簡介：廣西師范大學碩士學位論文中學生物教學中培養(yǎng)學生生物科學素養(yǎng)的實踐研究姓名黃芹申請學位級別碩士專業(yè)教育管理指導教師徐學瑩200703013ABSTRACTTHECOMPETITIONSOFTHECOUNTRIESALLOVERTHEWLDAREBECOMINGFIERCERINTHE21STCENTURYONLYWHENTHEPEOPLESWHOLEQUALITYHASBEENIMPROVEDWILLTHECOMPREHENSIVENATIONALSTRENGTHBEIMPROVEDCOMPAREDTOADEVELOPEDCOUNTRYTHESCIENTIFICACCOMPLISHMENTOFOURNATIONALCITIZENSSTILLREMAINSINABACKWARDSITUATIONCURRENTLYTHELOWLEVELOFOURNATIONALCITIZENS’SCIENTIFICACCOMPLISHMENTISBECOMINGASERIOUSLAGFACTOFRETARDINGTHEPROGRESSOFOURNATIONALSOCIETYECONOMICDEVELOPMENTINTERNATIONALCOMPETITIONSIFACOUNTRYWANTSTOPROSPERANATIONTOREVITALIZETHEIMPROVEMENTOFTHEPEOPLESSCIENTIFICACCOMPLISHMENTLEVELISEXTREMELYURGENTPEOPLESACCOMPLISHMENTSAREINMANYASPECTSAMONGWHICHSCIENTIFICACCOMPLISHMENTISAVERYIMPTANTONESCIENTIFICACCOMPLISHMENTISTHEBASICOFUNDERSTINGTHESOCIALCULTURALVALUEOFSCIENCETECHNOLOGYFMINGRIGHTSENSEOFVALUEMAKINGEFFECTIVEDECISIONSSURVEYSHOWSTHATTHESCIENTIFICTECHNOLOGICALACCOMPLISHMENTSOFCHINESEARERELATIVELYLOWSCHOOLEDUCATIONISANIMPTANTWAYTOIMPROVETHEYOUNGPEOPLE’SSCIENTIFICTECHNOLOGICALACCOMPLISHMENTSBIOLOGYISONEOFTHEFUNDAMENTALNATURALSCIENCESITISALSOAFWARDPOSITIONEDSUBJECTINTHEMODERNSCIENTIFICTECHNOLOGICALFIELDSBIOLOGICALSCIENTIFICACCOMPLISHMENTISAMAINPARTINTHECITIZENS’SCIENTIFICACCOMPLISHMENTSWITHTHEFASTDEVELOPMENTOFBIOLOGICALSCIENCETECHNOLOGYTHELIVINGSTARDSOFTHEPEOPLEBIOLOGICALSCIENTIFICACCOMPLISHMENTSBECOMEONEOFTHEMODERNCITIZENSINDISPENSABLEBASICQUALITIESSOTHECOURSETHEY“IMPROVINGBIOLOGICALSCIENTIFICACCOMPLISHMENTS”ISPROPOSEDINTHENEWROUNDOFCOURSEREFMSOFOURCOUNTRYTHISARTICLEATTEMPTSTORELYONTHENEWCOURSEREFMANALYZETHERESULTSOFTEACHINGPRACTICEPROBEINTOTHETEACHINGTACTICSTOTRAINSTUDENTSSCIENTIFICACCOMPLISHMENTSINDLESCHOOLSTUDENTS’BIOLOGICALTEACHINGITISEXPECTEDTOINSPIREEDUCATSTOSOMEEXTENTHELPTHENEWBIOLOGICALTEACHINGREFMINTHEARTICLEFIRSTOFALLTHEACTERISTICSOFDOMESTICINTERNATIONALBIOLOGICALSCIENTIFICACCOMPLISHMENTSAREANALYZEDTHECONCEPTSSTRUCTURESACTERISTICSOFSCIENTIFICACCOMPLISHMENTSUNDERTHENEWCOURSEREFMSAREDISCUSSEDTHENONTHISBASISTHECOMPOSITIONOFBIOLOGICALSCIENTIFICACCOMPLISHMENTSTHEIMPTANTFUNCTIONOFBIOLOGYTEACHINGINTRAININGSTUDENTS’BIOLOGICALSCIENTIFICACCOMPLISHMENTSAREEXPLAINEDBIOLOGICALSCIENTIFICACCOMPLISHMENTSCONSISTOFTHREEPARTSKNOWLEDGEACCOMPLISHMENTABILITYACCOMPLISHMENTEMOTIONALATTITUDEVALUEACCOMPLISHMENTABILITYACCOMPLISHMENTISACEOFBIOLOGICALSCIENTIFICACCOMPLISHMENTSLAUNCHINGTHERESEARCHOFBIOLOGICALSCIENTIFICACCOMPLISHMENTEDUCATIONMEETTHEREQUIREMENTSFCULTIVATINGSTUDENTSCREATIVESPIRITSIMPROVINGTHEIRPRACTICALABILITIESWHICHAREPUTFWARDATPRESENTITCANALSOOFFERCERTAINBASISFTHEPRACTICEOFQUALITYIENTEDEDUCATIONONTHEBASISOFTHEYANALYSISALOTOFRESEARCHONBIOLOGICALSCIENTIFICACCOMPLISHMENTSHASBEENDONEINTHECLASSESWHICHARETAUGHTBYTHEAUTHCOMBINEDWITHPRACTICALBIOLOGYTEACHINGTHEARTICLEDISCUSSESTHETEACHINGSTRATEGIESTOEFFECTIVELYIMPROVESTUDENTS’BIOLOGICALSCIENTIFICACCOMPLISHMENTSPROVIDEPRACTICALTEACHINGDESIGNCASESATTHEENDOFTHEARTICLETHROUGHTHEANALYZEOFTHERESULTSOFTEACHINGPRACTICEITISSHOWNTHATTHEBASICMETHODTOIMPROVESTUDENTS’BIOLOGICALSCIENTIFICACCOMPLISHMENTSARE1IMPROVINGPROBINGTYPECLASSROOMTEACHINGACTIVELY2STRENGTHENINGEXPERIMENTTEACHING

簡介：分類號UDC訶謄丘解為丈李Y1023685密級壘五單位代碼10094碩士學位論文初中生生物科學素養(yǎng)現(xiàn)狀的調(diào)查分析及思考董宇達指導教師姓名專業(yè)名稱研究方向申請學位級別夏曉燁教授學科教學生物生物教育教育碩士2006年11月20日育、生物教學資源的開發(fā)、滲透STS教育、增加生物教學實踐，開展研究性學習等教育措施來提高學生的生物科學素養(yǎng)。關(guān)鍵詞科學素養(yǎng)生物科學素養(yǎng)調(diào)查分析思考

簡介：浙江師范大學碩士學位論文ADISSERTATIONSUBMITTEDTOTHEACADEMICDEGREECOMMITTEEOFZHEJIANGNORMALUNIVERSITY基于反思的生物科學師范生教師職業(yè)技能培訓的實踐與研究THEPRACTICEANDRESEARCHOFTEACHERSPROFESSIONALSKILLSTRAININGOFBIOLOGICALSCIENCESPRESERVICETEACHERSBASEDONTHEREFLECTION作者任麗AUTHORRENLI指導教師陳秉初教授SUPERVISERPROFESSORCHENBINGCHU學科專業(yè)課程與教學論MAJORCURRICULUMANDPEDAGOGY浙江師范大學化學與生命科學學院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，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師范生教師職業(yè)技能培訓的實踐與研究摘要當今社會的發(fā)展，對教師提出了更高的要求，而教師培訓卻存在很多問題，導致了教師培訓的低效性，教師素質(zhì)難以提高。其內(nèi)在原因是當前的教師培訓忽視了教師在培訓中主觀能動性的發(fā)揮。如何才能發(fā)揮教師的主觀能動性呢關(guān)鍵是教師能夠進行自我反思，以反思促進教師專業(yè)發(fā)展。反思能夠促進師范生實踐知識的積累與實踐理論的形成；反思能夠促進師范生自主發(fā)展；師范生的反思為職后教師培訓奠定基礎(chǔ)。本文希望以反思實踐性這樣一種培訓方式改進生物師范生的教師職業(yè)技能。本研究以元認知理論和建構(gòu)主義學習觀為基礎(chǔ)，在查閱相關(guān)文獻的基礎(chǔ)上，結(jié)合本校實際情況，構(gòu)建了“反思性實踐”師范生教師職業(yè)技能培訓方案，方案包括現(xiàn)狀分析或培訓需求分析；確定培訓綱要或框架；規(guī)劃并開發(fā)詳細培訓方案；實施培訓方案；開發(fā)并完善評價體系。根據(jù)構(gòu)建好的培訓方案，通過微格教學的方式對本校06級生物科學師范生進行課堂教學技能的培訓，內(nèi)容包括教學語言技能、板書技能和教態(tài)變化技能。同樣根據(jù)構(gòu)建好的培訓方案，以自愿報名的形式選取個別師范生，對其進行教學設(shè)計技能、多媒體課件制作技能和說課技能的培訓。參考國內(nèi)外關(guān)于微格訓練效果的調(diào)查問卷，設(shè)計相應的題目。問卷分為五個維度，總體評價、培訓內(nèi)容、培訓環(huán)境、協(xié)作交流、評價反饋，以李克特量表作為主要回答形式。SPSS統(tǒng)計軟件對問卷的質(zhì)量評估結(jié)果表明問卷具有較高的信度和一定的效度。問卷調(diào)查結(jié)果表明在課堂教學技能中應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技能，并養(yǎng)成反思的習慣。參考國內(nèi)外關(guān)于教師培訓的訪談提綱，設(shè)計相應的題目，對參加個案培訓的生物科學師范生進行訪談，訪談結(jié)果表明所有師范生都認為通過培訓，自己的技能有很大提高。相較于以前的盲目培訓，通過反思，現(xiàn)在更清楚自己的技能水平和改進空間了。本次研究得出以下結(jié)論基于反思的生物科學師范生教師職業(yè)技能的培訓是有效的；師范生在教師職業(yè)技能培訓過程中進行反思是必要的；基于反思的師范生教師職＼1■K盧

簡介：華東師范大學碩士學位論文基于新課程標準的上海市生物教師科學素養(yǎng)的調(diào)查與對策研究姓名張偉申請學位級別碩士專業(yè)學科教學論指導教師俞佩芳20061101ABSTRACTTHEBASICIDEAOFTHEREFORMINTHELIFOSCIENCECURRICULUMSTANDARDSINMIDDLESCHOOLSOFSHANGHAIISTHEOVERALLDEVELOPMENTOFTHESTUDENTSASAWHOLEANDHELPCULTIVATETHESTUDENTS’SCIENCEFITERACYTHEMIDDLESCHOOLBIOLOGYTEACHERSARETHEPRACTITIONERSOFTHENEWCURRICULUMSTANDARDS，THEDISSEMINATORSOFTHESCIENCEKNOWLEDGE，THETORCHBEARERSOFTHESTUDENTS’SCIENTIFICINTERCSTSTHEINTRODUCTORSOFTHESCIENTIFICMETLLODSANDTHEADVOCATORSOFTHESCIENTIFICSPIRITTHELEVELOFTHEIRSCIENCEFITERACYPLAYSAVITALROLEINTHECULTIVATIONOFTHESTUDENTS’SCIENCELITERACYINVIEWOFTHIS，WEHAVEINVESTIGATEDANDRESEARCHEDTHETEACHERS’SCIENCEFITERACYANDRELEVANTPROBLEMSDOINGINVESTIGATIONSANDMAKINGINTERVIEWS，WETALKEDWITH136MIDDLESCHOOLBIOLOGYTEACHERSINSONGJIANG、XUHUIANDPUDONGDISTRICTS，ASWELLAS192MIDDLESCHOOLSTUDENTSWEUSEMRMILLER’STHREEMETHODSOFSCIENCELITERACYDIMCNSIONAFITYIBASICSCIENTIFICKNOWLEDGE；ⅡBASICSCIENTIFICMETHODS；TITHERELATIONSHIPBETWEENSCIENCEANDSOCIETYTHEQUESTIONNAIREISBASEDONTHOSEMILLER’SMETHODSWJPAYATTENTIONTOTHETEACHER’SCONDITIONSINTHENEWCURRICULUMREFORM，ANDGETTOKNOWTHEDIFFICULTIESANDTHEIROPINIONSFORTHENEWCURRICULUMANDTHEN，WECOULDDRAWSOMELESSONSANDSEEHOWTOMAKEABETTERSOLUTIONTHISSTUDYUSESTHESPSSSOFTWARETODEALWITHTHEDATACOLLECTEDBYOURINVESTIGATIONS，WEHAVEGOTSOMECONCLUSIONSASFOLLOWSITHEBIOLOGYTEACHERSINSHANGHAIHASAFAIRLYGOODMASTERYOFTHEBASICSCIENTIFICKNOWLEDGE，BUTTHEREEXISTSSOMEINSUFFICIENCIES1THEYKNOWWELLOFTHEBASICSCIENTIFICIDEASANDMETHODS；2THEYHAVEAFAIRLYGOODEVALUATIONOFTHEMSELVES；3THEYRELYONTHETEXTBOOKSTOOMUCH；4THEYDON’TKNOWMUCHABOUTTHESCIENTIFICMETHODSANDTHERELATIONSHIPBETWEENSCIENCEANDSOCIETYⅡTHEREARENOOBVIOUSDIFFERCNCESAMONGTEACHERSINDIFFERENTDISTRICTSⅢTHECOUNTERMEASUREFORIMPROVINGTHETEACHERS’SCIENCELITERACY11EMPHASIZEONALIFETIMESTUDY；2IMPROVETHETEACHERS’SCIENCELITERACYANDSTRENGTHENTHETEACHINGINTHECLASSROMMS；3INCREASETHECOMMUNICATIONSBETWEENTHETEACHERS；4OFFERMORETRAININGOPPORTUNITIESANDOPENCLASSES；5ESTABLISHTHEMODEOFMULTILEVELEVALUATIONOFTHETEACHERSTHEPAPERALSOREFLECTSONSOMEPROBLEMS，SUCHASHOWTOIMPROVETHESCIENCEVALUEOFTHETEACHERS，HOWTOENHANCETHEINTERACTIONBETWEENTEACHERSANDSTUDENTS，HOWTOMIXTHESCIENCELITERACYANDHUMANITYLITERACYANDHOWTOELEVATETHESTATUSOFTHEBIOLOGYTEACHERSKEYWORDSNEWCURRICULUMSTANDARDS，MIDDLESCHOOLBIOLOGYTEACHERS，SCIENCELITERACYSTATUSQUO，SOLUTIONS

簡介：2011屆研貧建碩士學位論文主業(yè)學校代碼10629學號51091300186葶震師紹天擎院專2011年04月完成ASTUDYONSENIORHIGHSCHOOLSTUDENTS’ABILITYTOTRANSFERFROMCHARTSTOTEXTSINBIOLOGYDEPARTMENTSCHOOLOFLIFESCIENCEMAJORSUBJECTTEACHIN2BIOLOGYSPECIALIZATIONBIOLOGYPEDAGOGYSUPERVISORASSOCIATEPROFESSORYUPEIFANGMASTERSENIORTEACHERWANGSHIAPRIL，2011，SHANGHAIILTI●■■■■■■RRL■■LLI▲■■R

簡介：華中師范大學碩士學位論文國外生物科學研究性活動設(shè)計及其分析姓名宋仕豪申請學位級別碩士專業(yè)課程與教學論生物指導教師劉勝祥20070501ABSTRACTTHESCIENCEACTIVITYHASALWAYSBEENALLIMPORTANTSUBJECTINBOTHEDUCATIONALTHEORYANDPRACTICEAFTERSTUDYINGMANYYEARS，ITHASACHIEVEDSOMEDEVELOPMENTBUT，ITHAVELIMITATIONABOUTTHEDESIGNANDIMPLEMENTOFTHESCIENCEACTIVITYTHEREFORE，ITISANIMPORTANTSUBJECTOILHOWTOGETTHEESSENCEOFTHESCIENCEACTIVITY，ANDOPTIMIZETHECOUPELAYOUTTHISFURTHERSTUDYISNOTONLYTHEKEYINTHEDEVELOPMENTOFQUALITYEDUCATION，BUTALSOHASLONGTERMEFFECT∞THENEXTROUND叫AMOFBASICEDUCATIONFIELDFOLLOWINGTHEBASICPRINCIPLEOFCOMBININGTHEORYANDPRACTICE，THISPAPERANALYSISSOMEPRIMACYTHEORIESOFSCIENCEACTIVITY，DISTINGUISHESTHECONCEPTOFSCIENCEACTIVITY，ANDDOSOMEDEPTHANALYSISOF”ACADEMIC”AND”ACTIVITY”TEVEALTHEIRSINTENTIONANDEXTENSION，ANDTHEMEANINGOFTHE”COURSE”BYSOMEEDUCATIONSTUDYINGMETHODS，THENSUNMARYTHEBASICCHARACTERSOFTHESCIENCEACTIVITYINADDITION，INVIEWOFTHEPUPILSNEEDANDTHEDEMANDONTHESTUDENTSABILITYBYTHESOCIALDEVELOPMENT，ASWELLASTHEEXISTINGPROBLEMSINBOTHSECONDARYANDELEMENTARYSCHOOLWORK，THEPAPERGIVETHEIMPORTANCEINDESIGNINGANDPRACTICINGTHESCIENCEACTIVITYINORDERTOGRASPACCURATELYOFTHEESSENTIALITYOFSCIENCEACTIVITYANDTHECONTENTOFSCIENCEDESIGNCURRICULUMTHISARTICLEPERFORMSRESEARCHESONTHEHISTORYANDCURRENTSTATUSOFSCIENCEACTIVITYINFOREIGNCOUNTRIESSUCHASBRITAIN，USA，F(xiàn)RANCEANDJAPANATONETIME，RECOMMENDSOMEOVERSEASEXCELLENTACTIVITIESTOTHEDOMESTICCOLLEAGUEFORTHEIRREFERENCEKEYWORDSCIENCEACTIVITY；THEDESIGNOFACTIVITY；THEIMPLEMENTOFACTIVITYIL

簡介：南京師范大學碩士學位論文生物科學專業(yè)師范生教育科研素質(zhì)培養(yǎng)模式研究姓名高遠申請學位級別碩士專業(yè)課程與教學論（生物）指導教師汪忠20080408ABSTRACTTHEREFORMOFANEWELEMENTARYEDUCATIONPUTSFORWARDANEWREQUESTTOTEACHERIN0111COUNTRYTEACHERMUSTENGAGEINEDUCATINGANDTEACHING嬲ARESEARCHERANDTHISISANEWCONTENTGIVENTOTHETEACHER’SROLEBYTHEREFORMABILITYOFEDUCATIONALSCIENCERESEARCHHASBECOMEANIMPORTANTGUIDELINEINVALUINGTEACHERPROFESSIONALQUALITYINNORMALUNIVERSITYTHEURGENTMATTERISTOTRAINTHEQUALIFIEDTEACHERSFORELEMENTARYEDUCATIONTHEREFORE，ITISIMPORTANTTOINVESTIGATETHEPRESENTACTUALITYOFTHEQUALITYOFEDUCATIONALSCIENCERESEARCHANDTHISWILLPLAYALLIMPORTANTROLEINEXPLORINGTHETRAININGMODEOFBIOLOGICALNORMALSTUDENTS，THISRESEARCHFIRSTDEFINEDTHEQUALITVOFEDUCATIONALSCIENCERESEARCHANDDESCRIBEDTHECHARACTERISTICS，CONNOTATIONANDTRAININGMODEOFBIOLOGICALNORMALEDUCATIONTHENINVESTIGATEDTHECURRENTSITUATIONABOUTTHEQUALITYOFBIOLOGICALNORMALSTUDENTSINEDUCATIONALSCIENCERESEARCHBYSTATISTICSMETHODSONTHEBASEOFTHESURVEYTHEDIFFICULTIESANDMETHODSINCULTIVATINGTHEEDUCATIONALSCIENCERESEARCHTALENTWEREANALYZEDANDRESEARCHEDACCORDINGTOABOVERESEARCH，THEBASICELEMENTOFEDUCATIONALSCIENCERESEARCHANDSUBJECTSOFBIOLOGICALNORMALEDUCATIONACULTUREMODEWASCONSTRUCTEDABOUTTHEQUALITYOFBIOLOGICALNORMALSTUDENTSINEDUCATIONALSCIENCERESEARCHTHISMODECONTAINEDTHREEPOINTSSTRENGTHENINGTHEORYANDMETHODOFBIOLOGYEDUCATION，STRENGTHENINGEDUCATIONPRACTICE，ANDSTRENGTHENINGTHEABILITYINWRITINGPAPERSINEDUCATIONRESEARCHTHREESTRENGTHENINGMODETOTESTIFYTHEFEASIBILITYANDTHEVALIDITYOFTHEMODE，THEMODEWASCARRIEDOUTINTHEGROUPOF2004UNDERGRADUATESMAJOREDINBIOLOGICALSCIENCEFROMYANCHENGTEACHERSUNIVERSITYTHERELATIONBETWEENTHEDEVELOPMENTSPACEOFTHEQUALITYOFEDUCATIONSCIENTIFICRESEARCHANDTHETRAININGOFTHEQUALI夠EDUCATIONSCIENTIFICRESEARCHALSOWASRESEARCHEDINTHEGROUPTWOCONCLUSIONSWEREDRAWNBYSURVEYANDTHEORETICALRESEARCHONEISTHATTHE“THREESTRENGTHENINGMODE’ISAUSEFULMETHODTOIMPROVETHEQUALITYOFEDUCATIONALSCIENCERESEARCHOFBIOLOGICALNORMALSTUDENTSTHEOTHERISTHATTHEQUALITYOFEDUCATIONALSCIENCERESEARCHBEFOREEMPLOYMENTCANINFLUENTTHEPROCESSOFTHETEACHERPROFESSIONALDEVELOPMENTAFTEREMPLOYMENTKEYWORDQUALITYOFEDUCATIONALSCIENCERESEARCHTRAININGMODE，RESEARCHⅡ

簡介：Y684464獨創(chuàng)聲明本人聲明所呈交的學位論文是本人在導師指導下進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)表或撰寫過的研究成果，也不包含為獲得___注如沒有其他需要特別聲明的本欄可至或其他教育機構(gòu)獷學位或證書使用過的材料。與我一同工作的同志七雙研死所做約任何貢IJR已花論又“作了明確的說明并表示謝意攤論T1}者ST高參紅導H簽軍口了之干IW杖簽字日期200、年，0月，午日簽早日期20訓年扣月I辛日關(guān)鍵詞分類號生物生物科技活動科學素養(yǎng)663391

簡介：L單位代碼10445I學號200132511分類號G4516Y76‘6860孝每J；秘鬻鬻I教育碩士學位論文論文題目中學生物教師科學素養(yǎng)問題研究學科專業(yè)名稱申請人姓名導師姓名論文提交時間THERESEARCHOFTHEMIDSCHOOLBIOLOGYTEACHERS’SCIENTIFICLITERACY學科教學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

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

簡介：學位論文獨創(chuàng)性聲明本人鄭重聲明所提交的學位是本人在導師指導下進行的研究工作和取得的研究成果。本論文中除引文外，所有實驗、數(shù)據(jù)和有關(guān)材料均是真實的。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構(gòu)已經(jīng)發(fā)表或撰寫過的研究成果。其他同志對本研究所做的貢獻均已在論文中作了聲明并表示了謝意。學位論文作者簽名蚴ET期201L，OS、2O學位論文使用授權(quán)聲明研究生在校攻讀學位期間論文工作的知識產(chǎn)權(quán)單位屬南京師范大學。學校有權(quán)保存本學位論文的電子和紙質(zhì)文檔，可以借閱或上網(wǎng)公布本學位論文的部分或全部內(nèi)容，可以采用影印、復印等手段保存、匯編本學位論文。學?？梢韵驀矣嘘P(guān)機關(guān)或機構(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位論文屬于保密論文，保密期限為年。學位論文作者簽名琊湮B指導教師簽名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)濟地理學理論發(fā)展的新趨勢2122我國生物技術(shù)研究活躍的領(lǐng)域2123本文研究的實踐意義。313研究方法414研究內(nèi)容與技術(shù)路線5141研究內(nèi)容5142研究難點一6143可能的創(chuàng)新點7144技術(shù)線路圖。7第2章研究綜述921相關(guān)概念界定9211科學合作。9221地理鄰近與社會、制度鄰近。922國內(nèi)對科學合作的相關(guān)研究綜述9221管理學領(lǐng)域?qū)τ诳茖W合作的研究綜述10222管理學對科學合作的空問特性地域性研究1023國外對科學合作的相關(guān)研究綜述11231地理鄰近對科學合作作用機制研究1L232制度鄰近、社會鄰近對科學合作作用機制研究14233認知鄰近對于科學合作作剛綜述14234地理鄰近因子與制度、社會鄰近因子相互作用機制研究1524國內(nèi)外研究評述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

簡介：廣西師范大學碩士學位論文培養(yǎng)幼師學生生物科學素養(yǎng)的研究與實踐姓名謝葵英申請學位級別碩士專業(yè)教育生物教學指導教師黃乘明200508012摘要國民科學素養(yǎng)的高低直接影響一個國家科學技術(shù)的發(fā)展，提高學生的科學素養(yǎng)是很多國家科學教育的共同目標。我國也于2001年基礎(chǔ)教育課程改革中將培養(yǎng)學生的科學素養(yǎng)作為核心任務(wù)。與發(fā)達國家相比，我國國民的科學素養(yǎng)仍處于十分落后的狀況。中國科協(xié)2004年發(fā)布了2003年我國公眾的科學素養(yǎng)水平的比例為198，國民科學素養(yǎng)穩(wěn)步提高，但與美國、歐盟國家和日本相比，還處于落后地位。國家要強盛、民族要振興，國民科學素養(yǎng)水平的提高迫在眉睫。幼師學生肩負著未來培養(yǎng)幼兒科學素養(yǎng)啟蒙教育的重任，提高幼師學生的科學素養(yǎng)是新的基礎(chǔ)教育課程改革對幼兒師范學校的要求。然而，雖然目前的基礎(chǔ)教育改革十分活躍，幼兒師范教育在應對這一變化的過程中卻明顯滯后。因此，本課題研究的主要目的是針對幼師學生在科學素養(yǎng)上的不足，并結(jié)合自己的教育教學實踐經(jīng)驗，提出具體的策略，以期為幼師生物教育教學改革提供新的思路與構(gòu)想，為廣大從事幼師生物教學的教育工作者提供教學上的參考。本課題采用的研究方法主要是文獻分析法、問卷調(diào)查法、經(jīng)驗總結(jié)法。論文第一部分闡述了科學素養(yǎng)、生物科學素養(yǎng)的內(nèi)涵，幼師生物教學培養(yǎng)學生科學素養(yǎng)的現(xiàn)實依據(jù)和現(xiàn)實意義，以及目前國內(nèi)外科學素養(yǎng)教育現(xiàn)狀；第二部分從調(diào)查問卷入手，分析幼師學生科學素養(yǎng)的現(xiàn)狀；第三部分針對學生在科學素養(yǎng)上的不足，并結(jié)合自己的教育教學實踐經(jīng)驗，著重探討培養(yǎng)幼師學生科學素養(yǎng)目標、教學原則以及培養(yǎng)科學素養(yǎng)的途徑，以期為幼師生物教育教學改革提供新的思路與構(gòu)想；第四部分是結(jié)論與思考，提出教師科學素養(yǎng)提高是落實科學素養(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1參照國際通用的科學素養(yǎng)調(diào)查問卷，自編了一套幼師學生生物科學素養(yǎng)的調(diào)查問卷；2挖掘幼師生物教材中滲透辨證唯物主義觀、生物科學美、生物科學史的教學知識點，并編制成細目表，以便在課堂教學中實施、操作，最終達到提高學生科學素養(yǎng)教育實效性的目的；3論文針對幼師生生物科學素養(yǎng)的現(xiàn)狀，并結(jié)合生物教學的實踐，提出了具體的策略，對幼師生物教學中實施科技教育具有一定的探討價值。關(guān)鍵詞幼師生物科學素養(yǎng)

簡介：專業(yè)碩士學位論文論文題目論文題目高中生物科學史教學現(xiàn)狀分析高中生物科學史教學現(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)學位名稱全日制教育碩士專業(yè)領(lǐng)域名稱學科教學（生物）申請人姓名陳慧敏導師姓名、職稱張祥沛教授論文提交時間2013年4月1摘要“重視科學史教育價值”是生物新課改的重要組成方面，近年來有關(guān)生物科學史的研究越來越受到人們的重視。筆者進行本研究的目的包括通過對相關(guān)理論的探討為科學史教學提供理論依據(jù)；通過對生物科學史內(nèi)容的教材分析發(fā)現(xiàn)教材在科學史方面的不足，并提出相應建議；通過高中生物科學史教學現(xiàn)狀的調(diào)查，發(fā)現(xiàn)存在的問題，進而提出高中生物科學史教學的優(yōu)化策略；通過高中生物科學史教學策略的實踐研究，為生物科學史教學提供實證參考。本研究主要運用了文獻法、調(diào)查法、統(tǒng)計法、比較分析法、實驗法等。論文主體共分六個部分第一部分，概述。主要分析了本課題的研究背景、現(xiàn)狀、意義及生物科學史有關(guān)內(nèi)涵，探討了生物科學史教學的理論基礎(chǔ)。第二部分，高中生物科學史內(nèi)容的教材分析。對人教版新舊兩版教材進行了比較分析，發(fā)現(xiàn)新課標對新教材科學史的要求更具體、新版教材中科學史數(shù)量增加、科學史呈現(xiàn)方式更加多樣。并進一步提出改進建議課標要求應該更鮮明、教材中科學史數(shù)量還需增加和均衡、呈現(xiàn)方面要突出科學思想史和體現(xiàn)科學真實性。第三部分，高中生物科學史教學現(xiàn)狀的調(diào)查。通過對當前高中生物科學史教學現(xiàn)狀的調(diào)查主要發(fā)現(xiàn)以下問題教師對生物科學史概念、內(nèi)容認識不清；對科學史價值的認識有待提高；教師教育觀念有待更新；教育體制亟待改革。第四部分，高中生物科學史教學的策略優(yōu)化。主要提出了以下優(yōu)化策略全面認識科學史教育價值，形成正確的科學史觀；多途徑學習科學史，豐富自身科學史知識；積極探尋生物科學史課堂教學途徑；積極開發(fā)生物科學史課外實施途徑；注意科學史的選取和使用；公正客觀地評價科學史，引導學生認識科學本質(zhì)；充分發(fā)揮多媒體作用；注重學科間的聯(lián)系，實現(xiàn)學科間相互促進。第五部分，高中生物科學史教學策略有效性的實踐研究。進行了一學期的教學實踐，結(jié)果表明，運用生物科學史教學策略可以激發(fā)學生的生物學習興趣和學業(yè)成績，在生物教學中應積極運用科學史。第六部分，結(jié)論與反思。對本研究作了一個全面的總結(jié)，并對研究中存在的不足進行了反思。關(guān)鍵詞新課程；高中生物學；生物科學史；策略

簡介：浙江師范大學碩士學位論文高中生物學教學中利用生物科學史進行過程教學的研究姓名周宇朗申請學位級別碩士專業(yè)學科教學（生物）指導教師邵晨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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