簡介：南京工業(yè)大學(xué)碩士學(xué)位論文技術(shù)科學(xué)歷史分期的多維度實(shí)證研究姓名戈海軍申請(qǐng)學(xué)位級(jí)別碩士專業(yè)企業(yè)管理指導(dǎo)教師劉啟華20050101摘要摘要技術(shù)科學(xué)是基礎(chǔ)科學(xué)與工程技術(shù)之間的中介層次，是基礎(chǔ)研究與應(yīng)用開發(fā)之間的基本紐帶，是現(xiàn)代稃技術(shù)教育的主要學(xué)科基礎(chǔ)，是科研成果轉(zhuǎn)化為直接TT產(chǎn)力的重要橋梁，在現(xiàn)代科學(xué)技術(shù)體系中具有十分重要的地位。因此，技術(shù)科學(xué)的發(fā)展規(guī)律問題一點(diǎn)是中外學(xué)術(shù)界關(guān)注的焦點(diǎn)之一。由于學(xué)者們學(xué)術(shù)背景的差異，切入問題的視角不同，對(duì)技術(shù)科學(xué)的范疇理解歧義，因而學(xué)術(shù)界對(duì)技術(shù)科學(xué)的歷史分期問題一直是眾說紛紜，英衷一是。而這又直接影響著對(duì)技術(shù)科學(xué)規(guī)律的深入把握。為此，本文以劉啟華教授主持研究的2002年度國家社會(huì)科學(xué)基金項(xiàng)目技術(shù)科學(xué)的范疇界定、歷史分期和發(fā)展模式研究為契機(jī)，在全面系統(tǒng)地考察、借鑒前人成果和本課題組前期研究J2作的基礎(chǔ)上，綜合運(yùn)用歷史考察、統(tǒng)計(jì)分析、抽象概括和比較研究等方法，通過定性與定量手段的有機(jī)結(jié)合，對(duì)技術(shù)科學(xué)的歷史分期問題展開系統(tǒng)研究和實(shí)證分析，力求獲得可靠的科學(xué)結(jié)論，從而為深入揭示技術(shù)科學(xué)的基本運(yùn)行特征與規(guī)律奠定基礎(chǔ)。首先，通過對(duì)本課題組前期研究工作中所獲得的技術(shù)科學(xué)總體發(fā)展時(shí)間序列特征曲線和不同層次技術(shù)科學(xué)發(fā)展時(shí)間序列特征曲線中統(tǒng)計(jì)現(xiàn)象和結(jié)果的分析，把文藝復(fù)興以來到統(tǒng)計(jì)樣本的截止年代之間的技術(shù)科學(xué)發(fā)展過程初步劃分為三個(gè)階段14401819年階段、18201914年階段、19151987年階段。其次，在研究參照J(rèn)OBERNA等人關(guān)于現(xiàn)代科學(xué)特征論述的基礎(chǔ)上，結(jié)合技術(shù)科學(xué)社會(huì)運(yùn)行的特點(diǎn)，本文選取近代產(chǎn)業(yè)結(jié)構(gòu)變遷、基礎(chǔ)科學(xué)背景、工程技術(shù)教育演變和其他相關(guān)社會(huì)建制叫個(gè)維度，分別對(duì)上述3個(gè)階段技術(shù)科學(xué)發(fā)展過程做全而的歷史考察，并抽象出各個(gè)階段技術(shù)科學(xué)發(fā)展在四個(gè)維度上的具體特點(diǎn)。再次，分別對(duì)技術(shù)科學(xué)發(fā)腱的蘭個(gè)階段中上述四個(gè)維度方向￡的具體特點(diǎn)做系統(tǒng)綜合，亦將三者做歷時(shí)性比較，以探求技術(shù)科學(xué)歷史分期的事實(shí)和理論依掘。最后根據(jù)實(shí)證研究的結(jié)果，獲得這樣的結(jié)論14401819年階段為技術(shù)科學(xué)發(fā)展的萌芽期；18201914年階段為技術(shù)科學(xué)發(fā)展的社會(huì)建制確立期；19151987年階段為技術(shù)科學(xué)發(fā)展的成熟期。關(guān)鍵詞技術(shù)科學(xué)歷史分期社會(huì)建制

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簡介：遼寧師范大學(xué)碩士學(xué)位論文中學(xué)生科學(xué)信息素養(yǎng)調(diào)查研究姓名孫敏申請(qǐng)學(xué)位級(jí)別碩士專業(yè)課程與教學(xué)論（物理）指導(dǎo)教師梁樹森20030601中學(xué)生科學(xué)信息素養(yǎng)調(diào)查研究中學(xué)生科學(xué)信息素養(yǎng)調(diào)查研究研究生孫敏指導(dǎo)教師梁樹森教授專業(yè)課程與教學(xué)論物理中文摘要本文在對(duì)國內(nèi)外已有信息素養(yǎng)理論進(jìn)行研究的基礎(chǔ)上得出對(duì)信息素養(yǎng)基本概念、基本要素、基本結(jié)構(gòu)的認(rèn)識(shí)。并據(jù)此制定出中學(xué)生科學(xué)信息素養(yǎng)標(biāo)準(zhǔn)。根據(jù)標(biāo)準(zhǔn)內(nèi)窖設(shè)計(jì)出四組與中學(xué)生科學(xué)信息素養(yǎng)相關(guān)的問卷，并在大學(xué)一年級(jí)新生中進(jìn)行調(diào)查。對(duì)調(diào)查結(jié)果的定量和定性分析不僅證實(shí)了中學(xué)生科學(xué)信息素養(yǎng)的可測眭，它還使我們進(jìn)一步了解到國內(nèi)中學(xué)生科學(xué)信息素養(yǎng)的基本現(xiàn)狀?？茖W(xué)信息素養(yǎng)的培養(yǎng)立足于終生學(xué)習(xí)意愿和能力的培養(yǎng)。文中提出適合于信息素養(yǎng)養(yǎng)成的基于資源的探究教學(xué)模式。該模式力圖通過關(guān)注科學(xué)信息素養(yǎng)這一關(guān)鍵因素，更好地完成科學(xué)教育目標(biāo)。該模式在高中進(jìn)行了實(shí)踐性實(shí)驗(yàn)，其間存在的問題引人思考。關(guān)鍵詞信息素養(yǎng)信息意識(shí)文化素養(yǎng)信息技能信息倫理道德目前，東部地區(qū)和中西部地區(qū)大中城市的普通高中、初中和有條件的小學(xué)早已開設(shè)了信息技術(shù)課程。但調(diào)查表明，在許多地方，信息技術(shù)課程的學(xué)習(xí)非但沒能對(duì)學(xué)生的學(xué)習(xí)起到輔助作用，提高學(xué)生的學(xué)習(xí)效率，反倒成為了學(xué)生新的負(fù)擔(dān)。問題究竟出在哪兒是課程設(shè)置問題是教學(xué)方法問題還是硬件設(shè)施問題我認(rèn)為都是也都不是?！岸际恰?，是因?yàn)檫@些問題確實(shí)存在?！岸疾皇恰笔且?yàn)樗麄兌疾皇菃栴}的關(guān)鍵。問題的關(guān)鍵是人們的認(rèn)識(shí)出現(xiàn)了偏差。人們把問題看窄了，把目標(biāo)看小了，認(rèn)識(shí)過淺了。多數(shù)人眼中的信息技術(shù)課程與攝影、手工課一樣是一種特定的技能課程。教學(xué)的目的也只是向?qū)W生介紹如何使用計(jì)算機(jī)，如何應(yīng)用軟件。學(xué)生學(xué)習(xí)的任務(wù)就是像技術(shù)工人一樣掌握這門技術(shù)。至于何時(shí)使用計(jì)算機(jī)，為什么要使用計(jì)算機(jī)，多數(shù)教9幣和學(xué)生都沒有仔細(xì)地考慮過，更沒有想到它將影響到傳統(tǒng)的教學(xué)。此外，信息社會(huì)的巨大變革帶給教育的影響就只是信息技術(shù)課程的開設(shè)嗎不是，當(dāng)然不是。不可爭辯的事實(shí)告訴我們單純以信息技術(shù)傳授為目的的信息技術(shù)課程的開設(shè)決不能適應(yīng)信息社會(huì)發(fā)展的需要。信息社會(huì)對(duì)教育提出的要求很多，而其中的兩點(diǎn)最為重要I、社會(huì)對(duì)人的信息素養(yǎng)的要求早已無法回避。麗信息素養(yǎng)對(duì)教育的要求也已經(jīng)滲透到了每門學(xué)科的教學(xué)中。因而，要想培養(yǎng)出適應(yīng)信息社會(huì)飛速發(fā)展的人才，就必須把

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簡介：北京體育大學(xué)碩士學(xué)位論文第十二屆雅典殘奧會(huì)中國舉重隊(duì)科學(xué)化訓(xùn)練的初步研究姓名趙春英申請(qǐng)學(xué)位級(jí)別碩士專業(yè)運(yùn)動(dòng)訓(xùn)練學(xué)指導(dǎo)教師陶志翔20051202北京體育大學(xué)碩士學(xué)位論文31前言前言隨著殘奧會(huì)影響的擴(kuò)大，競技水平的日趨提高，對(duì)運(yùn)動(dòng)員競技能力的發(fā)展提出了越來越高的要求，關(guān)于殘疾人運(yùn)動(dòng)的研究越來越受到重視。殘疾人舉重運(yùn)動(dòng)在我國開展較晚，但近年來成績提高較快。短短數(shù)年間，我國殘疾人舉重運(yùn)動(dòng)水平已步入世界先進(jìn)行列，這一方面得益于我們“舉國體制”的保障，另一方面歸功于我們的教練員、運(yùn)動(dòng)員在訓(xùn)練中刻苦鉆研、不斷創(chuàng)新，逐漸摸索出一套適合我國國情和運(yùn)動(dòng)員特點(diǎn)的訓(xùn)練方法與手段，為我國殘疾人舉重運(yùn)動(dòng)的進(jìn)一步發(fā)展奠定了重要基礎(chǔ)。為完成第十二屆雅典殘奧會(huì)舉重項(xiàng)目科技攻關(guān)課題，本研究組織了運(yùn)動(dòng)訓(xùn)練學(xué)、運(yùn)動(dòng)生理生化學(xué)、運(yùn)動(dòng)生物力學(xué)、心理學(xué)、運(yùn)動(dòng)醫(yī)學(xué)等學(xué)科的教師、科研人員與國家集訓(xùn)隊(duì)的教練員一起為在本屆殘奧會(huì)上奪取舉重項(xiàng)目45枚金牌聯(lián)合進(jìn)行了科技攻關(guān)。最終，在雅典殘奧會(huì)上實(shí)現(xiàn)了奪取五塊舉重項(xiàng)目金牌的目標(biāo)。11研究現(xiàn)狀研究現(xiàn)狀殘疾舉重運(yùn)動(dòng)員的訓(xùn)練過程是一個(gè)復(fù)雜的綜合的系統(tǒng)工程，其最終目的是使有機(jī)體達(dá)到理想狀態(tài)，以保證取得高水平的運(yùn)動(dòng)成績。及時(shí)捕捉、了解和掌握當(dāng)今世界舉重發(fā)展的重大變化，把握殘疾舉重選手訓(xùn)練的階段性特征，把握科學(xué)制定多年訓(xùn)練計(jì)劃的方法和程序，對(duì)于舉重教練員和運(yùn)動(dòng)員，對(duì)于醫(yī)務(wù)監(jiān)督人員、科研工作者、行政管理人員及所有訓(xùn)練過程參與者，都具有重要的指導(dǎo)意義。目前關(guān)于殘疾舉重運(yùn)動(dòng)員的研究還處于起步階段。趙春英（2003）通過對(duì)中國殘疾人舉重集訓(xùn)隊(duì)，冬訓(xùn)成績與全國錦標(biāo)賽、悉尼奧運(yùn)會(huì)冠軍的成績對(duì)比，對(duì)重點(diǎn)運(yùn)動(dòng)員運(yùn)動(dòng)員安排進(jìn)行了分析，結(jié)果顯示，目前我國殘疾人舉重運(yùn)動(dòng)發(fā)展迅速，女子在某些級(jí)別已經(jīng)達(dá)到世界領(lǐng)先水平，但各級(jí)別實(shí)力不平均，同時(shí)男子實(shí)力差距較大，在整體水平上與世界先進(jìn)水平還有較大差距；通過集訓(xùn)，運(yùn)動(dòng)員的成績得到大幅度提高，這得益于根據(jù)隊(duì)員的技術(shù)診斷和具體情況所嘗試采用的“進(jìn)二退一”的訓(xùn)練方法；集訓(xùn)中以基礎(chǔ)力量和專項(xiàng)力量為基礎(chǔ)，以掌握“拱橋”技術(shù)為突破口的指導(dǎo)思想是運(yùn)動(dòng)員成績提高的重要保證。最后提出建議先進(jìn)的訓(xùn)練方法是訓(xùn)練成功的重要前提，我們?cè)趯?shí)踐中應(yīng)進(jìn)一步加強(qiáng)攻關(guān)，大膽創(chuàng)新，在訓(xùn)練方法上尋求突破；目前殘疾人舉重人口還比較少，在世界大賽中獲得好成績的級(jí)別分布還相對(duì)集中在幾個(gè)優(yōu)勢級(jí)別，因此應(yīng)加強(qiáng)弱勢級(jí)別運(yùn)動(dòng)員的培養(yǎng)，提高訓(xùn)練水平，形成我國殘疾人舉重的整體優(yōu)勢。趙春英（2003）通過對(duì)參加2000年殘奧會(huì)及2002年第三屆世界殘疾人舉重錦標(biāo)賽獲前五名好成績的國家和中國20名殘疾舉重優(yōu)秀運(yùn)動(dòng)員作為研究對(duì)象，（其中男10名，女10名）通過文獻(xiàn)法，訪談法、數(shù)據(jù)統(tǒng)計(jì)法、對(duì)比法等方法對(duì)我國現(xiàn)存在的問題作了詳細(xì)的了解，并

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簡介：武漢理工大學(xué)碩士學(xué)位論文偽科學(xué)的實(shí)質(zhì)、成因與防治對(duì)策的研究姓名羅晰申請(qǐng)學(xué)位級(jí)別碩士專業(yè)科學(xué)技術(shù)哲學(xué)指導(dǎo)教師夏勁20080401武漢理工大學(xué)碩士學(xué)位論文ABSTRACTALONGWITHTHERAPIDDEVELOPMENTOFSCIENCEANDTECHNOLOGY，PSEUDOSCIENCEWIDELYSPREADS，WHICHCAUSEGREATHARMFORPEOPLEANDSOCIETYANTIPSEUDOSCIENCEFIGHTERSEXPOSETHEFRAUDULENTTRICKSBYARTICLES，WHICHLETSPEOPLEGRADUALLYRECOGNIZETHETRUEFACEOFPSEUDOSCIENCEANDOPPOSEPSEUDOSCIENCEWITHTHEDEEPENINGOFTHEANTIPSEUDOSCIENCE，SOMEPEOPLETHINKTHATTHEANTIPSEUDOSCIENCEHAVECREATEDA‘‘THREEINJUSTICEOFTECHNOLOGY’’WHICHNOTONLYBLOWTHEEXPANSIONOFCHINASTRADITIONALCULTUREBUTALSOHINDERSCIENTIFICANDTECHNOLOGICALINNOVATIONOFOURCOUNTRY，SUPPRESSRESULTOFCIVILSCIENTISTSTHEREFORE，SONGZHENGHAI，ARESEARCHEROFCHINESEACADEMYOFSCIENCES，WROTELETTERSBYEMAILTOHUNDREDSOFSCHOLARS，“DON’TLETTHEPSEUDOSCIENCEASALLEXCUSETODESTROYTRADITIONALCULTURE，URGETHEWORDSOFPSEUDOSCIENCEOUTOFPOPULARLAWOFSCIENCE”，ANDHECALLEDONTHESCHOLARSTOSIGNTOGETHERBYREPEALINGTHEPARLANCEOF“PSEUDOSCIENCE”，ANDISSUED“ASSEMBLENETWORKSIGNATUREOFTHEABOLITIONOFTHEPSEUDOSCIENCEPARLANCEANDCOLLECTEDTHESUPPORTOFSIGNATURESOF150SCHOLARSTHENTHEDEBA￡EOFWHETHERTOOPPOSETOPSEUDOSCIENCEORNOTHAVEBEENFURTHERSHARPENEDWHETHERTOOBJECTTOPSEUDOSCIENCE，THETWOSIDESNOTONLYFERCELYCONTROVERSEBUTALSOONETIGERONESCATTALKPROGRAMMEORGANIZEDBYPHOENIXSATELLITETVHAVEPERFORMEDPLAYKILLERBUTWHATISPSEUDOSCIENCE，HOWTODEFINEPSEUDOSCIENCEWHATISITSSTANDARDSOFDEFINITION，THEREISNOUNANIMOUSANSWERINORDERTOMAKEPSEUDOSCIENCEMORECLEARANDMOREOBJECTIVEUNDERSTANDINGTHEPAPERELABORATESANDCOMPARESTHEMAINVIEWPOINTSOFTWOSIDESOFOPPOSINGPSEUDOSCIENCEANDOPPOSINGANTIPSEUDOSCIENCEANDATTEMPTSTOCLARIFYTHECONCEPTOFPSEUDOSCIENCEANDRESOLVESTHISCONTROVERSY，WHICHPROVIDESREFERENCEFORTHESTRUGGLEOFOPPOSINGPSEUDOSCIENCEALONGTHEROADOFCORRECTANDHEALTHYDEVELOPMENTFHSTLYTHISPAPERDEFMESTHECONCEPTOFPSEUDOSCIENCEDISTINGUISHESFALLACIESOFPSEUDOSCIENCEANDSCIENCE，NONSCIENCEANDSCIENCE，ANDSUMMARIZESTHEBASICCHARACTERISTIESOFPSEUDOSCIENCESUBJECTIVEFAKEOFMANUFACTURER，MAKINGAFALSEANDDECEIVINGTHEⅡ