIES，PHYSICSLEARNINGSFATEGIES，COGNITIVESTYLEMIDDLESCHOOLSTUDENTSII

簡(jiǎn)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)激發(fā)策略的研究姓名陳小燕申請(qǐng)學(xué)位級(jí)別碩士專業(yè)學(xué)科教學(xué)物理指導(dǎo)教師仲扣莊20080509摘要21世紀(jì)是知識(shí)經(jīng)濟(jì)的時(shí)代，知識(shí)經(jīng)濟(jì)的競(jìng)爭(zhēng)力最終將演變成對(duì)人才‘的競(jìng)爭(zhēng)。這給教育帶來(lái)了挑戰(zhàn)，也帶來(lái)了機(jī)遇。物理新課程標(biāo)準(zhǔn)明確指出高中物理是普通高中科學(xué)學(xué)習(xí)領(lǐng)域的1基礎(chǔ)課程，與九年義務(wù)教育物理或科學(xué)課程相銜接，旨在進(jìn)一步提高學(xué)生的科學(xué)素養(yǎng)。但是目前，物理教學(xué)效率低，學(xué)生負(fù)擔(dān)重，學(xué)生學(xué)習(xí)興趣下降，動(dòng)力不足，跟不上時(shí)代的發(fā)展的步伐。動(dòng)機(jī)是學(xué)習(xí)的源泉，如何在物理教學(xué)中激發(fā)學(xué)生學(xué)習(xí)動(dòng)機(jī)，是擺在物理教學(xué)面前的重大課題。本論文先對(duì)動(dòng)機(jī)、學(xué)習(xí)動(dòng)機(jī)的相關(guān)理論進(jìn)行梳理，通過(guò)問(wèn)卷調(diào)查法分析學(xué)生物理學(xué)習(xí)動(dòng)機(jī)的現(xiàn)狀，結(jié)合高中物理學(xué)科自身特點(diǎn)，從教學(xué)設(shè)計(jì)、教學(xué)技術(shù)、組織教學(xué)、教學(xué)評(píng)價(jià)出發(fā)，提出四種激發(fā)物理學(xué)習(xí)動(dòng)機(jī)的策略。一創(chuàng)設(shè)情境，在情境中學(xué)習(xí)物理。二利用電子白板，激發(fā)學(xué)生學(xué)習(xí)動(dòng)機(jī)，促進(jìn)學(xué)生由被動(dòng)學(xué)習(xí)變?yōu)橹鲃?dòng)學(xué)習(xí)。三在合作學(xué)習(xí)中設(shè)置學(xué)習(xí)目標(biāo)四多種反饋，合理評(píng)價(jià)，正確歸因。并在教學(xué)予以實(shí)施，取得較好的效果。關(guān)鍵詞高中物理，學(xué)習(xí)動(dòng)機(jī)，激發(fā)策略

簡(jiǎn)介：曲阜師范大學(xué)碩士學(xué)位論文高中生物理學(xué)習(xí)自我效能感量表的編制與應(yīng)用姓名彭軍生申請(qǐng)學(xué)位級(jí)別碩士專業(yè)課程與教學(xué)論物理指導(dǎo)教師胡象嶺20090401掌握目標(biāo)定向、追求成功動(dòng)機(jī)、避免失敗動(dòng)機(jī)和失敗內(nèi)部歸因是影響自我效能感的重要內(nèi)部因素。它們對(duì)高中生物理學(xué)習(xí)自我效能感影響程度從大到小依次為掌握目標(biāo)定向、失敗內(nèi)部歸因、追求成功動(dòng)機(jī)和避免失敗動(dòng)機(jī)。關(guān)鍵詞高中生；物理學(xué)習(xí)；自我效能感；自我效能感量表；量表編制II

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簡(jiǎn)介：東北師范大學(xué)碩士學(xué)位論文高中學(xué)生物理學(xué)習(xí)自我效能感的培養(yǎng)研究姓名李偉奇申請(qǐng)學(xué)位級(jí)別碩士專業(yè)課程與教學(xué)論中學(xué)物理指導(dǎo)教師孟昭輝20090501ABSTRACTTHESELFEFFICACYTHEORYWASPUTFORWARDIN1977BYALBERTBANDURASELFEFFICACYISDEFINEDASPEOPLEJUDGETHECAPACITYOFTHEORGANIZATIONANDIMPLEMENTATIONWHENTHEYACTONTHEIROWNGOALTOCOMPLETETHEESTABLISHEDCOURSEOFACTIONSEL仁EFFICACYTHEORYHASTHEFOLLOWINGINFORMATIONSOURCESTHEEXPERIENCEOFACTIONGRASP，VICARIOUSEXPERIENCE，VERBALPERSUASION，PHYSIOLOGICALANDEMOTIONALSTATESELFEFFICACYHASDIFFERENTAPPLICATIONSINDIFFERENTAREASTHISPAPERISSELFEFFICACYTHEORYINTHEFIELDOFSTUDYANDAPPLICATIONOFPHYSICS‘THENEWCOURSESREFORMINHIGHSCHOOLPROMOTSSTUDENTS’SELFSTUDYTOHAVEMORERIGHTTOCHOOSE，ANDATTHESAMETIMETOCULTIVATESTUDENTSLIFELONGLEARNINGCAPABILITIESINTHISCONTEXT，THEPHYSICALSELFEFFICACYOFLEARNINGISESPECIALLYIMPORTANTTHISARTICLEISDIVIDEDINTOFIVEPARTSPARTISELFEFFICACYTHEORYPARTIITHEINSTANCEOFLEARNINGSELFEFFICACYATHOMEANDABROADTHISPARTINTRODUCESTHERELATIONOFLEARNINGSELFEFFICACYANDACHIEVEMENTONSTUDY，ASWELLASTHEMEASUREMENTOFLEARNINGSELFEFFICACYANDTHETRAININGSITUATION一PARTIIITHECONNOTATIONOFSELFEFFICACYANDCHARACTERISTICSOFLEARNINGPHYSICSTHISPARTCOMBINESLEARNINGSELFEFFICACYINTOPHYSICS，ANALYSISOFTHEPHYSICALLEARNINGTHEMEANINGOFSELFEFFICACYACCORDINGTOSELFEFFICACYTHEORYCOMBINED、ⅣITLLTHEPHYSICALCHARACTERISTICSOFSUBJECTS，ANALYSISOFPHYSICALSELFEFFICACYSTUDYOFTHREEDIMENSIONSANDSOURCESOFINFORMATIONPARTIVTHEINVESTIGATIONOFHIGHSCHOOLSTUDENTS’PHYSICALLEARNINGTHISPARTOFLEARNINGSELFEFFICACYTHEORYSTUDYTHEPREPARATIONOFPHYSICALSELFEFFICACYQUESTIONNAIRE，ANDQUESTIONNAIREANALYSISOFHIGHSCHOOLSTUDENTSTOLEARNPHYSICALSELFEFFICACYANDPHYSICALSTUDYOFSELFEFFICACYFACTORSPARTVTHETRAININGSTRATEGYOFHIGHSCHOOLSTUDENTS’PHYSICALLEARNINGSELFEFFICACYTHISPARTISONTHEBASISOFLEARNINGSELFEFFICACYTHEORYANDTHERESULTSFORANALYSISOFTHEQUESTIONNAIRE，PUTFORWARDTHETRAININGSTRATEGYFORTHEHIGHSCHOOLSTUDENTSTOLEARNPHYSICALSELFEFFICACYKEYWORDSPERCEIVEDACADEMICSELFEFFICACY；STRATEGY；IIPHYSICSINSENIORHIGHSCHOOL；CULTIVATION

簡(jiǎn)介：南京師范大學(xué)碩士學(xué)位論文多元化評(píng)價(jià)下促進(jìn)中職生物理學(xué)習(xí)的實(shí)踐姓名朱秀鋒申請(qǐng)學(xué)位級(jí)別碩士專業(yè)學(xué)科教學(xué)物理指導(dǎo)教師徐杰陸建隆20110424ABSTRACTABSTRACTT】RAININGWORKERSWITHHIGHEL“OVERALLQUALITYISNOTONLYTHEIMPORTANTTASKOFVOCATIONALEDUCATIONNOWADAYS，BUTALSOTHEIMPORTANTSAFEGUARDOFTHERAPIDANDCONTINUOUSDEVELOPMENTOFCHINAECONOMYPHYSICS，ASABASICCOURSEOFVOCATIONALSCHOOLSTUDENTSHASAUNIQUEROLEINTERMSOFIMPROVING也EOVERALLQUALITYOFSTUDENTSTHUS，THEAUTHORCHOSEDIVERSIFIEDEVALUATIONTODESEARCHWORKTOPROMOTETHEPHYSICSLEARNINGOFVOCATIONALSCHOOLSTUDENTSANDEXPLOREDTHEEFFECTIVELEARNINGMETHODSANDSTRATEGIESOFIMPROVINGTHEOVERALLQUALITYTHROUGHPHYSICSLEARNINGONTHEBASISOFREADINGTHERELEVANTLITERATURECAREFULL3；THEAUTHORINTRODUCEDTHETEACHINGCONCEPTOFCONSTRUCTIVISMANDMULTIPLEINTELLIGENCETHEORYRELATEDTOTHESUBJECTRESEARCH，CONDUCTEDASURAZEYONTHEANALYSISTOWARDSTHESTATUSOFVOCATIONALSTUDENTS’1EARNINGPHYSICSANDPROBEDTHEFACTORSTHATAFFECTVOCATIONALSTUDENTS’PHYSICSLEARNINGINMYCLASSILEARNFROM也EEXPERIENCEOFVOCATIONALEDUCATIONINFOREIGNCOUN缸ESADOPTDIVERSIFIEDEVALUATIONMECHANISMSTOPROMOTEVOCATIONALSTUDENTS’PHYSICSLEARNINGDURINGTHESTUDYIDESIGNMYPHYSICSTEACHINGTHROUGHEVALUATIONOFTHESUBJECT，EVALUATIONOFCONTENT。EVALUATIONMETHODSEVALUATIONOFTHEGOALAPPLYITTOTHETEACHINGPRACTICEANDSURRNNARIZETHESTRATEGIESTOPROMOTESTUDENTS’PH5，SICS1EARNINGPRELIMINAR3，TEACHINGPRACTICEHASACHIEVEDPOSITIVERESULTSANDFINALLYCONDUCTEDASUM_MARYANDREFLECTIONOFTHETEACHINGPRACTICEKEY轎RORDS’DIXERSIFIEDEX7ALUATIONVOCATIONALEDUCATIONPROMOTIONOFPH3_SICSLEARNING

簡(jiǎn)介：在當(dāng)前素質(zhì)教育的背景下對(duì)于我國(guó)的基礎(chǔ)教育改革來(lái)說(shuō)學(xué)生評(píng)價(jià)是課改內(nèi)容中的重要部分。本文以現(xiàn)在的學(xué)生評(píng)價(jià)實(shí)際情況出發(fā)指出在物理課程的學(xué)習(xí)過(guò)程中實(shí)施發(fā)展性評(píng)價(jià)的必要性并以相關(guān)的評(píng)價(jià)理論為基礎(chǔ)結(jié)合自己已有的學(xué)生評(píng)價(jià)的經(jīng)驗(yàn)和體會(huì)在自己的教學(xué)實(shí)踐中研究在物理學(xué)科中構(gòu)建發(fā)展性學(xué)生評(píng)價(jià)的模式闡述了發(fā)展性評(píng)價(jià)在物理學(xué)科中的具體構(gòu)建過(guò)程以及實(shí)際的操作方法操作分別從理論和實(shí)踐兩個(gè)方面說(shuō)明問(wèn)題。從理論的角度本文從確定評(píng)價(jià)內(nèi)容、評(píng)價(jià)標(biāo)準(zhǔn)、確定評(píng)價(jià)主體三個(gè)方而來(lái)構(gòu)建發(fā)展性評(píng)價(jià)體系。教師在評(píng)價(jià)過(guò)程中結(jié)合物理課程的內(nèi)容建立一個(gè)三維立體的評(píng)價(jià)體系具體的評(píng)價(jià)項(xiàng)目還要對(duì)課程的內(nèi)容進(jìn)行進(jìn)一步分解在學(xué)生經(jīng)歷的過(guò)程中評(píng)價(jià)注重評(píng)價(jià)方法的合理使用注重質(zhì)性評(píng)價(jià)和量化評(píng)價(jià)的結(jié)合。在教學(xué)實(shí)踐中筆者嘗試把評(píng)價(jià)的內(nèi)容、評(píng)價(jià)方法和物理的實(shí)際教學(xué)內(nèi)容緊密結(jié)合。本文介紹了幾種代表性的、容易操作的評(píng)價(jià)方式力圖通過(guò)自己的研究工作為物理學(xué)科的學(xué)生評(píng)價(jià)改革工作提供有效的參照依據(jù)。

簡(jiǎn)介：JYJUFVFUII10065V09206003研究生學(xué)位論文論文題目中學(xué)生物理學(xué)業(yè)情緒問(wèn)卷的編偉J及調(diào)查研究學(xué)生姓名李賽麗屮請(qǐng)學(xué)位級(jí)別碩L屮專、IK名稱課稈與教學(xué)論研究方向物理課櫛與教學(xué)論指4教師姓名MMT、LK技術(shù)職稱副教授捉夂論義卜丨期20123月屮LFIJ貨摘要7業(yè)怙緒既指學(xué)卞F獲行學(xué)、丨K成功或失敗7休驗(yàn)到的坫結(jié)，也乜佔(zhàn)K他7、LK怙垃屮體驗(yàn)到的怙緒，如IT」產(chǎn)屮養(yǎng)巨人的影響。本文廣丨編中學(xué)生物理學(xué)業(yè)怙緒問(wèn)蒼并針對(duì)物理學(xué)業(yè)怙緒與屮學(xué)屮物那業(yè)成績(jī)的相關(guān)性進(jìn)行研究，是為了對(duì)物理學(xué)業(yè)情緒的進(jìn)一步細(xì)化研究，同時(shí)也足為了IT人們對(duì)另一個(gè)可能影響屮7屮物理學(xué)業(yè)成績(jī)的非智力因素物理學(xué)業(yè)怙緒，產(chǎn)生史深刻和更全丨丨N的認(rèn)IU。這對(duì)中學(xué)物理的教與學(xué)都有著較為重大的意義。木研究以7業(yè)愔緒41丨乂現(xiàn)論和物觀，業(yè)怙緒觀論為指濘，以N編物現(xiàn)學(xué)業(yè)怙緒調(diào)餼問(wèn)谷為」抖，收識(shí)了315名屮卞屮的物理考試成結(jié)和物現(xiàn)，業(yè)怙緒的及現(xiàn)，并利川統(tǒng)訃軟件SPSS對(duì)物現(xiàn)7業(yè)怙緒和物■學(xué)業(yè)成績(jī)的相關(guān)性做了統(tǒng)汁分析’根拋得到的結(jié)論對(duì)物理教與學(xué)給出了些IL議。研究結(jié)果灰明物理學(xué)業(yè)成績(jī)4物理學(xué)業(yè)丨力緒有關(guān)，F(xiàn)L枳極類的物理學(xué)業(yè)怙緒町以楨測(cè)較卨的物理成績(jī)，消極類的物理學(xué)業(yè)怙緒可以預(yù)測(cè)較低的物理成績(jī)；普通校的學(xué)生4點(diǎn)校的學(xué)生相比較，普通校的學(xué)生的物評(píng)成結(jié)受到物現(xiàn)學(xué)業(yè)怙緒的影響更大些；普通班和重點(diǎn)班的生的物理學(xué)業(yè)怙絡(luò)存在卷；丨苫性的差昇。關(guān)鍵詞中7Z上，物理學(xué)業(yè)情緒，物理學(xué)業(yè)成績(jī)，相關(guān)性

簡(jiǎn)介：華中師范大學(xué)碩士學(xué)位論文恩施州高中生物理學(xué)習(xí)困難成因及對(duì)策姓名袁慎淼申請(qǐng)學(xué)位級(jí)別碩士專業(yè)物理學(xué)科教學(xué)指導(dǎo)教師喬翠蘭20120516ABSTRACTTHESENIORSTUDENTSARECONFIDENTWHENTHEYBEGINTOSTUDYPHYSICSBUTAFTERSOMETIME，MANYSTUDENTSHAVEDIFFICULTIESINLEARNINGPHYSICSANDLOSEINTERESTSANDCONFIDENCEINIT，EVENGIVEUPITTHISARTICLEISBASEDONTHERESEARCHABOUTTHEPHYSICSTEACHINGOFTHEMIDDLESCHOOLINENSHI，ANALYZINGTHEVARIOUSASPECTSOFTEACHERS’TEACHINGANDSTUDENTS’LEARNINGANDKNOWINGABOUTTHEINFLUENCEDFACTORSOFLEARNINGPHYSICSWHAT7SMOREIMPORTANT，WEARETRYINGTOFINDTHEBESTWAYTOIEARNPHYSICSFORTHESTUDENTSANDSUPPLYAGOODENVIRONMENTFORTHEIRGROWTH，ESPECIALLYTHESTUDENTSINRURALAREAS，TOPROMOTETHEPHYSICSTEACHINGSPEEDYANDGETAGOODIMPROVEMENTFINALLY，THEARTICLEISCOMBINEDTHEREASONTHATSTUDYINGPHYSICSISSOHARDWITHⅡLYACTUALWORKINGEXPERIENCES，EXPLORINGHOWTOIMPROVETHEABILITYTOSTUDYPHYSICSANDMAKINGSOMEUSEFULSTRATEGIES，THESTUDENTSWHOHAVEDIFFICULTIESCANUSETEFERENCEKEYWORDSSENIORSTUDENTSTEACHERSCAUSEOFFORMATIONTEACHING5PHYSICSLEARNINGSTRATEGIES

簡(jiǎn)介：、⑧眥TSTH丈EMASFERSTHE娜、㈣碩塒讎丈娜碩士學(xué)位論文班會(huì)課對(duì)高中生物理學(xué)習(xí)促進(jìn)作用的探討論文作者指導(dǎo)教師學(xué)科專業(yè)研究方向張旭余蘭山副教授學(xué)科教學(xué)物理中學(xué)物理教育華中師范大學(xué)物理科學(xué)與技術(shù)學(xué)院2012年5月⑨碩士學(xué)位論文MAS，1ER’SRIHESIS華中師范大學(xué)學(xué)位論文原創(chuàng)性聲明和使用授權(quán)說(shuō)明原創(chuàng)性聲明本人鄭重聲明所呈交的學(xué)位論文，是本人在導(dǎo)師指導(dǎo)下，獨(dú)立進(jìn)行研究工作所取得的研究成果。除文中已經(jīng)標(biāo)明引用的內(nèi)容外，本論文不包含任何其他個(gè)人或集體已經(jīng)發(fā)表或撰寫(xiě)過(guò)的研究成果。對(duì)本文的研究做出貢獻(xiàn)的個(gè)人和集體，均已在文中以明確方式標(biāo)明。本聲明的法律結(jié)果由本人承擔(dān)。作者簽名日期砂L年5B矽日學(xué)位論文版權(quán)使用授權(quán)書(shū)學(xué)位論文作者完全了解華中師范大學(xué)有關(guān)保留、使用學(xué)位論文的規(guī)定，即研究生在校攻讀學(xué)位期間論文工作的知識(shí)產(chǎn)權(quán)單位屬華中師范大學(xué)。學(xué)校有權(quán)保留并向國(guó)家有關(guān)部門(mén)或機(jī)構(gòu)送交論文的復(fù)印件和電子版，允許學(xué)位論文被查閱和借閱學(xué)?？梢怨紝W(xué)位論文的全部或部分內(nèi)容，可以允許采用影印、縮印或其它復(fù)制手段保存、匯編學(xué)位論文。保密的學(xué)位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，在年解密后適用本授權(quán)書(shū)。非保密論文注釋本學(xué)位論文不屬于保密范圍，適用本授權(quán)書(shū)。作者簽名日期沙導(dǎo)師簽名日期勿許廠月，釤日本人已經(jīng)認(rèn)真閱讀“CAMS高校學(xué)位論文全文數(shù)據(jù)庫(kù)發(fā)稚章程“，同意將本人的學(xué)位論文提交“CALIS高校學(xué)位論文全文數(shù)據(jù)庫(kù)”中全文發(fā)布，并可按“章程“中的規(guī)定享受相關(guān)權(quán)益?；匾庹撊罩虾筮M(jìn)廈；旦堂生；旦笙；旦三魚(yú)筮魚(yú)一作者簽名日期加F許孫齜鋤日期加，戽陽(yáng)／徊

簡(jiǎn)介：獨(dú)創(chuàng)性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，盡我所知，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，也不包含本人為獲得內(nèi)蒙古師范大學(xué)或其它教育機(jī)構(gòu)的學(xué)位或證書(shū)而使用過(guò)的材料。與我一同工作的同志對(duì)本研究所做的任何貢獻(xiàn)均己在論文中作了明確的說(shuō)明并表示感謝。簽名建娃日期歹D侈年籮月2歲日關(guān)于論文使用授權(quán)的說(shuō)明本學(xué)位論文作者完全了解內(nèi)蒙古師范大學(xué)有關(guān)保留、使用學(xué)位論文的規(guī)定內(nèi)蒙古師范大學(xué)有權(quán)保留并向國(guó)家有關(guān)部門(mén)或機(jī)構(gòu)送交論文的復(fù)印件和磁盤(pán)，允許論文被查閱和借閱，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，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)位論文在解密后也遵守此規(guī)定。．簽名五再導(dǎo)師鐾名也暾宇0日期矽／3年廠月1≯日內(nèi)蒙古師范大學(xué)碩士學(xué)位論文ABSTRACTASWEKNOW,THEPURPOSESOFTHENEWCURRICULUMREFORMONELEMENTARYEDUCATIONAREPURSUITINGTHEBROADDEVELOPMENTOFALLTHESTUDENTS，ADVOCATINGTHEPEOPLECENTEREDCONCEPT，PUTTINGTHEEMPHASISONTHEDEVELOPMENTOF一一一，一一一一STUDENTSANDRESPECTINGTHEINDIVIDUALDIFFERENCEAMONGTHEMANDFINALLYTOMAKEEACHSTUDENTDIFFERENTFROMOTHERS．INORDERTOMEETTHENEEDSOFNEWCURRICULUMREFORMINOURCOUNTRYANDPUTTHEQUALITYEDUCATIONINTOPRACTICE，SMALLPARTOFHIGHSCHOOLADAPTTHEEXPERIENCEFROMCOLLEGE，ANDTRYTOCARRYOUTTHETUTORIALSYSTEMANDMANAGEANDGUIDETHESTUDENTINDIVIDUALLY．111EMANAGEMENTOF‘‘THETUTORIALSYSTEMINMIDDLESCHOOL’’ISANEFFECTIVEWAYTOMEETTHEDIFFERENTNEEDOFEACHSTUDENTANDINDIVIDUALDIFFERENCE．NLESTUDYONHOWTOPUTTHETUTORIALSYSTEMINTOPRACTICEISSIGNIFICANTFORTHEDEVELOPMENTSOFSTUDENTSANDPROMOTINGTHETUTORIALSYSTEMINTHEORYANDPRACTICE．BECAUSETHEREAREFEWSTUDIESONTHEPRACTICALRESEARCHONTHEGUIDANCEOFTHETUTORIALSYSTEMTOTHEINDIVIDUALPHYSICSLEARNINGOFSENIORHIGHSCHOOLSTUDENTS，THEAUTHORDOESAPRELIMENTARYSTUDYONTHISTOPIC．111ESTUDYDISCUSSESTHEREASONOFSELECTINGTHETOPIC，ITSSIGNIFICANCE，THESTUDYONITABROADANDHOMEANDRESEARCHMETHODS．帆AT’SMORE，THEAUTHORGIVESDEFINATIONSOFTHETUTOR,THETUTORIALSYSTEMANDINDIVIDUALGUIDANCE，ATTHESAMETIME，THEAUTHORMAKESACOMPARISONBETWEENHEADTEACHERSYSTEMANDTHETUTORIALSYSTEMANDPOINTSOUTTHATTHETWOSYSTEMSARETWODIFFERENTMANAGEMENTMODELSINSCHOOL。功EAUTHORANALYZESTHEREASONABLENESSANDNECESSITYFROMTHEMULTIPLEINTELLIGENCETHEORYANDDISCREPANCYTHEORYINCHAPTERTHREE．111ISPAPERALSODESCRIBESTHETIMEARRANGEMENT，IMPLEMENTATIONPROCESSANDSTRATEGIES．THEN，THEAUTHORANALYZESTHEQUESTIONAIRESABOUTTHEPROBLEMSONPHYSICSTEACHINGDONEBYSTUDENTSINARONGQINO．MIDDLESCHOOLINHULUNBUIRANDMAKESANALYSISESONTHESITUATIONSOFEIGHTSTUDENTS．