簡(jiǎn)介：河北大學(xué)碩士學(xué)位論文國(guó)內(nèi)圖書館學(xué)理論十年進(jìn)展與21世紀(jì)理論體系構(gòu)建姓名周慧申請(qǐng)學(xué)位級(jí)別碩士專業(yè)圖書館學(xué)指導(dǎo)教師楊文祥20080501ABSTRACTABSTRACTTHETHEORETICALSTUDYISTHEFOUNDATIONOFADISCIPLINEFROMESTABLISHINGTHELIBRARYSCIENCETOSPREADTOCHINASCHOLARSATHOMEANDABROADHAVINGBEENSTUDYINGONTHELIBRARYSCIENCEUNTILNOWFROMTHESECONDHALFOFTHE20MCENTURYTOTHEEARLY21豇CENTURYTHEINFORMATIONTECHNOLOGYANDTHENETWORKENVIRONMENTBROUGHTASEACHANGETOTHESURVIVALANDDEVELOPMENTOFLIBRARYONTHEIMPACTOFTHETIDEOFITDOMESTICRESEARCHERSSHIFTEDTHERESEARCHPOINTSTOTHEAREAOFTECHNOLOGYNEVERTHELESS，DEALING謝THTHENEWTECHNOLOGYANDSOCIALENVIRONMENTINRECENTYEARS，ESPECIALLYTHEHISTORICALCONDITIONOFTHEGLOBALIZATIONANDINFORMATIONIZATION，MANYNEWACADEMICVIEWPOINTSALEPROPOSEDINNOVEMBER2007，THEFIFTHNATIONALBASISTHEORYOFLIBRARYSCIENCECONFERENCEWASCONVENEDINCHONGQINGCITYWHICHSUMMONEDPRESENTRESEARCHERSINTHEFIELDOFLIBRARYSCIENCESUMMARIZINGANDABSORBINGTHEPASTACHIEVEMENTSOFLIBRARYSCIENCEATHOMEANDABROADINTHESEYEARS，ANDORGANIZINGTHEMACCORDINGTOTHEIRINTRINSICLOGICALRELATIONSHIP，THENRESTRUCTURINGTHETHEORETICALSYSTEMOFLIBRARYSCIENCEACCORDINGTOTHETWELVESCHOOLSWHICHISSUMMARIZEDBYHANJIZHANG，THISDISSERTATIONDISCUSSESTHEISSUESONESTABLISHINGTHEORETICALSYSTEMINTHE21NCENTURYONTHEBASISOFREVIEWINGANDCOMMENTINGONTHEACHIEVEMENTSOFLIBRARYSCIENCEINRECENTYEARS，ANDCOMESUPWITHMYPOINTSONTHETHEORETICALSYSTEMESTABLISHINGSUMMARIZINGANDCOMMENTINGONTHEACHIEVEMENTSOFLIBRARYSCIENCEACCORDINGTOSCHOOLSANDPROPOSINGTHEFRAMEOFTHEORETICALSYSTEMINTHE218‘CENTURYARETHETWOCREATIVITIESOFTHISDISSERTATIONKEYWORDSLIBRARYSCIENCETHEORYSCHOOLTHEORETICALSYSTEMESTABLISHINGⅡ

簡(jiǎn)介：分類編號(hào)密級(jí)單位代碼QQ豎學(xué)號(hào)坦Q22812天滓I幣苊大掌研究生學(xué)位論文論文題目壓史主豎的力量二二途擋塞堂理論獨(dú)擋塞笪理鮑壓史主塞厘學(xué)生姓名苤歪羞申請(qǐng)學(xué)位級(jí)別亟申請(qǐng)專業(yè)名稱‘瞳擔(dān)堂研究方向擋塞堂指導(dǎo)教師姓名囊氬域?qū)I(yè)技術(shù)職稱煎援提交論文日期2QQ魚生5且

簡(jiǎn)介：東北師范大學(xué)碩士學(xué)位論文“結(jié)構(gòu)定向”教學(xué)理論在高校公共體育排球選項(xiàng)課中的應(yīng)用研究姓名王曉磊申請(qǐng)學(xué)位級(jí)別碩士專業(yè)體育教育訓(xùn)練學(xué)指導(dǎo)教師陳鋼20090501ABSTRACTASALLINDISPENSABLETEACHINGPROCESSINHIGHEREDUCATIONPHYSICALEDUCATIONPDPLAYSAVERYIMPORTANTROLEINCULTIVATINGPEOPLE’SSCLLSEOFSCIENTIFICANDNUTRITIOUSHEALTHCARE，HELPINGTHEMGAINBOTLLPHYSICALANDPSYCHOLOGIEALWELLBEING，F(xiàn)OSTERINGTHEHABITOFPLAYSICALEXERCISEANDFAVORABLECHARACTERISTICSANDENHANCINGTHECONSCIOUSNESSOFPHYSICALABILITYINRECENTYEARS，WITHTHECONTINUOUSDEVELOPMENTOFTEACHINGTHEORIESOFMODEMPEANDTHEINDEPTHREFORMOFPETEACHING，SOMETRADITIONALTEACHINGTHEORIES，THOUGHTS，MODES，ANDMETHODSOFPEISWITNESSINGGREATIMPACTTHEREFORE，DURINGTHEPROCESSOFTRANSFERRINGEXAMINATION。ORIENTEDEDUCATIONTOA11ROUNDDEVELOPMENTORIENTEDEDUCATIONHOWTOENHANCETHEQUALITYOFPETEACHINGISDESPERATEFORPROPERLEADINGIDEASANDCONSTRUCTINGNEWTEACHINGMODETHROUGHRESEARCHANDANALYSISOFMANYPETEACHINGMODES，THEWRITERFOUNDTHATATPRESENT，THEPETEACHINGMODESATUNIVERSITIESINCHINAPRESENTADIVERSIFIEDFEATURE，BUTTHERELATIVERELATIONSHIPBETWEENTEACHERS，TEXTBOOKSANDSTUDENTSHASNOTYETBEENBROKENTHROUGHANDTHESELFDETERMINATIONANDFLEXIBILITYOFSTUDENTS’CHOICESHASNOTINITSFUUPLAYINADDITIONTHEWRITERDISCOVEREDTHATINDIVIDUALEDUCATIONCANNOTSTANDOUT；THEASCERTAINMENTOFSTUDENTS’PRINCIPALPOSITIONINPEEDUCATIONISSTILLNOTADEQUATE；THEASSESSMENTOFSTUDENTS’PHYSICALABILITYISNOTSCIENTIFICANDREASONABLEENOUGHTHEPERESOURCESOFUNIVERSITIESHASNOTEXERTEDGREATERBENEFITCONSEQUENTLYACCORDINGTOTHISSITUATIONANDRELATIVELYLAGPHENOMENAOFPETEACHINGATUNIVERSITIES，THEWRITERADVOCATEDTHE“STRUCTUREDIRECTED”TEACHINGMODETHEMETHODOLOGIESAPPLIEDINTHISTHESISARELITERATUREREVIEWQUESTIONNAIRES，EXPERTINTERVIEWSYMBOLICSTATISTIC，TEACHINGEXPERIMENTANDLOGICANALYSISTHEUNDERGRADUATESOFGRADE2006FROMTWOVOLLEYBALLCLASSES髂ELECTIVESATNORTHEASTNORMALUNIVERSITYINCHANGCHTMWERESELECTEDASTHESUBJECTSANDTHETEACHINGEXPERIMENTPROCEEDEDFORASEMESTEROF36PERIODSDURINGTHETEACHINGPROCESS，THEWRITERMADEACOMPARATIVERESEARCHBETWEENONEVOLLEYBALLCLASSADOPTING“STRUCTUREDIRECTED’TEACHINGMODEANDTHEOTHERADOPTINGCLASSTEACHINGMODETHROUGHTHEANALYSISOFTHEPHYSICALPERFORMANCE，VOLLEYBALLTECHNIQUESANDTHEORETICALSCORESOFTHESTUDENTSFROMTHOSETWOCLASSES，THEWRITERFOUNDTHATTHEUNITARYPERFORMANCEOFTHEFORMERCLASSWHICHADOPTEDTHE‘‘STRUCTUREDIRECTED’’TEACHINGMODEISMUCHBETTERTHANTHELATTERANDTHEDIFFERENCESAREQUITEOBVIOUSTHESAMEPROBLEMWASFOUNDTHROUGHTHEINVESFIGATIONOFTHESTATUSOFSTUDENTS’PECOGNITIONANDCOMMONSENSE。ACTIVEEXERCISE，COMMUNICATIONWITHOTHERSANDMUTUALHELPANDSTUDYTHETEACHINGEXPERIMENTCARRIEDOUTBYTHEWRITERPROVEDTHATTHE“STRUCTUREDIRECTED”TEACHINGMODEWASE伍CIENTANDSUITABLEFORVOLLEYBALLTEACHINGATUNIVERSITIESHOWEVERTHE“STRUCTUREDIRECTED’TEACHINGMODESTILLSTANDSINATENTATIVESTAGEN

簡(jiǎn)介：分類號(hào)學(xué)號(hào)614090200674178學(xué)校代碼10487密級(jí)碩士學(xué)位論文宋代蒙學(xué)理論及其實(shí)踐研究學(xué)位申請(qǐng)人周倩雯學(xué)科專業(yè)專門史指導(dǎo)教師羅家祥教授答辯日期2008年6月3日獨(dú)創(chuàng)性聲明獨(dú)創(chuàng)性聲明本人聲明所呈交的學(xué)位論文是我個(gè)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。本人完全意識(shí)到，本聲明的法律結(jié)果由本人承擔(dān)。學(xué)位論文作者簽名日期年月日學(xué)位論文版權(quán)使用授權(quán)書學(xué)位論文版權(quán)使用授權(quán)書本學(xué)位論文作者完全了解學(xué)校有關(guān)保留、使用學(xué)位論文的規(guī)定，即學(xué)校有權(quán)保留并向國(guó)家有關(guān)部門或機(jī)構(gòu)送交論文的復(fù)印件和電子版，允許論文被查閱和借閱。本人授權(quán)華中科技大學(xué)可以將本學(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)制手段保存和匯編本學(xué)位論文。保密□，在_____年解密后適用本授權(quán)書。不保密□。（請(qǐng)?jiān)谝陨戏娇騼?nèi)打“√”）學(xué)位論文作者簽名指導(dǎo)教師簽名日期年月日日期年月日本論文屬于

簡(jiǎn)介：江西師范大學(xué)碩士學(xué)位論文基于生態(tài)學(xué)理論的高等學(xué)校發(fā)展定位研究姓名梅麗珍申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育經(jīng)濟(jì)與管理指導(dǎo)教師胡平凡20080601ABSTRACTTHEBASICCONNOTATION，EXISTINGPROBLEMS，ANDFUTUREDEVELOPMENTFORPOSITIONINGTHEDEVELOPMENTOFHIGHEREDUCATIONINSTITUTIONSOFCHINAWERESTUDIEDTHROUGHANALYSISONTHESTRUCTUREANDFUNCTIONOFECOSYSTEMOFHIGHEREDUCATION．ASTHEMAINBODYOFHIGHEREDUCATION，HIGHEREDUCATIONINSTITUTIONSSHOULDDEDICATETHEIREFFORTSINPROVIDINGSERVICESNOTONLYFORSUSTAINABLEDEVELOPMENTOFHIGHEL“EDUCATION，BUTALSOFORTHEPROGRESSOFSOCIAL，ECONOMICANDNATURALECOSYSTEMS．THEREFORE，THESTRATEGICPOSITIONINGOFHIGHEREDUCATIONINSTITUTIONSISOFGREATSIGNIFICANCEFORSUSTAINABLEDEVELOPMENTOFHIGHEREDUCATION．FIRSTLY,THEPOSITIONINGOFHIGHEREDUCATIONINSTITUTIONSANDTHERELATIONSHIPSBETWEENHIGHEREDUCATIONANDSOCIAL．．ECONOMIC．．NATURALSUSTAINABILITYWEREDISCUSSEDFROMTHEPERSPECTIVESINTHEORYOFECOLOGYANDSUSTAINABLEDEVELOPMENT．BASEDONANALYSISOFECOSYSTEMSTRUCTURE，THESIMILARITIESANDDIFFERENCESBETWEENNATURALANDHIGHEREDUCATIONECOSYSTEMSWEREEXAMINEDINANATTEMPTTOREVEALTHEFUNCTIONALCHARACTERISTICSOFECOSYSTEMOFHIGHEREDUCATION，WHICHISASYSTEMFEATURINGECOLOGICALSUCCESSION，REGIONALREGIME，COMPLEXITY,STABILITY,SELFADAPTATION，ANDTAKINGHUMANASTHECORE．SECONDLY,THEECOLOGICALPRINCIPLESFORACCOMPLISHINGTHESUSTAINABLEDEVELOPMENTOFSOCIETYANDECONOMYWERELISTEDANDDISCUSSEDINTHEPAPER,WHICH1AYTHEFOUNDATIONFORFURTHERANALYSISONTHESTRUCTUREANDFUNCTIONOFHIGHEREDUCATIONECOSYSTEM．LASTLY,THEPRINCIPLESANDMETHODSOFECOLOGYWEREUSEDTOANALYZETHEPRESENTPROBLEMSCONFRONTINGSTRATEGICPOSITIONINGOFHIGHEREDUCATIONINSTITUTIONSINCHINA，SUCHASROLEDISLOCATION，STRUCTURALSINGULARITY,FUNCTIONALIMBALANCE，ANDABNORMALSIZEEXPANSION．THEN，THEBASICECOLOGICALPRINCIPLES，INCLUDINGINTEGRITY,BALANCEBETWEENSTRUCTUREANDFUNCTION，CONNECTIONOFDIVERSITYANDSTABILITY,ANDCOOPETITION,WEREAPPLIEDINSTUDYINGTHEPOSITIONINGOFHIGHEREDUCATIONINSTITUTIONS，WHICHPROVIDESTHETHEORETICBASESFORTHESUSTAINABLEDEVELOPMENTOFHIGHEREDUCATIONINCHINA．KEYWORDSECOLOGICALTHEORY；HIGHEREDUCATIONINSTITUTION；POSITIONINGTHEDEVELOPMENT；ECOSYSTEMOFHIGHEREDUCATIONIL

簡(jiǎn)介：河北大學(xué)碩士學(xué)位論文中國(guó)圖書館學(xué)理論發(fā)展史研究姓名戎軍濤申請(qǐng)學(xué)位級(jí)別碩士專業(yè)圖書館學(xué)指導(dǎo)教師楊文祥20070501摘要本文在系統(tǒng)梳理20世紀(jì)以來(lái)中國(guó)圖書館學(xué)理論發(fā)展脈絡(luò)的基礎(chǔ)上，總結(jié)出中國(guó)圖書館學(xué)理論研究的主要規(guī)律及今后發(fā)展趨勢(shì)。通過(guò)對(duì)20世紀(jì)以來(lái)中國(guó)圖書館學(xué)理論發(fā)展的研究，本文總結(jié)出了中國(guó)圖書館學(xué)理論發(fā)展的一般規(guī)律圖書館學(xué)理論發(fā)展與社會(huì)環(huán)境息息相關(guān)；圖書館事業(yè)發(fā)展實(shí)踐決定著圖書館學(xué)理論的發(fā)展；理論變革時(shí)期是圖書館學(xué)基礎(chǔ)理論研究繁榮時(shí)期；學(xué)術(shù)交流是圖書館學(xué)理論發(fā)展的必要條件；圖書館學(xué)理論研究歷程遵循螺旋式上升規(guī)律。2L世紀(jì)中國(guó)圖書館學(xué)理論研究發(fā)展趨勢(shì)主要表現(xiàn)為圖書館學(xué)理論研究呈現(xiàn)跨學(xué)科發(fā)展趨勢(shì)；圖書館學(xué)理論研究不斷深入，理論格局從多元化到一元化；凸現(xiàn)人文色彩，平衡工具理性與價(jià)值理性關(guān)系；體現(xiàn)民族特色的中國(guó)本土化趨勢(shì)。關(guān)鍵詞中國(guó)圖書館學(xué)圖書館學(xué)理論圖書館學(xué)思想史圖書館學(xué)學(xué)術(shù)史II

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簡(jiǎn)介：芝‘8239087，婁寫一～UDC茸中釬鬣久垮碩士學(xué)位論文密級(jí)編號(hào)整合心理學(xué)理論設(shè)計(jì)學(xué)位申請(qǐng)人姓名安福杰【扣請(qǐng)專業(yè)學(xué)位類別塾宣塑中請(qǐng)學(xué)位專業(yè)方向塾垡墊宣墊壟ABSTRACTINFORMATIONTECHNOLOGYOFFERSNOTONLYANEWAPPROACHTOEDUCATION，BUTALSOACHALLENGEHOWTOCULTIVATESTUDENTSINOBTAININGINFORMATIONHOWTOCHOOSEUSEFULINFORMATIONANDHOWTOUSEITTOSOLVEPRACTICALPROBLEMSINORDERTOIMPROVESTUDENTS’SELFACCESSLEARNINGABILITYFIRSTOFALLWEHAVETOOFFERTHEMV越IOUSLEARNINGMATERIALSANDRESOURCESTHEREFOREMULTIMEDIALEARNINGENVIRONMENTCAMEINTOBEINGMULTIMEDIALEARNINGENVIRONMENTHASDEVELOPEDFOROVERTENYEARS，HOWHASITBEENUSEDANDHOWISTHEEFFECTARETHEREANYPROBLEMSINPRACCDEEANDIFYESHOWTOSOLVETHEMONTHEBASEOFTHETHEORYOFMULTIMEDIALEARNINGENVIRONMENT，THECONSTMCTIONISM，MULTIMEDIALEARNINGENVIRONMENTCALLBECLASSIFIEDINTOTWOTYPESINDIVIDUALIZEDLEARNINGENVIRONMENTSELFACCESSCOURSEWAREANDLEARNINGNETWORKTHECHARACTERISTICSOFBOTHTYPESARCANALYZEDINTHETHESISTHEAPPLICATIONOFMULTIMEDIALEARNINGENVIRONMENTISALSOCONNECTEDWITILSOMEPSYCHOLOGICALTHEORIESESPOFEDUCATIONALPSYCHOLOGYSUCHASTHEPROCESSOFMEMORYWANOR’S_ATTRIBUTIONTHEORYALSUBELL’SMEANINGFULLEARNINGTHEORYANDVIKOSKI’SCLOSESTDEVELOPINGAREATHEORYANDSOONAFTERTHEINTRODUCTIONOFTHEMULTIMEDIALEARNINGENVIRONMENT，THETHESISDESCRIBESTHEINVESTIGATIONANDANALYSISOFTHEAPPLICATIONOFINDIVIDUALIZEDLEARNINGENVIRONMENTSELFACCESSCOURSEWARETOTHELEARNINGACTIVITIESINSATLAKEPRIMARYSCHOOL，F(xiàn)RUITLAKEPRIMARYSCHOOLANDWULUOSTREETPRIMARYSCHOOL，ANDTHOSEOFTHEAPPLICATIONOFLEARNINGNETWORKTOTHESTUDYINTHEOPENUNIVERSITYOFHUBEISOMEPROBLEMSINDESIGNINGTHEMULTIMEDIALEARNINGENVIRONMENTAREPUTFORTHTHROUGHTHEANALYSISANDSOMESUGGESTIONSAREOFFEREDWITLLTHEAIDOFPSYCHOLOGICALTHEORIESMOREEXPERIMENTALSTUDIESARECARRIEDOUT，MAINLYABOUTMEANINGFULLEARNING，MULTIMEDIACOMBINATIONANDSTUDYLEADINGDESIGNITISCONCLUDEDTHATINMULTIMEDIALEAMINGENVIRONMENT，THEAPPROPRIATEAPPLICATIONOFPSYCHOLOGICALTHEORIESCANSIGNIFICANTLYIMPROVETHELEARNINGEFFICIENCYKEYWORDSMULTIMEDIA；LEARNINGENVIRONMENT；PSYCHOLOGICALTHEORIES；INDIVIDUALIZEDLEARNING；NETWARELEARNINGII

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簡(jiǎn)介：學(xué)校代碼10357學(xué)號(hào)Q200502018碩士學(xué)位論文碩士學(xué)位論文科學(xué)知識(shí)增長(zhǎng)與社會(huì)建構(gòu)后現(xiàn)代社會(huì)學(xué)理論“在場(chǎng)”GROWTHOFSCIENTIFICKNOWLEDGESOCIALCONSTRUCTIONTHE“PRESENCE”O(jiān)FPOSTMODERNSOCIOLOGICALTHEY姓名胡寶榮學(xué)科專業(yè)社會(huì)學(xué)研究方向社會(huì)學(xué)理論指導(dǎo)教師鐘金洪副教授完成時(shí)間2008年4月I摘要科學(xué)知識(shí)社會(huì)學(xué)作為后現(xiàn)代主義思潮的伴生物，它是知識(shí)社會(huì)學(xué)的當(dāng)代形態(tài)，主要對(duì)科學(xué)知識(shí)內(nèi)容的社會(huì)成因展開社會(huì)學(xué)分析?？梢?jiàn)，科學(xué)知識(shí)社會(huì)學(xué)動(dòng)了古典知識(shí)社會(huì)學(xué)和科學(xué)社會(huì)學(xué)一直未敢動(dòng)的這塊“奶酪”科學(xué)知識(shí)，力圖達(dá)到包括科學(xué)知識(shí)在內(nèi)的所有知識(shí)的進(jìn)行社會(huì)學(xué)分析，所以它是一種全面的、徹底的知識(shí)社會(huì)學(xué)。一直以來(lái)，科學(xué)知識(shí)被視為“理所應(yīng)當(dāng)”的，是具有經(jīng)驗(yàn)的實(shí)證性和邏輯的完整性的“絕對(duì)真知”。事實(shí)上，科學(xué)知識(shí)只是科學(xué)家展開于特定的社會(huì)情境或文化語(yǔ)境的科學(xué)實(shí)踐的“產(chǎn)品”。實(shí)踐具有如下特征首先，實(shí)踐是整體的，既是主體意志的表達(dá)，又是社會(huì)規(guī)范的展開，它是主體意志與社會(huì)規(guī)范互構(gòu)的結(jié)果，是主體意志和社會(huì)規(guī)范結(jié)合體；其次，實(shí)踐是動(dòng)態(tài)的，不僅主體意志和社會(huì)規(guī)范持續(xù)地建構(gòu)和形塑著實(shí)踐，而且實(shí)踐也持續(xù)地形塑和建構(gòu)著主體意志和社會(huì)規(guī)范，所以實(shí)踐也是不斷變動(dòng)的；再次，實(shí)踐也是現(xiàn)實(shí)的，所有實(shí)踐都是“現(xiàn)實(shí)的人”的實(shí)踐，所謂的“現(xiàn)實(shí)的人”就是指生活于特定的社會(huì)情境或文化語(yǔ)境的活生生的人，他（或她）既有感性意識(shí)，又有理性思維，是感性意識(shí)和理性思維的統(tǒng)一體，所以實(shí)踐是感性與理性共同表達(dá)，是現(xiàn)實(shí)的實(shí)踐?？茖W(xué)實(shí)踐作為社會(huì)實(shí)踐的一種類型，必然也是整體的、動(dòng)態(tài)的和現(xiàn)實(shí)的，所以作為科學(xué)實(shí)踐“產(chǎn)品”的科學(xué)知識(shí)不可能是“絕對(duì)真知”，它實(shí)質(zhì)上是一種社會(huì)建構(gòu)，即特定社會(huì)情境或文化語(yǔ)境下的人為建構(gòu)，表現(xiàn)為一種文化?？茖W(xué)知識(shí)只能是一種相對(duì)真知，即對(duì)有限現(xiàn)實(shí)世界的有限解釋，它需要在持續(xù)地“增長(zhǎng)”中提高自身解釋力?？茖W(xué)知識(shí)增長(zhǎng)不僅是量的增長(zhǎng)，而且是質(zhì)的增長(zhǎng)。量的增長(zhǎng)主要表現(xiàn)為科學(xué)知識(shí)“范式的復(fù)制”，即某一范式被更多的人接受或反復(fù)生產(chǎn)；質(zhì)的增長(zhǎng)主要表現(xiàn)為科學(xué)知識(shí)“范式的革命”，即某一范式被另一新的范式所取代。可見(jiàn)，只有科學(xué)知識(shí)質(zhì)的增長(zhǎng)才是實(shí)質(zhì)性的科學(xué)知識(shí)增長(zhǎng)，才能真正地提高科學(xué)知識(shí)的解釋力。可是，現(xiàn)代社會(huì)卻“誤解”了科學(xué)知識(shí)，認(rèn)為它是純理性思維的產(chǎn)品，所以是“理所應(yīng)當(dāng)”的。這一“誤解”，導(dǎo)致現(xiàn)代科學(xué)知識(shí)的“異變”，即所有感

簡(jiǎn)介：2010年度在職人員申請(qǐng)碩士專業(yè)學(xué)位論文I91748學(xué)校代碼10269學(xué)號(hào)61070205043葶震印為天擎優(yōu)化閱讀教學(xué)理論與實(shí)踐院系厶塞社會(huì)型堂堂院蟲國(guó)蚤言塞堂丕類別數(shù)直亟領(lǐng)域堂型熬堂語(yǔ)塞2指導(dǎo)教師陵虹掛級(jí)數(shù)垣申請(qǐng)人割建垡2010年8月完成F㈣㈣㈣㈣Y184D歲JFLI芝ATHESISABOUTTHEDEGREEOFMASTERAPPLIEDBYTHE2010WORKINGSTAFFSCHOOLCODE10269STUDENTNUMBER61070205043EASTCHINANORMALUNIVERSITYOPTIMIZATIONTHEORYANDPRACTICEOFTEACHINGREADINGDEPARTMENTCHINESELANGUAGEANDLITERATURECATEGORYMASTERDEGREECANDIDATEOFEDUCATIONSUPERVISORAPPLICANTLIUJIANHUACOMPLETEDINAUGUST，2010

簡(jiǎn)介：華中師范大學(xué)碩士學(xué)位論文地理生成性教學(xué)理論研究與實(shí)踐姓名孔丹丹申請(qǐng)學(xué)位級(jí)別碩士專業(yè)課程與教學(xué)論地理指導(dǎo)教師李家清20080401⑧、‘二／碩士學(xué)位淹置MSJLLRSJ11LSISABSTRACTG跖釘ATIVETEACHINGIS蠢“NDOFNEWCON呷T鋤E咯EDINTLIECOURSEOF叫幣CUL啪REF0姍叫RREILTLY．HLTLLE“EWOFGENCRATIVETEACHIN呂GEO鯽HICALTEACHINGPAYSMORE蜘TIONTOTLLEINDIVIDUALIZCDDEVELOPRNENTOFTLLESTILD印TS．THERCFORE，THEPRACTICEOF窘∞ERATIVETEACHINGPR0VIDES0PERATABILI哆F．0RACME“NGTLLEMAXIMALPURPOSETHATTHENEWCOU巧EREFOMLS，WHICHJSFORTLLEDCVELOPM鋤TOFWERYONESTUD∞T，F(xiàn)ORSTUDENT’SALLR0啪DDEVELOPM鋤TA11DAL∞ISFORTLLETEACHERS’PROGRESS．ATHOMEAILD曲ROAD，MESCHOLARH∞BE饑ONMEMARCHTOT11CORYANDMCTICEOFGCILERADVETEACHING．做ING“S髂B破S鋤DWIM也ETE8I幽NGPFACTICCOFEXCDL％TTEACHERS，THE邪￡HORHASDISCUSSEDMEVALUEORI吼TATIONOF呂。OGRAPHICALG衄ERATIVET∞CHIN呂INORD盱TOCARRYINGOUTMEAIMMATTEACHINGBEN娟TSTEACHERS鼬WEN嬲蚰M曲TS．THISPAPERM劃YIⅡCLUD％FOURP赳TS，WBICHA∞THERESEAFCH如LCONTEXTANDASPCCT，MEG印MLSITILATIONOFG印蒯VET髓咖N島血C劃UE甜∞TATIONOF鯽卿HICALGEILERATIVETEAC蚰唱鋤DMER髂EARCHTOIMPL鋤∞叫0NS廿AT99YOFGCOGRAPHJCALGEILEMDVETEACHIFLGIPARTLC0NCLLLDING也EFEQUI凇N鈺TTONLE印G阮PHYCOURSEBYTLLECONT鋤PORARYEFA，卿鯽HY’卸DTHE蚰JD∞TS’DCVELOPM∞T，也∞船CERTAI地TLLER∞髓RCHSI嘶FIC跚CEOFRE∞AFCHTOGGEO聊HICAL磬N咖IVETE袖ING．SU哪INGUPTHER岱EARCHSTATILSABOUTG吼盯ATIVETEADHII培ANDGE0聊HJCALG∞E蜥VET齟CHIILGATHOME姐DABROAD，AND1EARNJNG斯THEE】【ISTINGFE∞ARCHPRODU曲0N，WECOULDLILLDOUTNEWPROBL鋤S柚D船CCNAIN髑EARCHAREAOFTLLIS豳DE一一TLLEM∞RETICFESEARDH弛D切弛TICEOFG∞掣即L城CALGEN盯ATIVETCACLLIN昏PARTLLANALYZE也E涮MO州ONOFG鉍EFATIVETE酗L(fēng)IFIGONMEB懿ISOFSUMM證GUPTHEM啪INGOFG∞盯緬昏SU姍撕擾NIETLLCOFYB嬲ISOF啪ERATIVET∞CHING，_【LL肌姐ALYZE柚DS啪UP也E船SEMIAL顫咖∞STLLET船CHINGPROCESS船F(xiàn)EANLRCSNON．1INE甄TLLET衄CMNGSUBJECTFEATM．ESINVOLV鋤EF嗚MET黯CHIILGOBJ∞TFEAT叫囂DIVERSITY’TLLETEACHIFIGS”T鋤F毫ANⅡ岱OPCILIN呂粕DLLLET∞CLLINGFE軸1TFEATUR髂CFC撕VITY．PALTIIIG朗ERATIVETEACHJNGACCORDS塒TLLTLLEREQUIRE徹TBYTLLED鉀ELOPM鋤TOF駟GRAPLLICAICOU培E．THROU曲她ALYZIILGTEACHINGMCCH缸I湖OFG鋤鋤TIVET齠CHIILG，WECANSUMUP也E渤CH囂S’ANDSTUDENTS’ROLEINGEO腳HICALGEB芒FATIVETEACHING柚DLI

簡(jiǎn)介：山東師范大學(xué)碩士學(xué)位論文語(yǔ)文全納課堂教學(xué)理論和實(shí)踐研究姓名張玲申請(qǐng)學(xué)位級(jí)別碩士專業(yè)課程與教學(xué)論（語(yǔ)文）指導(dǎo)教師曹明海20080408山東師范大學(xué)碩士學(xué)位論文則、合作性原則、差異性原則、創(chuàng)新性原則等。第四部分開展多樣性語(yǔ)文全納課堂教學(xué)。一語(yǔ)文選擇性課堂教學(xué)。選擇理論的一個(gè)主要觀點(diǎn)就是一切行為都是有目的的。WILLIAMGLASSER認(rèn)為，驅(qū)動(dòng)我們所有行為的需要共有五種一種生理需要以及四種心理需要，它們包括生存的需要、愛(ài)與歸屬的需要、獲得權(quán)利的需要、自由的需要以及樂(lè)趣的需要。教師在語(yǔ)文課堂上可以有效激發(fā)學(xué)生的這些需要。二語(yǔ)文發(fā)展性課堂教學(xué)。全納教育主張教育應(yīng)關(guān)注每一個(gè)學(xué)生的發(fā)展。語(yǔ)文發(fā)展性課堂的運(yùn)作前提是學(xué)生必須在他們各自獨(dú)特的時(shí)期發(fā)展技能。我們認(rèn)識(shí)到并不是所有的學(xué)生都以同樣的速度發(fā)展。在語(yǔ)文發(fā)展性課堂中，教師要想迎接這種挑戰(zhàn)，必須提供給學(xué)生各種各樣基于他們知識(shí)和經(jīng)驗(yàn)之上的學(xué)習(xí)技巧和策略，根據(jù)每個(gè)人的學(xué)習(xí)特點(diǎn)給他們提供不同的學(xué)習(xí)機(jī)會(huì)。三語(yǔ)文多元智能課堂教學(xué)。在語(yǔ)文多元智能課堂中可以讓每個(gè)學(xué)生充分利用自己的優(yōu)勢(shì)智能，既達(dá)到了基本的學(xué)習(xí)目標(biāo)，又實(shí)現(xiàn)了學(xué)生富有個(gè)性的、全面的、主動(dòng)的學(xué)習(xí)。這正是因材施教和多元智能所追求的目標(biāo)。第五部分語(yǔ)文全納課堂教學(xué)評(píng)價(jià)。一語(yǔ)文全納課堂教學(xué)評(píng)價(jià)的原則。1全面性原則。首先應(yīng)當(dāng)注意評(píng)價(jià)內(nèi)容的全面性；其次應(yīng)當(dāng)注重評(píng)價(jià)對(duì)象的全面性。2多元化原則。多元化評(píng)價(jià)是為了實(shí)現(xiàn)對(duì)學(xué)生的全面評(píng)價(jià)而提出的評(píng)價(jià)原則。多元化評(píng)價(jià)主要包括以下幾個(gè)方面1評(píng)價(jià)標(biāo)準(zhǔn)多元化；2評(píng)價(jià)內(nèi)容多元化；3評(píng)價(jià)主體多元化；4評(píng)價(jià)方式多元化；5評(píng)價(jià)結(jié)果呈現(xiàn)方式多元化。3情境性原則。語(yǔ)文教學(xué)的情境性評(píng)價(jià)是指在語(yǔ)文課堂教學(xué)的真實(shí)情境中，對(duì)學(xué)生的學(xué)習(xí)進(jìn)行質(zhì)性評(píng)價(jià)。具有情境性、即時(shí)性、針對(duì)性、多元性、發(fā)展性、開放性等特點(diǎn)。二語(yǔ)文全納課堂教學(xué)評(píng)價(jià)應(yīng)注意的問(wèn)題。主要有三點(diǎn)1評(píng)價(jià)本身應(yīng)更注重學(xué)生的個(gè)性特點(diǎn)；2在對(duì)學(xué)生進(jìn)行評(píng)價(jià)的問(wèn)題上應(yīng)更加注重其系統(tǒng)性；3教師在評(píng)價(jià)中的作用同益突出，質(zhì)性評(píng)價(jià)方法更多地被采用。綜觀全文，本論文在前人研究的基礎(chǔ)上，主要從兩個(gè)方面探討了語(yǔ)文全納課堂教學(xué)的若干理論和實(shí)踐問(wèn)題一、運(yùn)用全納教育理念，分析語(yǔ)文全納課堂教學(xué)的內(nèi)涵和實(shí)施原則。二、立足語(yǔ)文全納課堂教學(xué)的實(shí)踐，探討如何開展多樣性教學(xué)，以滿足不同學(xué)生的不同學(xué)習(xí)需求。關(guān)鍵詞全納教育；語(yǔ)文全納課堂教學(xué)；學(xué)習(xí)需求分類號(hào)G6333II

簡(jiǎn)介：隨著計(jì)算機(jī)網(wǎng)絡(luò)技術(shù)和多媒體技術(shù)的發(fā)展，網(wǎng)絡(luò)教學(xué)越來(lái)越被人們所接受，在線測(cè)試是網(wǎng)絡(luò)教學(xué)的一個(gè)重要組成部分，它不僅節(jié)約了資源，實(shí)現(xiàn)了傳統(tǒng)考試的無(wú)紙化，而且高效地測(cè)試出了學(xué)習(xí)者目前的學(xué)習(xí)水平。本文以文學(xué)理論導(dǎo)引課程為依托，對(duì)自適應(yīng)學(xué)習(xí)與測(cè)評(píng)系統(tǒng)的設(shè)計(jì)進(jìn)行了研究，并實(shí)地開發(fā)了此系統(tǒng)，詣在通過(guò)結(jié)合實(shí)際對(duì)網(wǎng)絡(luò)教學(xué)進(jìn)行有益的探索。本文首先介紹了系統(tǒng)設(shè)計(jì)的理論基礎(chǔ)，包括學(xué)習(xí)理論和經(jīng)典測(cè)量理論；其次，筆者針對(duì)自適應(yīng)學(xué)習(xí)與測(cè)評(píng)系統(tǒng)設(shè)計(jì)了一份調(diào)查問(wèn)卷，以華中師范大學(xué)文學(xué)專業(yè)的本科生和研究生為調(diào)查對(duì)象，就平臺(tái)在學(xué)習(xí)、測(cè)試、評(píng)價(jià)等方面的需求進(jìn)行了問(wèn)卷調(diào)查和統(tǒng)計(jì)分析?；谝陨辖Y(jié)果，筆者設(shè)計(jì)了自適應(yīng)學(xué)習(xí)與測(cè)評(píng)系統(tǒng)平臺(tái)，其中，學(xué)習(xí)與測(cè)試是一個(gè)整體性的概念，測(cè)試能夠檢測(cè)學(xué)習(xí)者的學(xué)習(xí)狀態(tài)，但其學(xué)習(xí)功能不強(qiáng)，筆者在測(cè)試的基礎(chǔ)上加入了必備的學(xué)習(xí)功能，方便學(xué)習(xí)者學(xué)習(xí)與測(cè)試，故稱為學(xué)習(xí)與測(cè)試；自適應(yīng)主要體現(xiàn)在組卷和閱卷兩個(gè)方面，在組卷方面，筆者設(shè)計(jì)了三種模式的組卷策略，這三種模式分別為自助式學(xué)習(xí)與測(cè)試模式、課程學(xué)習(xí)與測(cè)試模式和選拔式學(xué)習(xí)與測(cè)試模式，在自助式學(xué)習(xí)與測(cè)試模式中學(xué)習(xí)者可以根據(jù)自身地需要，獨(dú)立地在系統(tǒng)中選擇試題進(jìn)行學(xué)習(xí)與測(cè)試；課程學(xué)習(xí)與測(cè)試模式是一種固定套題的學(xué)習(xí)與測(cè)試模式，學(xué)習(xí)者可以選擇相應(yīng)的套題進(jìn)行學(xué)習(xí)測(cè)試；而選拔性學(xué)習(xí)與測(cè)試模式是一種綜合的學(xué)習(xí)與測(cè)試模式，其目的是為學(xué)習(xí)者在選拔性的競(jìng)爭(zhēng)中占有優(yōu)勢(shì)；在閱卷方面，仍然使用了人機(jī)結(jié)合的閱卷方式，對(duì)于客觀題或接近于客觀題的試題采用機(jī)器閱卷，而主觀題則需要教師進(jìn)行批閱；此外，在評(píng)價(jià)方面，采用了定性、定量的方式對(duì)學(xué)習(xí)者進(jìn)行全面的評(píng)價(jià)，并初步設(shè)計(jì)了學(xué)生評(píng)價(jià)表。在設(shè)計(jì)的基礎(chǔ)上，筆者利用ASPSQL編程技術(shù)，結(jié)合VISUALSTUDIO2005、MICROSOFTSQLSERVER2005、DREAMWEAVERMX等開發(fā)軟件，開發(fā)了用戶模塊、自助式學(xué)習(xí)模塊、自助式測(cè)試模塊、數(shù)據(jù)統(tǒng)計(jì)分析及圖表化模塊、試題管理模塊等主要模塊；最后，筆者還對(duì)該系統(tǒng)平臺(tái)進(jìn)行了測(cè)試，并對(duì)系統(tǒng)存在的一些問(wèn)題和未來(lái)需要改進(jìn)的方面進(jìn)行了一些說(shuō)明。