簡介：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世紀是科學(xué)技術(shù)加速發(fā)展的時代，知識的老化程度加快。隨著網(wǎng)絡(luò)化、信息化的不斷發(fā)展，社會對人才提出了更高的要求。社會競爭力成為衡量一個人適應(yīng)社會能力的重要指標，學(xué)習(xí)力體現(xiàn)了一個人的核心社會競爭力，因此，發(fā)展個人學(xué)習(xí)力是提高競爭力的必然要求。學(xué)習(xí)力理論在提升組織成員的知識技能、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，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。本文共計六章，系統(tǒng)地闡述了高中生物理學(xué)習(xí)力提升的問題。第一章論述了研究背景、意義，方法和目的，并且簡明扼要地闡述了學(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修煉理論，以及建立在第五項修煉理論基礎(chǔ)上的國內(nèi)外學(xué)習(xí)力研究成果。第三章論述了開展學(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，論證了在物理教學(xué)中開展學(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)查報告的情況。本次研究根據(jù)學(xué)習(xí)力四要素學(xué)習(xí)動力、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)查問卷。根據(jù)回收的有效問卷我們詳細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重要因素包括物理課程改革與發(fā)展、教育的評價方式、教師的教學(xué)心理、學(xué)生的學(xué)習(xí)心理、社會心理、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)中存在的問題。依據(jù)具體問題具體分析的原則，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、認知、探索、信息搜索和應(yīng)用等方面的能力。第六章詳細闡述了一個在實際教學(xué)中提高高中生物理學(xué)習(xí)力的教學(xué)案例。我們在實驗班采用旨在提高學(xué)生學(xué)習(xí)力的教學(xué)方法，實驗結(jié)束后，對比實驗班和對照班在教學(xué)方法、教學(xué)效果、測試結(jié)果、課堂感受等方面的異同，發(fā)現(xiàn)實驗班的教學(xué)達到了預(yù)期的效果，學(xué)生學(xué)習(xí)力有一定的提高。本章最后進行了簡單的總結(jié)，同時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)實意義714研究方法一7141文獻法7142系統(tǒng)思考法714T3個案分析法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第五項修煉理論一8221第一項修煉自我超越一9222第二項修煉改善心智模式9223第三項修煉建立共同愿景10224第四項修煉團體學(xué)習(xí)一10225第五項修煉系統(tǒng)思考11226五項修煉的關(guān)系1123國內(nèi)外學(xué)習(xí)力研究綜述12231國外學(xué)習(xí)力的研究12232國內(nèi)學(xué)習(xí)力研究綜述143開展學(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183131新課程改革要求一18332物理學(xué)科特點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

簡介：蘇州大學(xué)學(xué)位論文獨創(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，獨立進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，本論文不含其他個人或集體已經(jīng)發(fā)表或撰寫過的研究成果，也不含為獲得蘇州大學(xué)或其他教育機構(gòu)的學(xué)位證書而使用過的材料。對本文的研究作出重要貢獻的個體和集體，均已在文中以明確方式標明。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)向國家圖書館、中國社科院文獻信息情報中心、中國科學(xué)技術(shù)信息研究所含萬方數(shù)據(jù)電子出版社、中國學(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)庫進行檢索。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

簡介：得的研究成果。3、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。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構(gòu)已經(jīng)發(fā)表或撰寫過的研究成果。。5、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。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)位論文并向國家主管部門或其指定機構(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)制并允許論文進入學(xué)校圖書館被查閱；有權(quán)將學(xué)位論文的內(nèi)容編入有關(guān)數(shù)據(jù)庫進行檢索；有權(quán)將學(xué)位論文的標題和摘要匯編出版。保密的學(xué)位論文在解密后適用本規(guī)定。研究生簽名噬蘊基日期【ABSTRACT】ENFORCINGTHENEWCURRICULUMOFHIGHSCHOOLPHYSICSPUTSFORWARDHIGHERREQUIREMENTSFORPHYSICSTEACHINGTHEAUTHORFOUNDFROMTHETEACHINGPRACTICETHATEMOTIONALFACTORSHAVEAGREATINFLUENCEONHIGHSCHOOLGIRLSINPHYSICSLEARNINGINTHISPAPER，BASEDONSOMUCHLITERATUREANDGUIDEDBYTHEORYOFPHYSIOLOGY，SOCIOLOGY，PSYCHOLOGY，THEAUTHORINVESTIGATEDSOMEBOYSANDGIRLSINMYSCHOOLONTHEIRSTATUSOFLEARNINGPHYSICALANDANALYZEDTHEFACTORSINFLUENCINGITALSOTHEEMOTIONALFACTORSINFLUENCINGHIGHSCHOOLGIFTSTOSTUDYPHYSICSWEREANALYSEDINTHEPAPERINADDITION，THEAUTHORPUTFORWARDSOMECORRESPONDINGMEASURESTOIMPROVETHEABILITIESFORHIGHSCHOOL百RLSTOLEARNPHYSICALWELL，SUCHASTHEMANAGEMENTOFPHYSICSLEARNINGPORTFOLIOFORFEMALE，EXPANSIONANDCARDINGOFPHYSICALKNOWLEDGEFOREACHUNIT；BUILDINGGIRLS’SELFCONFIDENCETOLEARNPHYSICAL，INSPIRINGGIFLS’INTRINSICMOTIVATIONTOSTUDYPHYSICSANDSOONSOTHEINITIALTEACHINGPRACTICEHASACHIEVEDPOSITIVERESULTS【KEYWORDSLSENIORGIDSTUDENTS，PHYSICSSTUDYEMOTIONALFACTORS

簡介：華中師范大學(xué)碩士學(xué)位論文高中生物理學(xué)習(xí)認知因素分析姓名劉娟申請學(xué)位級別碩士專業(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)科的本身特點決定的。由于存在這一問題，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)的科目都會符合他的由活動動機產(chǎn)生的認識傾向，也就可以激起他的學(xué)習(xí)積極性，推動他在學(xué)習(xí)中取得好成績。物理教學(xué)就是要從理論和實踐兩個方面，研究如何進行物理教學(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。而在整個物理教學(xué)過程中，初中物理教學(xué)是青少年進入物理知識寶庫的入門和啟蒙，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、分析問題、解決問題能力的關(guān)鍵。因而在初中物理教學(xué)中啟發(fā)學(xué)生對科學(xué)的興趣，調(diào)動其學(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)，通過問卷調(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)負擔(dān)過重、不同學(xué)生在學(xué)習(xí)物理上的不同困難、學(xué)校實驗設(shè)備和多媒體的應(yīng)用以及物理教師本身對學(xué)生的影響等，都會導(dǎo)致中學(xué)生物理學(xué)習(xí)興趣產(chǎn)生差異。找到學(xué)生對物理本無興趣或原有興趣逐漸喪失的原因，然后針對某些被試追蹤觀察，從教師自身能力、作業(yè)合理性的設(shè)計、個性化教學(xué)手段三大方面著手采取應(yīng)對的措施，實施相應(yīng)的具體教學(xué)策略后再對所選的被試進行后測。學(xué)生在中考是否取得優(yōu)異的成績，是社會較為關(guān)注的問題，所以培養(yǎng)學(xué)生學(xué)習(xí)物理的興趣，增強學(xué)生學(xué)習(xí)物理的能力，最終提高學(xué)生的物理成績，就是本研究所期望達成的目標。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征申請學(xué)位級別碩士專業(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，只有初二年級學(xué)生與高二年級學(xué)生存在顯著性差異，其它年級之間均無顯著性差異；在資源管理策略上，初二年級學(xué)生與各年級學(xué)生之間均存在顯著性差異；其它各年級之間均無顯著性顯差異；在物理學(xué)習(xí)策略總分上，初三年級學(xué)生與高二年級學(xué)生無顯著性差異，其它各年級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，且它們對中學(xué)生的物理學(xué)習(xí)策略有顯著的預(yù)測作用。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

簡介：Y949061分類號UDC學(xué)位論文密級編號高中生物理學(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)院申請學(xué)位級別碩士專業(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、月日答辯委員會主席評閱人二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

簡介：編號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)思維障礙分析及對策研究姓名王林申請學(xué)位級別碩士專業(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)動機的培養(yǎng)和激發(fā)的研究姓名曾戎申請學(xué)位級別碩士專業(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莉申請學(xué)位級別碩士專業(yè)課程與教學(xué)論指導(dǎo)教師曾平飛20070401IIELEMENTARYSTUDYOFTHEFACTSTHATHAVEANEFFECTONTHEHIGHSCHOOLSTUDENTS’ACADEMICACHIEVEMENTINPHYSICSNAMEYANGDALISUPERVISPROFESSZENGPINGFEIGRADE2004SPECIALIZEDCOURSECURRICULUMWITHOUTASCIENTIFICALLYLITERATEPOPULATIONTHEOUTLOOKFABETTERWLDISNOTPROMISINGINDERTOUNDERSTTHESTUDENTS’SCHOLASTICATTAINMENTOFMATHEMATICSSCIENCEFROMALLOVERTHEWLDVARIOUSFACTSWHICHINFLUENCETHESCESIEAHASBEENSTARTINGTIMSSTIMSSISONEOFTHELARGESTTHEMOSTCOMPREHENSIVE，THESTRICTESTINTERNATIONALRESEARCHFTHE

簡介：物理學(xué)業(yè)情緒是學(xué)生在整個物理學(xué)習(xí)過程中，時刻經(jīng)歷著的情緒體驗，它影響著學(xué)生的物理學(xué)習(xí)動機、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)動機，促進學(xué)生的物理思維活動和認知過程，保證自主性學(xué)習(xí)的有效進行，從而為學(xué)生學(xué)業(yè)進步打下堅實的基礎(chǔ)。反之，消極的學(xué)業(yè)情緒阻礙學(xué)業(yè)進步。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)動機、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)成績等諸多因素地影響。尤其在初中剛開始實施物理課程時，學(xué)生面對新的學(xué)習(xí)材料、新的學(xué)習(xí)方法以及新的學(xué)習(xí)壓力等，常常會出現(xiàn)一些情緒問題。教師若想幫助學(xué)生學(xué)好物理，提高物理學(xué)業(yè)成績，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，長期以來，人們往往只關(guān)注學(xué)生認知能力的發(fā)展，對學(xué)生情感地關(guān)注較少，對學(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)。為了彌補理論研究的這一空缺，很有必要從學(xué)科教學(xué)的角度對學(xué)業(yè)情緒進行研究。本文在了解大量國內(nèi)外相關(guān)研究的基礎(chǔ)上，遵循問卷設(shè)計的原則和程序，編制了物理課堂學(xué)業(yè)情緒問卷與物理課外學(xué)業(yè)情緒問卷，并以這兩份問卷為工具，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)計分析所得結(jié)果為理論依據(jù)，為物理教學(xué)提出了切實可行的建議。全文分為六章理論綜述、本研究的設(shè)計思路、中學(xué)生物理學(xué)業(yè)情緒問卷的編制、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準正態(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、物理課堂學(xué)習(xí)認真程度、物理課堂主動性、對物理教師的喜愛程度、教師評價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)被動程度間存在顯著的負偏相關(guān)關(guān)系，說明物理課堂學(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)成就自我評價、物理學(xué)習(xí)興趣、物理課堂主動性、同伴評價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)被動程度、家長對學(xué)生學(xué)習(xí)要求的嚴厲程度間存在顯著的負偏相關(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)成就自我評價、物理學(xué)業(yè)成績間存在顯著的正偏相關(guān)關(guān)系，與物理課堂認真程度、家長對學(xué)生學(xué)習(xí)要求的嚴厲程度間存在顯著負相關(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)動機現(xiàn)狀調(diào)查和研究姓名楊明申請學(xué)位級別碩士專業(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堂堡旦盍趟魚墮盤學(xué)位申請人姓名睦盤簋申請學(xué)位學(xué)生類別型I直塑巾請學(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)練對初二學(xué)生物理學(xué)習(xí)影響的實驗研究姓名楊育玲申請學(xué)位級別碩士專業(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