簡(jiǎn)介：學(xué)校代碼10200分類號(hào)G427研究生學(xué)號(hào)密級(jí)⑨東牡埽葒出季碩士學(xué)位論文1012203028玉Y889伯6個(gè)性化教掌理論的探索RESEARCBONTHETHEORYOFPERSONAIIZEDTEACHING指導(dǎo)教師學(xué)科專業(yè)研究方向?qū)W位類型作者郭良璞陳旭遠(yuǎn)教授課程與教學(xué)論課程論學(xué)歷碩士東北師范大學(xué)學(xué)位評(píng)定委員會(huì)2006年5月ABS鼉R鑫CTPERSONALIZEDTCACHINGHASBEENAHOTTOPICAMONGEDUCATIONINCHINAWILICHGAINED、，IDEPOPUL缸母湘DE疵C憤VE腫CTIC西嘶吼強(qiáng)ET扭D撖溉ITEACHINGBASEDONCLASGOO搬E蛾矗。孫玨窯CRS蠢S母氌E魏EE南盤(pán)翻艇EIT融∞HO。LSOR蟓撼E懿S斑EMSELVES，ITISRIGHT出E斑NEFORUSED∞ATORSTOE8RFYOUTNEW芏NELHODS棚L(fēng)DS搬畸西ESTOEXPLORE血OPOTENTIALSOFOWSTUDENTSAILDDOEVE啪INGWECANTOMAKEMOBESTOUTOF也EMWHENWELOOKBACKWHATWEHAVEBEEN也ROUG吣IT’SCLE甜THAT出EOUTCOMEOF∞藏舛∞鑫I勰D艷瓣毯簸GW囂∞瞧主鹽囂融黼酣LO玨。毽S瑟娃T。SOMEEX據(jù)晦蠡E鑫RYDOLLSW王10ARES鼢OFTLLE扭OWNI如勰，LACK選G擅I娃LAG嗽IONANDC糟A蛀VI母AND瑙EDTOFOLIOWO也ERSTHISK洫DOFFILTILREMASTERSOFOURSOCIETY棚EDEFIJLITELYNOT、ⅣB融ISNEEDEDL醅。砒。COMMYU矬DEF辯娃C耋㈨髓齷∞S，T醵S毖蜘W舔趣蝴E磊主矗恣EF醚L銷蕊NGS＆P矗矗STOBE癭N、RITH，ITALKED曲OUTN岵娜SU璉DE哦越鼬GSO∞姐IN搬EP腳CESSOFPERSONALIZEDTEACHIILG姐D1EARI婦舀SUCHASTHELAC垴NGOFME瓢啪NESSOFPER80NALIZEDTEACHINGAND1A嘴EAMOUNTSOFSTUDENTSINCLASSES角塒THENINMOSECONDP峨L琳AI癌YF。E氌SED墩E群瓣酬EON∞露SOFPEFSO拄舔IZEDL髓E撼L瑁，IN畦秘融NG鉑EDE觸TIC啦OF“PERSONALI移”A斌ITSCH8R輊醴耐STICSWHILE扭PART3，SO辯ETHINGABO墩THEFUILCTIONSOFPERSONALIZED餾ACMNG，F(xiàn)ILLLIMPROVEMEMFOR咖DENTSANDBETTERE熱CTSOFCLASSROOMTEACHINGCON舡虹ILT畦V，ASFLLRTHEREXPLAILLEDKPA蛀4，TK鼉搖。辯畦E蠢堍SES蕊P啪∞纛LIZ舔把AC糕NG強(qiáng)D遮PAFT5，氌EPRIN。IPLES遮PRAC蛀CEOFPERSO嘲IZCDT媳CLLING，婦L刪嘴P赫CIPLEOFADAP姒嗡IIL出VID誠(chéng)豫SEL矗MOTIVATEDA11DSPECIALI夠A衛(wèi)DFINALLYICLOSEDTHIS也OSISM也ATEACHJNGDESI辨ONENGLISHOFSENJORMI甜LESCH00L，BOOKONE，BASEDWHJCHTHES臼AIEGIESOFC鋤了INGO玨PEFSO藐采I搿D稔黼婭GW搴FEWELL主LL瑚搬瞳E蘸A穗矗OPELLY氆EWHOLERES落TOF髓畦SESSAYCANBECONSIDEREDASAREFERENCEFOR如EFMWEWO嫩OFLEA吐E描，KEYWORDSPERSON甜IZ蹦TEACHING；C融SROOMTEACMNG；TEACHINGSTRATEGIESII

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簡(jiǎn)介：YLLLL1“Q必L111％7411』H女G并中釬鬣火蓐碩士學(xué)位論文主士些墨遂堡堡堡熟至墨疊墮盎學(xué)位申請(qǐng)人姓名基蔓申請(qǐng)學(xué)位學(xué)生類別壘里舅塑申請(qǐng)學(xué)位專業(yè)方向亟壁量叁璺查些堡指導(dǎo)教師姓名圭盤(pán)溘熬燕⑨碩士學(xué)位論文MAS’FER’STHESISABSTRACTASPARTOFTHENEWGEOGRAPHYCURRICULUMSYSTEM，THEGEOGRAPHYELECTIVECURRICULUMLSOFGREATIMPORTANCE，WHICHCARLNOTONLYPROMOTETHEGEOGRAPHYQUALITYEDUCATION，BUTCANALSOMEETTHEPERSONALIZEDNEEDSOFSTUDENTS’DEVELOPMENTINTHISPAPERBYTHESURVEYOFGEOGRAPHYELECTIVECURRICULUM，WECALLGETMOREINDEPTHSTUDYINIT，INCLUDINGTHETEACHINGWAYSANDPRINCIPLES，THETEACHINGSTRATEGIESANDSOONIALSOTAKET11E。T0URISMGEOGRAPHY”ASANEXAMPLETODOTHEPRACTICALREASEARCHONINSTRUCTIONALDESIGN1WISHITTODEEPENTHESTUDYOFTHISTOPICPARTLDISCUSSINGTHEBACKGROUNDOFTHEMAJORTOPIC，THESIGNIFICANCEOFRESEARCHING，THESTATUSRESEARCHING，ANDTHEIDEAOFRESEARCHINGPART2FOCUSINGONTHENEWGEOGRAPHYCURRICULUMSYSTEM，ANDANALYSINGTHESURVEYREPORTABOUTTHEGEOGRAPHYELECTIVECURRICULUMPART3ELUCIDATINGTHECURRICULUMTHEORYLEARNINGTHEORYTEACHINGTHEORYOFTHEBASICRESEARCHINGONGEOGRAPHYELECTIVECURRICULUMDISSERTATINGTHETEACHINGPRINCIPLESTARGETEDTEACHINGOBJECTIVES，OPTIONALTEACHINGCONTENTS，DEVELOPEDTEACHINGMETHODS，EXPLORINGTEACHINGPROCESSINTEGRATIONALINSTRUCTIONALDESIGN，F(xiàn)LEXIBLETEACHINGEVALUATIONDISSERTATINGTHETEACHINGWAYSCLASSROOMTEACHING，ASTHEDEVELOPPEDTEACHINGOFREQURIEDCOURSES，ASTHECONTENTSOFSELFLEARNING’PART4ELUCIDATINGTHECONNOTATIONOFTHEEFFECTIVETEACHINGFROMTHREEASPECTSBACKGROUND，THECOREIDEAS，THETEACHINGIDEASDISSERTATINGTHEEFFECTIVETEACHINGSTRATEGIESOFTHEGEOGRAPHYELECTIVECURRICULUMINFIVEASPECTSTEACHINGCONCEPTS，TEACHINGOBJECTIVES，TEACHINGMETHODS，INSTRUCTIONALDESIGN，TEACHINGEVALUATIONPART5INTERPRETINGTHECONTENTANDSTRUCTUREOF”TOURISMGEOGRAPHY”，COMBINEDWITHTHESPECIFICTOPICS，WHICHISBASEDONTHEFIVETEACHINGPRINCIPLESANDTHREETEACHINGWAYSOFTHEGEOGRAPHYELECTIVECURRICULUMTOCARRYOUTTHEIMPLEMENTATIONOFINSTRUCTIONALDESIGNPART6SUMMARIZESTHEBASICCONCLUSIONS，THEPROBLEMSANDPROSPECTSOFTHISPAPEFKEYWORDSSENIORGEOGRAPHY；ELECTIVECURRICULUM；TEACHINGII

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簡(jiǎn)介：。蘇州大學(xué)學(xué)位論文獨(dú)創(chuàng)性聲明L9I5697本人鄭重聲明所提交的學(xué)位論文是本人在導(dǎo)師的指導(dǎo)下，獨(dú)立進(jìn)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(gè)人或集體已經(jīng)發(fā)表或撰寫(xiě)過(guò)的研究成果，也不含為獲得蘇州大學(xué)或其它教育機(jī)構(gòu)的學(xué)位證書(shū)而使用過(guò)的材料對(duì)本文的研究作出重要貢獻(xiàn)的個(gè)人和集體，均已在文中以明確方式標(biāo)明。本人承擔(dān)本聲明的法律責(zé)任。論文作者簽名牡日期塑』旦絲蘭曼蘇州大學(xué)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，即學(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)容相一致。蘇州大學(xué)有權(quán)向國(guó)家圖書(shū)館、中國(guó)社科院文獻(xiàn)信息情報(bào)中心、中國(guó)科學(xué)技術(shù)信息研究所含萬(wàn)方數(shù)據(jù)電子出版社、中國(guó)學(xué)術(shù)期刊光盤(pán)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(kù)進(jìn)行檢索’涉密論文口本學(xué)位論文屬在L月解密后適用本規(guī)定。非涉密論文口’‘論文作者簽名蘭冬砬日期一F導(dǎo)師簽孝掣型L日’期孕絲2生L塹

簡(jiǎn)介：?！?I‘2】32010年度專業(yè)碩士學(xué)位論文學(xué)校代碼10269學(xué)號(hào)61070204087摹柬吁筇天擎整體語(yǔ)言教學(xué)理論在中學(xué)英語(yǔ)寫(xiě)作教學(xué)中的應(yīng)用專業(yè)研究方向指導(dǎo)老師申請(qǐng)人2010年9月完成L之ATHESISOFMASTER’SDEGREEIN2010UNIVERSITYCODE10269STUDENTNUMBER61070204087EASTCHINANORMALUNIVERSITYAPPLICATIONOFWHOLELANGUAGETEACHINGTHEORYTOMIDDLESCHOOLENGLISHWRITINGDEPARTMENTENGLISHDEPARTMENTMAJORRESEARCHFIELDMASTEROFEDUCATIONSUPERVISORASSOCIATEPROFSHANJUNYIAPPLICANTJINYANCOMPLETEDINSEPTEMBER2010

簡(jiǎn)介：華東師范大學(xué)碩士學(xué)位論文基于開(kāi)放式地理教學(xué)理論的教學(xué)輔助軟件設(shè)計(jì)以環(huán)境承載力一課為例姓名杜敏申請(qǐng)學(xué)位級(jí)別碩士專業(yè)學(xué)科教學(xué)（地理）指導(dǎo)教師過(guò)仲陽(yáng)201105華東師范大學(xué)201L屆碩士學(xué)位論文ABSTRACTABSTRACT”CHANGEGEOGRAPHICSTUDYWAY”AND’’BUILDUPTHEOPENINGGEOGRAPHYCOURSE”ISAFULLTIMECOMPULSORYEDUCATIONGEOGRAPHYCOULSESTANDARD”THEBASICCONCEPT，”P(pán)UTTHEGEOGRAPHICALPROBLEMSATTACHMOREIMPORTANCETOEXPLORE”IS”O(jiān)RDINARYHIGHSCHOOLGEOGRAPHYCOURSESTANDARD”ISONEOFTHEBASICIDEASPUTFORWARDTEACHINGHOWTOEMBODYTHECURRICULUMISTHEHI曲SCHOOLGEOGRAPHYTEACHERSCOMMONCONCERNTAKINGALESSONINHIGHSCHOOLGEOGRAPHYCAPACITYALSANEXAMPLE，BYANALYZINGTHETEACHINGCONTENTOFEXISTINGKNOWLEDGEISELDERLYORBEARINGCAPACITYOFSTAYINTHE1980SENVIRONMENTALBEARINGCAPACITYLEVELS，ANDNOTWITHTHEDEVELOPMENTOFTHETHEORYOFBEARINGCAPACITYANDTHENUPDATE；THETEACHINGMETHODISTOTEACHPRIMARILYREGARDINGSTUDENTSTOWARDSTHEBEARINGCAPACITYOFALIMITEDROLEEXPLOREASPECTSPROBLEMTHEREFORE，THISPAPERTHROUGHSTUDYINGCONCEPTDEVELOPMENTANDPRACTICALAPPLICATIONOFBEARINGCAPACITYOFTHEFOUNDATION，THEORGANIZATIONHASARRANGEDBEARINGCAPACITYANDTHECONTENTOFOPENEDUCATIONDEVELOPEDANAUXILIARYTEACHINGSORWAREUSEDTOCONSTRUCTYBJMCOURSETHEAUXILIARYTEACHINGSOFTWARE，WHICHWECALLEDCOMPREHENSIVECARRYINGCAPACITYOFTHECOASTALEVALUATIONDECISIONSUPPORTSYSTEM，ISBASEDONVISUALSTUDI02008PLATFORMANDC稃LANGUAGEUSINGTHESORWARE，CURRICULUMBUILDING，THEMAINCONCEPTISSTUDENT’SINCLASSROOMMANAGEMENTANDDECISIONPLAYSINTHESTUDYAREAOFSTUDYAREA，THROUGHPERSONNELDATACOLLECTIONANDDATASORTING，USINGSOFTWAREEVALUATIONOFREGIONALCAPACITYDECISIONMAKING，ANDTHENBASEDONTHESOFTWAREEVALUATIONRESULTS，F(xiàn)URTHERANALYSISOFREGIONALRESEARCHREPORTMADEAFTERASSESSMENT，CURRENTCAPACITYFORFUTUREDEVELOPMENTPLANMAKEPOSITIONINGCONCRETECLASSROOMPRACTICESHOWSTHATTHEAUXILIARYTEACHINGSOFTWARESIMPLIFIESCOMPLEXMODELSSTEPS，PROFESSIONALSTRONGERMODELWILLBEPASSEDTOTHESTUDENT，KNOWLEDGESIMPLIFIEDHELPSTUDENTSBETTERMAKEFURTHEREXPLORESTHECONSTRUCTIONOFOPENCLASS，F(xiàn)ORPROVIDINGGOODFOUNDATIONBASEDONTHERESEARCHTASKS，THISPAPERISDIVIDEDINTOSIXCHAPTERSCHAPTERLINTRODUCTIONTHISCHAPTERINCLUDESTHERESEARCHBACKGROUND，THERESEARCHSTATUSAND

簡(jiǎn)介：姓名顧愛(ài)敬學(xué)號(hào)2007020750聯(lián)系電話13176012431郵箱GU_AI_JING163COM院系物理與電子科學(xué)學(xué)院?jiǎn)挝淮a10445學(xué)號(hào)2007020750分類號(hào)G6337碩士學(xué)位論文論文題目中學(xué)物理生態(tài)化課堂教學(xué)理論與實(shí)踐研究學(xué)科專業(yè)名稱物理課程與教學(xué)論申請(qǐng)人姓名顧愛(ài)敬導(dǎo)師姓名劉文賢教授論文提交時(shí)間2010年4月10日

簡(jiǎn)介：’一分類號(hào)密級(jí)學(xué)校代碼10165學(xué)號(hào)200810382逢掌虛可耗大擎碩士學(xué)位論文②“掌握學(xué)習(xí)“教學(xué)理論在中學(xué)歷史教學(xué)中的應(yīng)用研究THERESEARCHONTHEAPPLIANCEOF‘MASTERYT?！琠。R11’R’N’LEAMMG～LEACMNG1NEOⅣMMESECONCL鋤VSCN0011。SHLSTOⅣLEACR】】NG11，TTOJR”1O作者姓名學(xué)科、專業(yè)研究方向?qū)熜彰D植一．課程與教學(xué)論關(guān)嫻嫻教授二。一一年四月O◆J．．√’，H◆F㈠HP學(xué)位論文獨(dú)創(chuàng)性聲明本人承諾所呈交的學(xué)位論文是本人在導(dǎo)師指導(dǎo)下所取得的研究成果。論文中除特別加以標(biāo)注和致謝的地方外，不包含他人和其他機(jī)構(gòu)已經(jīng)撰寫(xiě)或發(fā)表過(guò)的研究成果，其他同志的研究成果對(duì)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(xué)位論文作者簽名G銎貓學(xué)位論文版權(quán)的使用授權(quán)書(shū)本學(xué)位論文作者完全了解遼寧師范大學(xué)有關(guān)保留、使用學(xué)位論文的規(guī)定，及學(xué)校有權(quán)保留并向國(guó)家有關(guān)部門或機(jī)構(gòu)送交復(fù)印件或磁盤(pán)，允許論文被查閱和借閱。本文授權(quán)遼寧師范大學(xué)，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(kù)并進(jìn)行檢索，可以采用影印、縮印或掃描等復(fù)制手段保存、匯編學(xué)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(xué)位論文在解密后使用本授權(quán)書(shū)。學(xué)位論文作者簽名一芻丕掐指導(dǎo)教師簽名2㈣簽名EL期知，，年上月多日

簡(jiǎn)介：福建師范大學(xué)碩士學(xué)位論文對(duì)話教學(xué)理論實(shí)踐的誤區(qū)與策略姓名林少菁申請(qǐng)學(xué)位級(jí)別碩士專業(yè)學(xué)科教學(xué)（語(yǔ)文）指導(dǎo)教師辜也平20091026中文文摘一、對(duì)話教學(xué)的追求1、開(kāi)展對(duì)話、對(duì)話教學(xué)理論研究的意義與實(shí)踐價(jià)值近年來(lái)，我困對(duì)現(xiàn)代對(duì)話與對(duì)話教學(xué)理論的研究閂益展丌并逐步深入，但許多人對(duì)作為哲學(xué)概念的對(duì)話與對(duì)話教學(xué)理論仍感到陌生，許多一線教師由于對(duì)對(duì)話歷史、對(duì)話理論的一知半解，莫衷一是，在教學(xué)實(shí)踐中出現(xiàn)了“盲人摸象“式的對(duì)話教學(xué)探索，使得對(duì)話教學(xué)呈現(xiàn)出“像霧、像雨、又像風(fēng)’’的雜亂局面甚至走上歧途。因此，為建構(gòu)屬于我國(guó)的科學(xué)對(duì)話理淪，適應(yīng)世界、時(shí)代發(fā)展的需要，加快課程改革的步伐，我們急需準(zhǔn)確把握對(duì)話、對(duì)話教學(xué)理論的精髓，洋為中用，建構(gòu)有中因特色的對(duì)話教學(xué)科學(xué)理論并加以運(yùn)用實(shí)踐，丌展對(duì)話教學(xué)的策略研究，實(shí)現(xiàn)對(duì)話教學(xué)的精神與價(jià)值追求，促進(jìn)課程改革的步伐，這是當(dāng)務(wù)之急辦足前景廣闊的探索。2、對(duì)話、對(duì)話教學(xué)理論的哲學(xué)建構(gòu)與發(fā)展在西方思想發(fā)展史上，具有哲學(xué)意義的對(duì)話理論的出現(xiàn)是在201灶紀(jì)。以巴赫金的對(duì)話哲學(xué)丌先河，此外為對(duì)話理論的發(fā)展作出重要貢獻(xiàn)的思想家還有馬丁布伯、戴維伯姆、哈貝馬斯、伽達(dá)默爾、托多羅夫等。他們繼承了巴赫金對(duì)話理論的核心思想并有了新的發(fā)展與建構(gòu)。自古希臘以來(lái)，風(fēng)格鮮明的對(duì)話教學(xué)的發(fā)展大約經(jīng)歷了四種思想形念蘇格拉底式對(duì)話教學(xué)；以美國(guó)教育家杜威為代表的“民主性對(duì)話教學(xué)”；以巴西教育哲學(xué)家保羅弗萊雷為代表的“批判性對(duì)話教學(xué)”；以美國(guó)教育哲學(xué)家馬辛格林、德國(guó)教育哲學(xué)家波爾諾夫?yàn)榇淼摹吧嫘詫?duì)話教學(xué)“。二、中西方對(duì)話教學(xué)的歷史發(fā)端與比較1、中西方對(duì)話教學(xué)的歷史發(fā)端回顧歷史，在東西方對(duì)話教學(xué)的長(zhǎng)河中，孔子和蘇格拉底丌創(chuàng)了兩種不同的對(duì)話教育傳統(tǒng)和教育研究范式，成為東西方教育對(duì)話發(fā)展的不同源頭，并對(duì)東西方后世教育實(shí)踐與教育理論的發(fā)展產(chǎn)生了深遠(yuǎn)的影響，2、孔子與蘇格拉底對(duì)話教學(xué)的特點(diǎn)比較及深遠(yuǎn)影響蘇格拉底和孔子的兩種對(duì)話教學(xué)法有著各自鮮明的特點(diǎn)，對(duì)話的差異反映出東兩方文化教育傳統(tǒng)的差異。兩種不同的對(duì)話其效應(yīng)也是迥然相異的前者足兩方哲學(xué)史上從自然哲學(xué)向精神哲學(xué)的大轉(zhuǎn)折，引導(dǎo)了后來(lái)柏拉圖、亞單士多德等人超越蘇格拉底而建立起較為完整的唯心主義體系；后者則樹(shù)立了后無(wú)來(lái)者的“萬(wàn)世師表“形象，成為后人效仿和刁I斷地體會(huì)、學(xué)習(xí)。在中國(guó)，先秦以降，對(duì)話教學(xué)主要有兩種思想形態(tài)，分別足以“修身齊家治天下“探究為核心的“儒家對(duì)話教學(xué)“和以智慧啟迪為目的“佛教對(duì)話教學(xué)”，由此丌辟了中困自己的對(duì)話IIT

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