簡介：浙江師范大學碩士學位論文高中物理學習成長記錄袋的創(chuàng)建和應用研究姓名周耘申請學位級別碩士專業(yè)學科教學（物理）指導教師周彩鶯20080601高中物理學3成長記錄袋的創(chuàng)建和應用研究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：南京師范大學碩士學位論文初中物理教學中滲透物理學史開展科學方法教育初探姓名張志堅申請學位級別碩士專業(yè)課程與教學論（物理）指導教師陸建隆20070510ABSTRACTPHYSICSTEACHINGHIGHSCHOOLSTUDENTSISTHECOREOFSCIENTIFICCONTENT，HOWTOIMPROVESCIENTIFICEDUCATIONENABLESTUDENTSTOFORMAGOODATTITUDEINSCIENCE，THESCIENTIFICSPIRITANDVALUESPHYSICSIMPLEMENTATIONOFTHENEWCURRICULUMHASBECOMEANIMPORTANTRESEARCHTOPICBASEDONTHESCIENTIFICLITERATUREABOUTTHEWAYTHECURRENTSITUATIONOFEDUCATIONINSCHOOLSABROADFROMTHESURVEYFOUNDONTHEONEHAND，STUDENTSHAVEAKEENINTERESTINTHEHISTORYOFPHYSICSOTHERSTUDENTSINTHESCIENTIFICMETHODATTAINMENTISSERIOUSLYFLAWEDACCORDINGTOINFILTRATETHEMIDDLESCHOOLPHYSICSTEACHINGPHYSICSEDUCATIONINTHEHISTORYOFSCIENTIFICRESEARCHMETHODSBASEDONTHEPEDAGOGY，PSYCHOLOGICALTHEORYONTHEBASISOFASCIENTIFICMETHODFORHISTORYOFPHYSICSINFILTRATETHEVALUEOFEDUCATION，THETEACHINGPRINCIPLESANDWAYSINPRACTICESESSION，THESHANGHAIBRANCHOFTHEMIDDLESCHOOLPHYSICSCLASSOFMATERIALSRELATINGTOTHEHISTORYOFPHYSICSRICHINSCIENTIFICMETHODSOFTEACHINGMATERIALSFORTHEANALYSISANDPROCESSINGRESEARCHANDCLASSROOMTEACHINGANDSTUDENTLEARNINGACTIVITIES，LAUNCHEDAPENETRATIONPHYSICS，THESCIENTIFICMETHODTOTHEPRACTICEOFEDUCATION，MADEAPOSITIVEANDEFFECTIVERESULTSPROVIDEUSEFULLESSONSFORMIDDLESCHOOLPHYSICALEDUCATIONREFORMACHIEVEMENTSKEYWORDS、MIDDLESCHOOLPHYSICSTEACHING；INFILTRATIONEDUCATION；THEHISTORYOFPHYSICS；SCIENTIFICMETHODN

簡介：東北師范大學碩士學位論文高中物理教學中物理學史教育的理論及實踐研究姓名李瑩申請學位級別碩士專業(yè)課程與教學論（物理）指導教師孟昭輝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：遼寧師范大學碩士學位論文初中物理學習中創(chuàng)造力的評價與測量姓名楊薇申請學位級別碩士專業(yè)學科教學論物理指導教師梁樹森19991224初中物理學習中創(chuàng)造力的評價與測量創(chuàng)造力這個名詞呢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)造力的不同觀點和定義中引用了LCREPUCCI的報告里關(guān)于創(chuàng)造力的定義的歸類。REPUCCI總結(jié)了當時存在的五六種定義。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，強調(diào)觀點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，強調(diào)產(chǎn)生新的產(chǎn)品。第三類是以“審美”或“表達”為特征的定義，強調(diào)自我表達，認為人有一種以獨特的方式表達自我的需要，這種表達被認為是有創(chuàng)造性的。第四類是以“心理分析”或“動力”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”類型的定義強調(diào)思維過程本身而不是實際問題解決策略；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)造學會向全體會員征集對“創(chuàng)造力”的定義，得到了83個不同的定義。美國心理學家愛肯曾說“心理學文獻中再沒有比‘創(chuàng)造力’這個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，但許多心理學家對創(chuàng)造力的研究都是從四條路線進行的1創(chuàng)造性的過程；2創(chuàng)造性的產(chǎn)品；3創(chuàng)造性的個人4創(chuàng)造性的環(huán)境。4

簡介：Y823011學較編號LQ絲學號』Q2螋Q圖書分類號密綴福建師范大學教育碩士學位論文中職物理學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主寤學位授予單位掘建捱燕鑫整學位授予丑期箜臼臼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：廣西師范大學碩士學位論文初中生物理學習風格及其與學業(yè)成就的相關(guān)研究姓名王亞申請學位級別碩士專業(yè)課程與教學論物理指導教師曾平飛20090401II最少。各種學習風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生都表現(xiàn)為集中型學習風格的學生人數(shù)較多，發(fā)散型學習風格的學生人數(shù)較少。各種學習風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習風格的學生為主，發(fā)散型學習風格的學生較少。在物理學業(yè)成就水平上，本研究發(fā)現(xiàn)各種學習風格的學生的物理學業(yè)成就水平的差異顯著，其中在事實性知識這個維度上的差異不顯著，但在其它各個認知維度上都存在顯著的差異。其中發(fā)散型學習風格的學生在物理學業(yè)成就測試上所得的總分最少，且在各個認知維度上的得分也是最低。關(guān)鍵詞物理成就學習風格學業(yè)成就

簡介：天津師范大學碩士學位論文高中學生物理學習檔案袋評價的實踐研究姓名張紅申請學位級別碩士專業(yè)學科教學物理指導教師郭龍健20090301顯著。學生物理學習動機和自我監(jiān)控能力的增強可以為學生的后續(xù)發(fā)展打下堅實的基礎，本研究在一定程度上實現(xiàn)了高中物理新課程標準中提到的“高中物理課程應體現(xiàn)評價的內(nèi)在激勵功能和診斷功能，關(guān)注過程性評價，注意學生的個體差異，幫助學生認識自我、建立自信，促進學生在原有水平上發(fā)展?！耙虼耍哂幸欢ǖ目尚行院蛯嵭?，是新課程改革教學實踐中的有益探索，具有一定的理論和實踐意義。關(guān)鍵詞新課程改革高中物理檔案袋評價學生發(fā)展II

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

簡介：華東師范大學碩士學位論文基于認知心理學的初中物理情境教學的實踐研究姓名李超申請學位級別碩士專業(yè)學科教學（物理）指導教師趙強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：分類號密級學校代碼10165學號201010872逢掌師筢大學碩士學位論文問題中心圖式對高中物理學困生問題解決的影響作者姓名學科、專業(yè)研究方向?qū)熜彰畦磋凑n程教學論物理物理學史丁永文2013年4月遼寧師范大學碩士學位論文摘要物理學是一門自然學科，它來源于生活又應用于QI活。對高中生而言‘，物理本應該是～門受歡迎的學科，然而，事實并非如此，很多高中生認為物理是他們所學的科目中最難的，甚至于對高中物理產(chǎn)生了厭學情緒，因此，高中階段有許多物理學習困難生。物理成績的低下不僅影響了他們的學業(yè)成績也不利于學，I個性的健康發(fā)展。因此，在學習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，對這個問題的認識也各執(zhí)己見，眾說紛紜。其中，有的研究者關(guān)心一般認知結(jié)構(gòu)的缺陷，有的關(guān)心元認知的缺陷，也有的重視學習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，對如何構(gòu)建問題中心圖式以及如何圖式對。7習困難生進行診斷卻是空白，因此，本研究從圖式的構(gòu)建和對學習困難生的珍斷兩方兩研究問題中心圖式對高中物理學習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)代認知心理學的看法，問題解決的模式分為問題表征近似于通常所說的“審題”、設計解題計劃和監(jiān)控近似于通常所說的“確定解題思路”、執(zhí)行解題計劃和監(jiān)控三個步驟。在教學實踐中，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習困難生進行診斷。問題中I5圖式的任何一點輕微的缺陷都有可能導致其頓悟的障礙或延滯。依據(jù)這一指導思想，當學生出現(xiàn)學科思維障礙時，我們就要去檢查學生大腦中的這個問題中心圖式，檢查其是否存在某種缺陷和錯誤。那么，在診斷的過程，教師如何能夠了解學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行。第四部分提出了應對物理學習困難的策略，包括以下幾個方面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、進行試題講解，完善學生的認知結(jié)構(gòu)；4、及時復習，鞏固舊的圖式知識；5、要重視基礎知識、基礎方法的講授；6、利用課堂提高學生的學習興趣。關(guān)鍵詞高中物理問題解決；問題中心圖式；學習困難生；障礙診斷

簡介：南京師范大學碩士學位論文高中生物理學習動機的激發(fā)與實踐姓名張廣宏申請學位級別碩士專業(yè)學科教學（物理）指導教師周久璘2010ABSTRACTTHEESSENCEOFMODEMEDUCATIONISBASEDONHUMANTHESTUDENT’SINTERESTANDDESIREFORKNOWLEDGEARETWOIMPORTANTPARTSOFTHEIRHEALTHYPERSONALITYASARESULT，THERESEARCHONTHELEARNINGMOTIVATIONISONEOFTHEMAINPOINTSOFTHERESEARCHONPHYSICSEDUCATIONLEARNINGMOTIVATIONISREGARDEDASTHEMOTIVEFORCEOFLEARNINGHOWMUCHTHESTUDENTSCANPROCESSTHEINFORMATIONISINFLUENCEDBOTHBYTHEIRPROCESSINGABILITYANDTHEIRPROCESSINGMOTIVATIONTOTRAINANDIMPROVETHESTUDENT’SACADEMICMOTIVATIONISVERYNECESSARYSINCEPHYSICSISANIMPORTANTBUTQUITEDIFFICULTSUBJECTFORSTUDENTSBYSTUDYINGANDDOINGRESEARCHONMOTIVATIONABOUTCOGNITIVETHEORYANDCOGNITIVEPSYCHOLOGYIHAVECARDEDOUTPLANSTOSTUDYANDANALYZETHESITUATIONINWHICHTWOCLASSESOFSTUDENTSARELEARNINGPHYSICSANDHOWTHEIRMOTIVATIONISGOINGONATTHESAMETIMEWITHTHEGUIDEOFTEACHINGPRACTICE，WITHTHEHELPOFMOTIVATIONTHEORYCOGNITIVETHEORYANDCOGNITIVEPSYCHOLOGYIHAVEALSODONESOMERESEARCHMAINLYONHOWTOUPGRADECOGNITIVEMOTIVATIONONPHYSICSANDHOWTODEVELOPSTUDENTS’FEELINGSOFHIGHEFFICIENCYTHEMAINPURPOSEISTOHIGHLIGHTTHEFUNCTIONOFEXPERIMENTTEACHING，TODOSOMERESEARCHONPHYSICSCLASSTEACHINGANDTHEMODEFORSCHOOLBASEDCURRICULUM，ANDMEANWHILETOPROVIDEAREFERENCEFORPHYSICSTEACHERTODEVELOPANDSTIMULATESTUDENTS’MOTIVATIONTOSTUDYPHYSICS，OFWHICHSOMESTUDYRESULTSHAVEBEENPUBLISHEDINSOMECOREJOURNALSFORPHYSICSKEYWORDSMOTIVATION，NEED，DRIVE，COGNITIVEDRIVE，SELFEFFICACY3

簡介：學位論文學位論文使用授權(quán)聲明使用授權(quán)聲明本人完全了解蘇州大學關(guān)于收集、保存和使用學位論文的規(guī)定，即學位論文著作權(quán)歸屬蘇州大學。本學位論文電子文檔的內(nèi)容和紙質(zhì)論文的內(nèi)容一致。蘇州大學有權(quán)向國家圖書館、中國社科院文獻信息情報中心、中國科學技術(shù)信息研究所（含萬方數(shù)據(jù)電子出版社）、中國學術(shù)期刊（光盤版）電子雜志社送交本學位論文的復印件和電子文檔，允許論文被查閱和借閱，可以采用影印、縮印或其他復制手段保存和匯編學位論文，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)庫進行檢索。涉密論文本學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師簽名日期

簡介：南京師范大學碩士學位論文高中生物理學習困難成因分析及應對策略姓名謝易明申請學位級別碩士專業(yè)學科教學（物理）指導教師周海忠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

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簡介：分類號密級研究方向?qū)熜彰锢斫虒W論2010年5月}L‘K、．穗H，，，，}01吐。箏‘U，F(xiàn)學位論文獨創(chuàng)性聲明IIIIIIIIIIIIIIIIIIRLLIY1794884本人承諾所呈交的學位論文是本人在導師指導下所取得的研究成果。論文中除特別加以標注和致謝的地方外，不包含他人和其他機構(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。學位論文作者簽名二望堅學位論文版權(quán)的使用授權(quán)書本學位論文作者完全了解遼寧師范大學有關(guān)保留、使用學位論文的規(guī)定，及學校有權(quán)保留并向國家有關(guān)部門或機構(gòu)送交復印件或磁盤，允許論文被查閱和借閱。本文授權(quán)遼寧師范大學，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)庫并進行檢索，可以采用影印、縮印或掃描等復制手段保存、匯編學位論文，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。保密的學位論文在解密后使用本授權(quán)書。學位論文作者簽名牛指導教師簽名二拓壘恥簽名日期≯}。年R具遺日