簡介：西南師范大學碩士學位論文中學物理教學中引入物理學史的作用研究姓名李遠俊申請學位級別碩士專業(yè)學科教學物理指導教師王柏廬200251ARESEARCHONTHEROLEOFPHYSICSHISTORYINMIDDLESCHOOLPHYSICSTEACHINGMAJORSUBJECTTEACHINGOFPHYSICSSTUDYDIRECTIONTEACHINGMETHODFORPHYSICSOFMIDDLESCHOOLDIRECTORPROFWANGBAILUPOSTGRADUATELIYUANJUNJ99053ABSTRACTINTRODUCINGPHYSICSHISTORYINMIDDLESCHOOLPHYSICSTEACHINGISSETSTOREMOLEANDMOREBYTEACHERSATHOMEANDABROADASTHEMETHODOFREFORMINGMIDDLESCHOOLPHYSICSTEACHINGBUTTHEREISSHORTOFSYSTEMATICRESEARCHATHOMENOWESPECIALLYINTHEORYBASISANDACTUALRESEARCHTHISPAPERDEAL、ⅣITLLTHETOPICINTHEFOLLOWINGASPECTS1THETHEORYBASISOFINTRODUCINGPHYSICSHISTORYINMIDDLESCHOOLPHYSICSTEACHING2NECESSITYOFINTRODUCINGPHYSICSHISTORYINMIDDLESCHOOLPHYSICSTEACHING3THEROLEOFINTRODUCINGPHYSICSHISTORYINMIDDLESCHOOLPHYSICSTEACHINGFINALLYTHEAUTHORDOALLEXPERIMENTOFINTRODUCINGPHYSICSINMIDDLESCHOOLPHYSICSTEACHINGTHERESULTSOFTHERESEARCHAREIINVESTIGATIONSHOWSTHATINTRODUCINGPHYSICSHISTORYINMIDDLESCHOOLHYSICSTEACHINGCORRESPONDSWITHMAJORSTUDENTS’NEEDSIITHEREISPHYSICSHISTORYOFPROPERPROPORTIONINPRESENTTEXTBOOKBUTITSVOLUMEISLITTERELATIVELYANDWEMUSTBOASTVOLUMEOFPHYSICSHISTORYINMIDDLESCHOOLPHYSICSTEXTBOOKIIIIT’SGOODTOAROLLSCTHESTUDENTS’INTERESTINSTUDYINGPHYSICS，UNDERSTANDFURTHERTHECONCEPTANDTHELAWOFPHYSICSANDIMPROVETHESTUDENTS’RESULTOFPHYSICSIVITCALLMAKCTHESTUDENTSLOVEOBRMOTHERLANDANDLOVESCIENCEITCANALSOTRAINTHESTUDENTS’ARIDUDEOFSEEKINGTRUTHFROMFACTANDSPIRITOFSEEKINGTRUTHKEYWORDSMIDDLESCHOOLPHYSICSTEACHINGPHYSMSHISTORYROLE2

簡介：YX812蠡88遼寧師范大學教育碩士研究生學位論文論文題目普通高中學生物理學習興趣研究研究生崔雪峰指導教師陳連松專業(yè)方向課程與教學論物理年級2003級遼寧師范大學研究生部2005年4月普通高中學生物理學習興趣研究識。新的教學理念更加強調(diào)情感、態(tài)度、價值觀的重要性，這三個要素已經(jīng)成為新課程目標的具有獨立意義的組成部分．高中物理新的課程標準也把發(fā)展學生科學探索趣列為課程的總目標之一。但目前在物理學科教學中．對學生學習興趣的理論研究和實踐探索還不夠深入。本文力圖結合高中生的身心特點和高中物理教學實踐，深入研究探索物理學習興趣的概念和分類、品質(zhì)和作用、形成和發(fā)展、培養(yǎng)原則和方法等重要問題。本課題的研究成果運用于高中物理教育教學實踐，將有助于激發(fā)學生物理學習興趣，發(fā)展學生探索自然、理解自然的興趣，提高物理教學質(zhì)量，為培養(yǎng)高素質(zhì)的科技人才奠定堅實的基礎。1．2文獻綜述中國近代教育史上，興趣的培養(yǎng)一直是受到重視的。1932年國民黨政府教育部在1924年中小學課程暫行標準綱要的基礎上，修改完善后頒布了正式標準。其中的中學物理課程標準明確提出了初中物理教學三條目標。其中第二條即為“養(yǎng)成學生觀察自然界事物之習慣并引起其對于自然現(xiàn)象加以思索之興趣”。解放后．在1952年發(fā)行的中學物理課程標準草案的初中教學目的中，明確提出初中物理教學要“通過課外作業(yè)與活動，提高學生學習物理學的興趣”?。2000年教育部制訂的普通高中物理課程標準實驗中，把“發(fā)展好奇心與求知欲，發(fā)展科學探索興趣”作為課程總目標的一部分明確提出。對興趣的研究，眾多的教育學家、心理學家、哲學家都提出了獨到的見解，可以說是百花齊放，異彩紛呈。最早較深入研究興趣并較完整地闡述興趣概念的是德國教育學家赫爾巴特。他認為興趣是一個在某種意義上可包含注意，并在內(nèi)涵上更為豐富的概念，“表明教育應該引起的某種心理活動特點”，“興趣意味著自我成功”，“牢固掌握著知識，并企圖擴充它的人就是對學習有了興趣”。他從心理上將興趣的構成劃分為認識和情感兩個部分。共六種。他把發(fā)展廣泛的興趣視為教育的主要目標之一，并認為主要是興趣引起對物體正確的、全面的認識。它導向有意義的學習，促進知識的長期保持，并為進一步學習提供動力。1913年，杜威出版了專著教育上的興趣和努力，提出以興趣為基礎的學習的結果與僅僅以努力為基礎的學習結果有質(zhì)的不同。潘菽主編的教育心理學認為“興趣是一個人力求認識并趨向某種事物所特有的意向，它標志一個人參加某種活動的積極性，是個體主觀能動性的一種體現(xiàn)““?！皩W習動機中是現(xiàn)實、最活躍的成分是認識興趣，或叫做求知欲。認識興趣是力求認識世界，渴望獲得文化科學知識和不斷探求真理而帶有情緒色彩的意向活動”01。書中還探討了學生興趣的分類和差異等問題。彭聃齡主編的普通心理學認為興趣是“人們探究某種事物或從事某種活動的心理傾向，它以認識或探索外物的需要作基礎，是推動人們認識事物、探求真理的重要動機”。對有趣的對象，人們將產(chǎn)生某種肯定的情緒，興趣是與人們的情感相聯(lián)系的“1。楊清著的心理學概論對興趣的定義是“興趣就是一個人對一定的事物所抱的積極態(tài)度，也就是對一定的事物優(yōu)先發(fā)生注意的傾向”51。書中認為興趣與情感具有密不可分的關系和聯(lián)系，并對興趣的形成和品質(zhì)作了篇幅較長、較為深入的分析。書中把人的各種心理特征歸結為興趣、習慣、氣質(zhì)、性格和智能等五類來進行講解。黃希庭主編的普通心理學定義興趣是“人積極操究某種事物的認識傾向”，“并表現(xiàn)在人對有關事物的優(yōu)先注意和集中注意上”，這里興趣是作為認識傾向被提出的。臺灣的王2

簡介：天津師范大學碩士學位論文通過“HPS教學模式”引進物理學史影響教學效果的實驗研究姓名李霞申請學位級別碩士專業(yè)學科教學（物理）指導教師田清鈞20100517ABSTRACTEMPHASISON。DUCATIONOFⅡLESCIELLCELLISTOR，IILSCICILCECOURSESISAGEILEML懶LDATHOME鋤DABROADA嘶曲TSPOTOFONGOINGREFO冊IIL恤NEWCUFRI砌UMIILCTLINAISMEEMPHASISONTHEEDUCATIONOFSCIENCELLISTORY，MEPOSITIONANDROLEOFTHESCIEILCELLISTO巧IILSCIELLCEC嘶CUL啪ISBEINGPROMINENTHPSEDUCATIONISAMODDOFⅡLESCI饑CELLISTO巧EDUCATIOIL，ITMEANSTOABSORBSOMERELEV觚TCONTEILTSOFMELLISTO拶OFSCIEILCE，PHILOSOPHYALLDSOCI0109YOFSCIEILCEHISTOⅨPHILOSOPHY鋤DSOCIOLOGYOFSCIEILCE，ABBRE、，IATEDASHPSINTOTLLE研MA巧鋤DSECONDA巧SCH00LSCI∞CECURRICUL啪INORDERTOPROMOTESTUDEILTS吼DERSTAILDINGOFTLLEN狐鵬OFSCIENCE，鋤DT0DEVDOPTHEIRSCIELLTIFICSPIRITANDCREATI、，I批AGAILLSTMEI盟ORANCEANDI邶U瓶CI∞TATT鋤TIONTOMEFILLLCTIONOFTLLELLISTO巧OFPHYSICS，ⅡLISPAPERDRAWNONADV柚CEDFOREI印TEACLLINGMCORIESHPSTEACHINGMODE，DESI弘ED觚DIMPLEMENTEDC嬲EIILSTRILCTIONA11DOBTAINCDSOMEPRELIMINARYCONCLUSIONSHPSTEACLLINGMODEINTLLENEWCLL玎ICULUMTEACHINGINSENIORHI曲SCH001ISE疏CTIVE，CALLIMPROVESTUDEILTS’STUDYINTEREST鋤DRESULT，鋤DISWORTHTOEXPLOREA11DAPPLY知地ERIILCL懿SROOMTEACHINGAFTENⅣ礬SKEYWORDSEDUCATIONOFSCIELLCEHISTORYNEWCURRICUL啪IDE嬲HPSTEACHINGMODEII

簡介：華中師范大學碩士學位論文物理學中的美及其在物理教學中的滲透姓名王繼明申請學位級別碩士專業(yè)學科教學物理指導教師熊水兵20061101⑧碩士學位論文MASTERLSTHESLSABSTRACTTHISARTICLEHASPROVENTHEPHYSICSISEXCEEDINGLYGOODESTHETICEDUCATIONTEACHINGMATERIALTHROU曲THEEXCAVATIONRICHCONNOTATIONOFTHEBEAUTYOFPHYSICSINPHYSICS；THROUGHTHEANALYSISOFMYSTERIOUSFUNCTIONOFTHEBEAUTYOFPHYSICS，EXPLAINEDTHEBEAUTYOFPHYSICSHASAGREATEFFECTONPROMOTINGCULTIVATINGNEWTALENTS，ANDFURTHEREXPLOREDTHEAPPROACHTOSEEPINGTHEBEAUTYOFSCIENCEEDUCATIONINTHEPHYSICALTEACHINGTHEFULLTEXTBESIDESTHEINTRODUCTIONANDTHECONCLUSIONISCOMPOSEDBYFOURCHAPTERSTHEFIRSTCHAPTERELABORATEDTHEMEANING，TASK，PRINCIPLEANDAPPROACHOFTHEAETHETICTHESECONDCHAPTERELABORATEDTHATTHEREAREMANYBEAUTYINTHEAREAOFPHYSICS，ACCORDINGTOTHERULEOFSYMMETRYSIMPLE，HARMONIOUS，ANDUNITYITTRIESTEVEALTHESEBEAUTYINTHERESEARCHAREA，ANDGREATLYPROMOTEDTHEDEVELOPMENTOFPHYSICALSCIENCETHETHIRDCHAPTERELABORATEDTHEPHYSICALTEACHINGGOALTHEPHYSICSRESEARCHSHOULDNOTONLYRESEARCHTHE”TRUTH”O(jiān)FPHYSICS，BUTALSOREVEALSTHEBEAUTYOFPHYSICSPHYSICALEDUCATIONISNOTCOMPLETEWITHOUTTHEAESTHETICPHYSICSTEACHINGDEMONSTRATINGTHEBEAUTYOFPHYSICSTOTHESTUDENTSHASASUBTLEROLEINTHETEACHINGOFPHYSICSOFTHESTUDENTS，MAYRAISETHESTUDENTCORRECTAESTHETICSTANDARD，ANDSTIMULATESTHESTUDENTTOCREATETHEBEAUTIFULENTHUSIASMANDACTIVATETHENONINTELLIGENCEFACTORS，TRAINTHEINTERESTSOFLEARNINGPHYSICSRAISESTUDENT’SNOBLESENTIMENT，ANDPROMOTESTUDENT。SBODYANDMINDFULLSCALEDEVELOPMENTTHEFOURTHCHAPTERDESCRIBESHOWTOSEEPINGTHETEACHINGOFSCIENTIFICBEAUTYINTHEPHYSICALTEACHING。WEMUSTENABLESTUDENTSPERCEPTIONOFPHYSICS，CREATEAESTHETICLEARNINGENVIRONMENTFORSTUDENTS，LETTHESTUDENTRECEIVETHEBEAUTIFULINFECTION，GRADUALLYINFLUENCED，CAREFULLYORGANIZEESTHETICCLASSROOMTOLETSTUDENTSLEARNKNOWLEDGEWITHHAPPINESSANDRELAX，DEVELOPTHESECONDCLASSROOMTOETTHESTUDENTIMMERSEINTHEPURSUEANDLONGINGTOTHEBEAUTYOFSCIENCEKEYWORDSPHYSICSTHEBEAUTYOFPHYSICSESTHETICPHYSICSTEACHINGSEEPII

簡介：廣州大學碩士學位論文物理學實習生在教育實習中遇到的困擾及對策分析姓名劉芳申請學位級別碩士專業(yè)課程與教學論指導教師樊軍輝皮飛鵬20070401ABSTRACTEDUCATIONPRACTICEISANIMPORTANTLINKINTHEGROWINGOFSTUDENTSOFEDUCATIONALMAJORITISOFACRUCIALPRACTICALSIGNIFICANCETOINVESTIGATETHECONCERNSORANXIETYORPROBLEMSANDTHEREASONSOFPRESERVICESTUDENTSDURINGEDUCATIONPRACTICEINORDERTOHELPPRESERVICESTUDENTSTODOEDUCATIONPRACTICESUCCESSFULLYANDIMPROVETHEQUALITYOFEDUCATIONPRACTICETHECURRENTSTUDIESHAVEPROVIDEDASTRUCTUREFRANLE，BUTFEWSCHOLARSSTUDIEDITFROMPHYSICSEDUCATIONPRACTICEANDFEWADOPTEDAGREATVARIETYOFDEMONSTRATIONMETHODSTODOSYSTEMATICSTUDIESQUALITATIVEANDQUANTITATIVERESEARCHESWEREEMPLOYEDINTHISPAPERIEINTERVIEWANDQUESTIONNAIRE，TOINVESTIGATETHECONCERNSOFWESERVICESTUDENTSOFPHYSICSINGRADE2002AND2003INOUANGZBOUUNIVERSITYACCORDINGTOTHEINTERVIEWDATAOFGRADE2002，THEFINDINGSSUGGESTEDTHATSONLEPRESERVICESTUDENTSWERECONCERNEDABOUTPROFESSIONALKNOWLEDGE，THEUSEOFCOMPUTERMULTIMEDIAINSIGHTS，TIMECONTROL，ORGANIZATIONSKILLSLANGUAGESKILLS，WRITINGSKINSANDBODYLANGUAGESKILLS，F(xiàn)EEDBACKINGSKILLS，PSYCHOLOGICALPRESSURE，SELFCONFIDENCEANDTHERELATION誦THSTUDENTSTHROUGHINTERVIEWINGTHESANLEGROUPOFINTERVIEWEESFORTWOTIMES，ITFOUNDTHATTHEYWERECONCERNEDABOUTMANYISSUESBEFOREEDUCATIONPRACTICEAFTEREDUCATIONPRACTICETHEDEGREEOFCONCCMSOBVIOUSLYDECREASEDBUTTHEYSTILLWERECONCERNEDABOUTTHEDEGREEOFTHECOMMUNICATIONBC咐咖THEMSELVESANDSTUDENTSANDTHEYWERECONCERNEDABOUTSOMEISSUESWHICHWEREUNEXPECTEDBEFOREEDUCATIONPRACTICESUCHASTHEMANAGEMENTOFDISCIPLINEINCLASSROOM，WRITINGSKILLS，THESKILLSANDCRITERIONSOFEXPERIMENTANDSOONCOMPAREDTHEINTERVIEWFINDINGSOFTWOGRADESITFOUNDTHATTHERE、，C陀SOMESIMILARCONCCRA，SUCHASPROFESSIONALKNOWLEDGE，INSIGHTS，TIMECONTROLSELFCONFIDENCETHERELATIONWITHSTUDENTS，AND80OILBESIDES，THEPSYCHOLOGICALPRESSURESOFTHETWOGROUPSOFPRESERVICESTUDENTSWEREVERYGREATBUTTHEREASOUSWEREDIFFERENTTHEFINDINGSOFGRADE2002MOSTLYFOUNDPRESERVICESTUDENTSWERECONCERNEDABOUTTEACHINGWHILETHEFINDINGSOFGRADE2003FOUNDTHATTHECONCERNSWEREMUCHMORE，ESPECIALLYINTHERELATIONSHIPSBEFOREANDAFTEREDUCATIONPRACTICE，THEPRESERVICESTUDENTSINGRADE2003WEREINVESTIGATEDBYTHESAMEQUESTIONNAIREFORTWOTIMESONTHEBASISOFCONSIDERINGTHERECENTBACKGROUNDOFEDUCATIONPRACTICEINTHEMAINLANDOFOURCOUNTRYTHEREQUES|協(xié)OFNEWCURRICULUM，、II

簡介：遼寧師范大學教育碩士研究生學位論文境的研究論文題目利用多媒體和互聯(lián)網(wǎng)構建物理學習環(huán)研究生張毅申請人單位本溪縣高級中學指導教師梁樹森專業(yè)方向?qū)W科教學物理年級2004遼寧師范大學研究生學院2006年12月刺用多媒體和互聯(lián)罔構建物理擘習環(huán)境的研究利用多媒體和互聯(lián)網(wǎng)構建物理學習環(huán)境的研究中文摘要建構主義認為。學習者鯽知識是在一定情境下，借助于他人的幫助，鱺人與入之闖的協(xié)作交流、利用必要的信息等等，通過意義的建構而獲得的理想的學習環(huán)境應當包括情境，協(xié)作，交流和意義建構四個部分建構主義學習理論的引入和以計算機為核心的多媒體、BT唧ET、通信技術在教學須域的運用，打破了傳統(tǒng)教學模式的束縛。為探索構建新型的教學穆嘣提供了理論基礎和技術務偉多婉律和網(wǎng)絡技術特別是INTERNET為建構主義學習環(huán)境的實現(xiàn)提供了最理想的條件反之，建訇主義學習理論與教學理論，則為實現(xiàn)多媒體和兩絡技術教學的以學生為中心教學模式提供了理論基礎本研究要探討的是如何以建構主義的觀點利用多媒體和互聯(lián)網(wǎng)構建物理學習環(huán)境，從實踐中得出有意義的啟示其目的在于推動中學教育向前發(fā)展在理論上，探討基于我嗣國情的建構式學習環(huán)境，并把它應用到教育科學的實踐中去關鍵訶建構主義多媒體互聯(lián)岡學習環(huán)境3

簡介：天津師范大學碩士學位論文新課程理念下高中生物理學習評價的實驗研究姓名韓秀梅申請學位級別碩士專業(yè)學科教學物理指導教師郭龍健20080301英文摘要ABSTRACT11LISARTICLEQUOTES廿LEEDUCATLO蒯T11EOR，TLLESTUDENTEVALUATLONRELLESON鋤DTLLEEXISTINGRESEARCHOUTPUTHOMEANDBROAD，ANALYSESTLLESTATUSQUOOFTHEPHYSICSSTUDYEVALUATIONINSENIORHI曲SCHOOI，ELABORATESTLLEG印BET、VEEN也ETRADITIONALTEACHINGEVAL嘣IONMETHODANDTHENEWCURRICULUMREFO肌ANDTILECHARACTEROFT量LEPHYSICSSTUDYOFTHESENIORHI曲SCHOOLSTUDENTSUNDERMECONCEPTOFT11ENEWC刪CULUM，ANDTRIESTOESTABLISHAPRACTICALEVALUATIONSYSTEMOFMESTUDYOFTLLESTUDENTSSUITABLEFORMEPHYSICSTEACHINGINSENIORHIGHSCHOOLVIARESEARCHANDEXPERIMENTTOPROVIDETHETEACHERSOFPHYSICSINSENIORHIGHSCHOOLWITHASETOFPHYSICSSTUDYEVALUATIONPLANCONVENIENTFOROPERATION，BRINGINTO如LLPLAYINTHETEACHINGPRACTICEOFMENEWCURRICULUMREFORMANDLAYACERTAINFOUNDATIONFOR如IRTHERSTUDYINTHISRESPECTTHESTUDYFOCUSESONEXPERIMENTMETHODSUPPORTEDBYSURVEYMETHOD，ADOPTINGTHEPARALLELGROUPPREEX鋤INATIONPOSTEXAMINATIONQUASIEXPERIMENTDESIGNTWOSENIORHIGHSCHOOLCLASSESTVVOPARALLELCLASSESFORMEDACCORDINGTOTHESCORESINTHEENTRANCEEX鋤INATIONFORSECONDA拶SCHOOLSINTIA坷INNO32MIDDLESCHOOLWERESELECTEDFOREXPERIMENT，ANEXPERIMENTALCLASSANDACONTRASTINGCLASSBEINGRANDOMLYDESIGNATEDTHEEVALUATIONPLANOFTHESENIORHIGHSCHOOLPHYSICSISIMPLEMENTEDINTHEEXPERIMENTALCLASS，INCLUDINGTHEADAPTATIONOFTHEEXAMINATIONUNDERTHEIDEASOFTHENEWCURRICULA，THEORGANIZATIONOFTHEEXPERIMENTALEXAMINATIONOFHANDONEXPERIENCEPLUSORALEXAMINATION，THEQUANTIFICATIONOFTHEEVALUATIONOFTHESELF_DETEMLINEDSTUDY，THEESTABLISHMENTOFTHEPHYSICSSTUDYFILESBYTHEEXPLOITATIONOFPHYSICSSTUDYCOMMENTSETCTHETRADITIONALSENIORHIGHSCHOOLPHYSICSSTUDYEVALUATIONAPPROACHIETHEEVALUATIONMAINLYBYWRITTENEXAMINATIONISADOPTEDTHEEXPERIMENTALDATAARECOLLECTED；THEDATASTATISTICSANALYSISBYTHEEXCELCOMPUTERSORWAUREISCA盯IEDOUT；MEZTESTISENLPLOYEDTOTHEDIFFERENCESOFTHETEACHINGEFLFECTLEVELTHERESULTOFTHESTUDYSHOWSTHATTHEIMPLEMENTATIONOFTHESENIORHIGHSCHOOLPHYSICSSTUD夕EVALUATIONPLANUNDERTHENEWCULLRICULUMHASIMPROVEDME伊ADESOFTHESTUDENTSINPHYSICS，HASFLACILITATEDTHEDEVELOPMENTOFTHESTUDENTSINSTUDYINTERESTANDCREATIONANDHASACHIEVEDTHEINTENDEDEFFECTHENCE，也ESTUDYBOASTSMEFEASIBILITYANDSUBSTANTIALRESULTS，WHICHRESULTSINABENEFICIALEXPIORATIONINTHETEACHINGPRACTICEINTHENEWCUMCULUMREFORMANDASIUDYWITHCERTAINTHEORETICALANDPRACTICALMEANINGKEYWORDNEWCULTICUL啪REFORMSENJORHI曲SCHOOLPHYSICSSTUDYEVAL謝IONN

簡介：曲阜師范大學碩士學位論文高中生物理學習自我監(jiān)控量表的編制與應用姓名翟麗申請學位級別碩士專業(yè)課程與教學論物理指導教師胡象嶺20080401THECOMPILATIONANDAPPLICATIONOFSCALEOFSELFMONITORINGFORSENIORMIDDLESCHOOLSTUDENTSINPHYSICSLEARNINGABSTRACTTHESCALEOFSELFMONITORINGFO，SENIORMIDDLESCHOOLSTUDENTSINPHYS蛔LEARNINGISCOMPOSEDOFLYINGSCALEANDSELFMONITORINGLEVELSCALETHESELFMONITORINGLEVELSCALEISCOMPOSEDOF63ITEMSWHICHFORM8DIMENSIONSINCLUDINGPREPARINGPLANNINGSUPERVISING，刪USTMGEXECUTING，TESTINGCOMPLEMENTINGANDSUMMARIZINGBYANALYZINGTHERELIABILITYOFTHESCALE，THERESULTSARETHEINTERNALRELIABILITYATO9608LEVELSANDTHERETESTRELIABILITYAT0934LEVELS，WHICHSHOWSTHESCALEWITHGOODRELIABILITYTHESCALEHASGOODCONSTRUCTVALIDITYFROMFACTORANALYSISOFITTHECRITERIONRELATEDVALIDITYISGOODBYUSINGSTUDENT’SSELFEVALUATIONASVALIDITYCRITERIONTHISISASCALEWITHIDEALSURVEYINGINDICATORSTHESCALEISUSEDTOSTUDYTHELEVELOFSELFMONITORINGTHERESULTSSHOWTHEAVERAGESCOREOFSENIORMIDDLESCHOOLSTUDENTSINSELFMONITORINGIS20477THESCORERANGEFROM63TO315，THEMEDIUMIS189WHENTHENUMBEROFTHEITEMISDIVIDEDBYTHEAVERAGESCOREONEACHDIMENSIONTHERESULTISBETWEEN30019AND35676THESCORERANGEFROM1TO5，THEMEDIUMIS3THESCALEISUSEDTOSTUDYTHECORRELATIONBETWEENSELFMONITORINGANDACHIEVEMENTINPHYSICSLEARNINGTHERESULTSSHOWTHECORRELATIONCOEFFICIENTBETWEENSELFMONITORINGANDLEARNINGACHIEVEMENTOFPHYSICSIS0349THESELFMONITORINGOFTHEHI曲ACHIEVINGSTUDENTSISSIGNIFICANTHIGHERTHANTHOSEOFTHELOWACHIEVINGSTUDENTSONTHEWHOLESCALEANDMOSTDIMENSIONSEXCEPTFORPROPAGATINGANDPLANNINGTHESCALEISUSEDTOSTUDYTHEGENDERGRADEDIFFERENCESINTHEIRSELFMONITORINGTHERESULTSSHOWTHESELFMONITORINGOFBOYSISSIGNIFICANTHIGHERTHANTHOSEOFGIRLSINTHREEDIMENSIONSSUPERVISING，CHECKINGANDS蛐INGTHEREISNOSIGNIFICANTINGENDERSDIFFERENCEONTHEWHOLEANDOTHERDIMENSIONS啊1ESIGNIFICANTDIFFERENCEOFGRADESLIESINTHEDIMENSIONSOFSUPERVISING，EXECUTING，ANDCOMPLEMENTINGTHESELFMONITORINGOFSTUDENTSINGRADETHREEISHIGHERTHANTHOSEINGRADERONEANDTWOTHEREISNOSIGNIFICANTINGRADESDIFFERENCEONTHEWHOLEANDOTHERDIMENSIONSTHEINFRACTIONEFFECTOFGENDERXGRADEISNOTSIGNIFICANTTHESCALEISUSEDTOSTUDYTHERELATIONSHIPBETWEENSELFMONITORINGANDⅡ

簡介：遼寧師范大學碩士學位論文物理學習中的性別差異研究姓名祖爍申請學位級別碩士專業(yè)學科教學物理指導教師吳亞波20080301物理學習中的性別差異研究物理學習中的性別差異研究研究生祖爍指導教師吳亞波專業(yè)方向?qū)W科教學物理中文摘要教育的最終目的是促使所有學生各方面的身心機能和素質(zhì)在原有的基礎上得到全面和諧的發(fā)展，面對男生和女生兩種生理、心理特點有很大差異的群體，作為教師，我們經(jīng)常思考這個問題如何結合男女性別特點，通過教育的手段，啟迪他們的心志，最大程度的開發(fā)他F『的潛能呢本文對男女性別的差異在中學物理學習中所造成的影響進行了分析。一系列的調(diào)查數(shù)據(jù)表明，男女學生在物理學習上的差異除了來自生物學、心理學因素，更重甍J但往往又為人們所忽略是環(huán)境和教育的因素。后一原因造成的差異是可以通過教育加以糾正的，這對提高下一代的素質(zhì)具有一定的意義。最后，站在教育者的立場上，提出一些建設性的具體化建議樹立正確的性別差異觀，針對男女性別差異檄發(fā)學生學習物理的興趣，提高學生學習物理的能力。并通過一年半的教學實驗將具體化建議運用到實踐中，用實踐來進一步檢驗其可行性。關鍵詞物理學習；性別差異；教育

簡介：點擊查看更多核心素養(yǎng)背景下高一物理學習方法的指導策略研究.pdf精彩內(nèi)容。

簡介：曲阜師范大學碩士學位論文高中生物理學習興趣量表的編制與應用姓名高光珍申請學位級別碩士專業(yè)課程與教學論指導教師胡象嶺20060401THECOMPILATIONANDAPPLICATIONOFLEARNINGINTERESTSCALEFORSENIORMIDDLESCHOOLSTUDENTSINPHYSICSABSTRACTTHEIEARNINGTNTERESTSC4LE如RSENIORMIDDTESCH00LST以EMSINP舢{CSHCOMPOSEDOFINTERESTLEVELSCALEAILD1Y洫GSCALE．THEINTERESTLEVELSCALEISCOMPOSEDOF34ITEMSW11ICHFOML7DIMENSIONSINCIUDINGOVERCOMINGDI街CULTY，DEVOTION，ATTENTION，COGNITIONOFCAUSEANDE舵CT，OPERATINGEXP甜MENT，READINGTOLEARN，SUMMAFIZED∞弘I如MBYA蹦Y2I芏LG恤咒LI如IL姆THESCALE，THERESULTSARCTHEINTEMALRELIABII時AT0．899LEVELSAⅡDTLLERE_TES”ELIABILITYATO．760LEVELS，WHICHSHOⅥ，S也ESCAIE、ⅣITHGOODRELIABILI吼THESCALEALSOHASGOODCONSTMCTVALIDI口五COMFACTORAILALYSISOFIT．THECRITERIONRELATEDV“IDITYISALSOGOODBYUSINGSTUDEM’SSEMEVALUATIONASVALID時CRITERION．TILISISASCALE、VITLLIDEALSURVEYINGINDICATORS．111ESCALEISUSEDT0STUDYTHCLEVELOF1EA玎1INGINTEREST．THCRESULTSSHOWTHEAVERA薩SCOREOFSENIORMI撼ESCHOO王S釓D僦SIS19．082INLE蕊INGINTERESTT11ESCORERANGEFROMOTO34，ⅡLEMEDIUMIS17坩LENT11ENUMBEROF山EI把MISDIVIDEDBYMEAVERAGESCOREONEAHDIⅡLENSIO瑪THERESULTISBETWEENO．294TOO．735THESCORERANGEF的M0TO1，THEMEDIUMISO．5．THESCALEISUSEDTOSTUDYTHECORRELATIONBETWEENLEAMINGINTERESTANDACLLIEVEMEMINPHYSICS．THERESULTSSHOWTHECORRELATIONCOE蕊CIEMBETWEENLE鋤I119ACHIEVEMENTANDLEAM訪GIMERESTISO．345．THELEAMINGINTERESTOFTHEHIGHACBIEVINGSTUDEIITSISHIGHER也AN誦OSEOF齜10WACHIEVING咖DENTS．THEREEXISTSIGNIFICANTDI任BRENCESIN1EAMINGHLTERESTONT11EWH01EA11DMOSTDIMENSIONSEXCEPTREADILLGTOLE鋤BETWEENTLLEHIGHACHIEVINGSNLDENTSANDTHELO、ⅣACHIEVINGSTUDENTS．THESCALEISUSEDTO蚰JDYTHERELATIONSHIP鋤ONGLEARNJNGIMEREST，GENDER，酎ADEAND血ECULTⅢELEVELOFPARENTS．THERESUHSSHOW111EREARESIGNIFIC柚T玎

簡介：中圖分類號G6320UDC330密級公開學校代碼10094訝L￡解茁尢學碩士學位論文教育碩士新課程理念下初中生物理學業(yè)不良的研究STUDYOFPHYSICALLEARNINGDISABILITYINJUNIORMIDDLESCHOOLUNDERTHENEWCURRICULUMCONCEPT作者姓名張春燕指導教師劉逸鵬教授學科專業(yè)名稱’學科教學物理研究方向物理教學論文開題日期2009年6月20日學位論文原創(chuàng)性聲明／FI，11啦“LR肼LLLLL唧LLLIJ|『『『TLLLL腫HILL刪IRLLL『『FFJIRLIU刪JY1869253本人所提交的學位論文新課程理念下初中生物理學業(yè)不良的研究，是在導師的指導下，獨立進行研究工作所取得的原創(chuàng)性成果。除文中已經(jīng)注明引用的內(nèi)容外，本論文不包含任何其他個人或集體已經(jīng)發(fā)表或撰寫過的研究成果。對本文的研究做出重要貢獻的個人和集體，均已在文中標明。本聲明的法律后果由本人承擔。論文作者簽名撼勱／／年F月9日指導教師確認簽名W／／年‘月日學位論文版權使用授權書本學位論文作者完全了解河北師范大學有權保留并向國家有關部門或機構送交學位論文的復印件和磁盤，允許論文被查閱和借閱。本人授權河北師范大學可以將學位論文的全部或部分內(nèi)容編入有關數(shù)據(jù)庫進行檢索，可以采用影印、縮印或其它復制手段保存、匯編學位論文。保密的學位論文在年解密后適用本授權書論文作者簽名劭港恕加|每L勇CLEL州㈣訓螄加／／年∥月9日JⅡ

簡介：東北師范大學碩士學位論文初二學生物理學習中成就動機、學習策略與學習成績關系的研究姓名王曉平申請學位級別碩士專業(yè)發(fā)展與教育心理學指導教師路海東20040501ABSTRACTTHEPRESENTSTUDYSTRATEGYUSEANDTHESCORESINVESTIGATEDINPHYSICSINACHIEVEMENTMOTIVATIONLEAMINGSEMESTERWHENTHESTUDENTSBEGINTOSTUDYTHEOFTHETHREETIMEPOINTSDURINGTHEFIRSTPHYSICSINGRADE8LTSPURPOSEISRELATIONAMONGACHIEVEMENTMOTIVATIONLEARNINGSEMESTERCHANGESTRATEGYANDTHESCORESINPHYSICSDURINGTHEWHOLETHESTUDYSHOWEDTHAT1ACHIEVEMENTMOTIVATIONLEARNINGSTRATEGYHADSIGNIFICANTPOSITIVECORRELATIONWITHTHESCORESINPHYSICSOFSTUDENTSINGRADE82ACHIEVEMENTMOTIVATIONHADSIGNIFICANTPOSITIVECORRELATIONWITHLEAMINGSTRATEGY3THEEFECTONTHESTUDENTSPHYSICSLEARNINGINGRADE8OFACHIEVEMENTMOTIVATIONHADCHANGEDINDIFERENTPERIODSINASEMESTERWHENTHESTUDENTSAREUNFAMILIARWITHTHEPHYSICSVALUEANDGENERALSELFCONCEPTCANTPREDICTLEARNINGSTRATEGYUSEANDTHESCORESINPHYSICSEFECTIVELYEXPECTANCYCANPREDICTTHESCORESINPHYSICSWHENTHESTUDENTSAREFAMILIARWITHTHEPHYSICSPHYSICSSELFCONCEPTEXPECTANCYANDVALUECANPREDICTTHEUSEOFLEARNINGSTRATEGYANDTHEYCANTPREDICTTHESCORESINPHYSICSDIRECTLY4THEEFECTONTHESTUDENTSPHYSICSLEARNINGINGRADE8OFFOURVARIABLESOFLEARNINGSTRATEGYHADCHANGEDINDIFERENTPERIODSINASEMESTERWHENTHESTUDENTSAREUNFAMILIARWITHTHEPHYSICSPHYSICSSPECIFICANDEFORTMANAGEMENTSTATEGYCANPREDICTTHESCORESINPHYSICSTHEUSEOFMETACOGNITIVESTRATEGIESANDGENERALCOGNITIVESTRATEGYCANTPREDICTTHESCORESINPHYSICSWHENTHESTUDENTSAREFAMILIARWITHTHEPHYSICSTHEUSEOFMETACOGNITIVESTRATEGIESCANPREDICTTHESCORESINPHYSICSANDGENERALCOGNITIVESTRATEGYARERELATEDWITHTHESCORESINPHYSICSSTRONGLYANDPHYSICSSPECIFICANDEFORTMANAGEMENTSTATEGYARERELATEDWITHTHESCORESINPHYSICSWEAKLY5THEPERFORMANCEINPHYSICSLEARNINGOFBOYSANDGIRLSHADCHANGEDINDIFERENTPERIODSINASEMESTERWHENTHESTUDENTSAREUNFAMILIARWITHTHEPHYSICSTHEBOYSSCORESINPHYSICSAREHIGHERTHANTHEGIRLSBUTNOSEXDIFERENCEWASFOUNDANDNOSEXDIFERENCEWEREFOUNDINALLVARIABLESOFACHIEVEMENTMOTIVATIONANDLEARNINGSTRATEGYWHENTHESTUDENTSAREFAMILIARWITHTHEPHYSRESBOYSSCORESINPHYSICSAREHIGHERTHANGIRLSANDTHEDIFERENCEAPPROACHTHELEVELOFSIGNIFICANCEANDTHEREWERESIGNIFICANTDIFERENCEINPHYSICSSELFCONCEPTVALUEANDTHEUSEOFMETACOGNITIVEKEYWORDSACHIEVEMENTPHYSICSLEARNINGSTRATEGYTHESCORESIN

簡介：Y7拍629分類號密級～～一UDC編號～一學位論文對高中生物理學習困難產(chǎn)生原因與對策的探討THESTUDYOFTHECAUSEANDSOLVINGMETHODSOFSENIORSCHOOLSTUDENTS’DIFFICULTIESINLEARNINGPHYSICS指導教師姓名申請學位級別論文提交13期雷敏生教授碩士2004年9月陳健江西師范大學物理與通信電子學院專業(yè)名稱學科教育物理答辯日期2004年L1月學位授予單位和日期江西師范大學年月答辯委員會主席一一一一評閱人二OO四年九月ABSTRACTTHECAUSEOFSENIORSCHOOLSTUDENTS’DIHICULTIESINLEARNINGPHYSICSISANALYZEDINTHISPAPETTHREEFACTORS，WHICHAREMAINCAUSESOFSTUDENTS’LEARNINGDIFFICULTIES，AREREPRESENTEDTHEYARETHEFACTORSOFSTUDENTS’NONINTELLIGENCE，INTELLIGENCEANDTHETEACHINGMODETOUNIFYALLSTUDENTSSTEPSINTHEIRLEARNINGSTUDENT’SMOTIVE，INTEREST，EMOTIONANDWILLOFLEARNINGPHYSICSAREIMPORTANTOFFACTORSOFNONINTELLIGENCETOINFLUENCETEENAGER’SACHIEVEMENTINPARTFOUROFTHEPAPERITPOINTTHATTHELACKOFPROCEDURALKNOWLEDGEOFSPECIFICFIELDPHYSICSISMAINASPECTINSTUDENTS’INTELLIGENCETOEFFECTTHEIRLEARNINGINTHEPARTFIVE，ITANALYZESTHECOGNITIVEFACTORSOFTHELACKOFPROCEDURALKNOWLEDGETHISLACKISCAUSEDBYTHESTUDENTS’POORFUNDAMENTALKNOWLEDGEANDLACKINGOFNECESSARYDECLARATIVEKNOWLEDGE，INTELLIGENTSKILLANDCOGNITIVESTRATEGYWHICHMADEUPTHEKNOWLEDGESTRUCTUREINSTUDENT’SBRAINCOMBININGWITHPHYSICALTEACHINGPRACTICE，ITPRESENTSSOMEFEASIBLESUGGESTIONSASWELLTHEPARTSIXPOINTSTHATTOSOLVETHEPROBLEMOFSTUDENTS’LEARNINGDIFFICULTIESONPHYSICS，ITISAFEASIBLEWAYOFUSINGTHEIDEAOFBASICEDUCATIONALINNOVATIONTOGUIDEPHYSICSTEACHINGBYATTEMPTINGTOUSETHEIDEAOFNEWCURRICULUM，WRITERTRIEDHISBESTTOIMPROVEPHYSICSTEACHINGANDFINDTHATITISDIFFICULTYTOINNOVATEONECOURSEONLYINTHENOWADAYTEACH_BIGSTRUCTUREWRITERALSOBELIEVETHATTHEEFFORTGIVENWILLBENEFITSTUDENTSINTHEDEVELOPMENTOFTHEIREMOTION，ATTITUDEANDVALUESANDBEAREFERENCETOSTARTOFTHENEWCURRICULUMTEACHINGINSENIORSCHOOLFORMALLYKEYWORDSDIFFICULTYINLEARNINGPHYSICS，F(xiàn)ACTORSOFNONINTELLIGENCE，F(xiàn)ACTORSOFINTELLIGENCE，COGNITIVESTRUCTURE，TEACHINGMADE，NEWCURRICULUMIDEA2

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