簡介：X1022674分類號密級G6337公開單位代碼學(xué)號寧夏大學(xué)學(xué)位論文中學(xué)物理新課程中科學(xué)探究的甲木目，C聲，L墨、觀點與策略研究107490203026ASTUDYONCONCEPT，VIEWPOINTANDSTRATEGYOFSCIENCEINQUIRYINPHYSICSCURRICULUMOFMIDDLESCHOOL研究指導(dǎo)教生閨齬室?guī)熅麦唪u副塾援申請學(xué)位門類級另IJ熬直堂亟稱遲程皇熬堂途向物理塾堂途院熬直型堂堂院2006年4月名方學(xué)業(yè)究在專研所寧夏大學(xué)碩士學(xué)位論文摘要ABSTRACTSCIENCEINQUIRYISNOTONLYCONLMONCONCERNINTHETEACHINGTHEORYOFPHYSICSCURRICULUMANDCURRICULUMREFORMPRACTICE，BUTALSOALLIMPORTANTANDSPECIFICGOALOFTHEFUNDAMENTALEDUCATIONREFORMITINTENDSTOCHANGETHEOVEREMPHASISONRECEPTIONLEARNINGANDMECHANICALTRAININGINCURRICULUMIMPLEMENTATION，幻ADVOCATESTUDENTS’INDEPENDENTABILITYTOLEARN，TOINQUIRYTOGATHERANDDEALWITHINFORMATION，OBTAINNEWKNOWLEDGE，TOANALYT∞ANDSOLVEPROBLEMS，IOCOMMUNICATEANDCOOPERATETHEREFORE，SCIENCELUQU的ISNOTONLYPUTFORWANT∞IMPORTANTIDEAANDTEACHINGADVICE，BUTALSOLISTEDASCURRICULUMGOALSANDSTANDARDSWHICHSHOULDBEOBLIGATORYIMPLEMENTEDHOWEVERTHELEARNINGANDTEACHINGOFSCIENCEINQUIRYISSTILLATPRIMARYSTAGEINOURCHINAAFTERALLTHEEDUCATIONALCIRCUMSTANCETHATSCIENCEINQUKYREQUIRES，SUCHASTRANSFORMATIONOFTEACHERS’EDUCATIONALCUNCEPT，TEACHERS’ABILITYOFCOMPREHENSION，ETCCALLNOTBERESOLVEDBYCURRICULUMSTANDARDSBASEDONVARIOUSCASES，QUESTIONNAIRES，INTERVIEWANDLITERATURERESEARCH，REFLECTIONONHISTORYANDREALITYTHISTHESISATTEMPTSTOINVESTIGATETHENATURE，F(xiàn)EATURESPRINCIPLESOFSCIENCEINQUIRYTHEWAYBYWHICHONEUTILIZESTHE∞NCC叫OFSCIENCEINQUIRYTOINSTRUCTPHYSICSTEACHINGREFOL“MANDSTRATEGIESWHICHCALLACHIEVETHREEDIMENSIONCURRICULUMGOALSINCLUDINGKNOWLEDGEANDSIDLLSPROCESSANDMETHODS，ATTITUDESANDVALUPSKEYWORDSCIENCEINQUIRY，PHYSICSCURRICULUM，TEACHINGSTRATEGYTEACHINGMODELS

簡介：目的應(yīng)用系統(tǒng)綜合的評價方法、數(shù)理統(tǒng)計學(xué)方法和科學(xué)計量學(xué)方法構(gòu)建跨學(xué)科領(lǐng)域自然科學(xué)學(xué)術(shù)論文影響力綜合評價體系。該體系能在評價和比較跨學(xué)科門類、不同研究領(lǐng)域間學(xué)術(shù)論文影響力時較傳統(tǒng)他引量、發(fā)表期刊影響因子IF值更具客觀性、公正性、穩(wěn)定性，以達到科學(xué)評價學(xué)術(shù)論文學(xué)術(shù)影響力的目的，為科研績效評估提供了參考依據(jù)。方法本研究以2001年至2006年諾貝爾生理或醫(yī)學(xué)獎獲獎?wù)咄怀鲐暙I論文為參比論文，并與其同研究領(lǐng)域的相關(guān)論文劃分為論文樣本集合，來考察通過綜合評價理論和文獻計量學(xué)方法構(gòu)建的綜合評價體系。該體系通過論文他引量、發(fā)表期刊影響因子及派生出的年均他引量、三年他引量、最大年度他引量和IF值、年均他引量、三年他引量同年均值比共8項指標(biāo)將學(xué)術(shù)論文納入其發(fā)表時代、學(xué)科進展、研究熱點、技術(shù)手段等背景之中考慮，綜合反映學(xué)術(shù)論文的影響力。論文樣本集合各項指標(biāo)經(jīng)數(shù)理方法處理后，利用逼近理想解的排序法TOPSIS法和因子分析法得出綜合評價值，將兩種方法結(jié)果同傳統(tǒng)他引量、IF值、年均他引量評價結(jié)果進行比較，驗證該綜合評價體系的客觀性、公正性。同時，在綜合評價體系下，利用SOM神經(jīng)網(wǎng)絡(luò)聚類和KMEANS兩種方法將論文樣本集合聚類，將其結(jié)果同TOPSIS法和因子分析發(fā)結(jié)果比較，以這四種數(shù)理模型不同的方法考察該學(xué)術(shù)論文影響力綜合評價體系的穩(wěn)定性。結(jié)果得到在該學(xué)術(shù)論文影響力綜合評價體系下TOPSIS法和因子分析法結(jié)果。與傳統(tǒng)上使用的評價指標(biāo)他引量等所得到樣本集合評價結(jié)果相比較在同一學(xué)科領(lǐng)域內(nèi)比較時，前者與后者評價結(jié)果秩次間具有正相關(guān)性，即不改變后者評價的總體趨勢；在多學(xué)科領(lǐng)域比較時，前者較后者在均衡學(xué)科間差異的基礎(chǔ)上能更加提升參比論文的顯示度。TOPSIS法和因子分析法綜合評價值呈非常顯著的正相關(guān)關(guān)系，并且與SOM聚類結(jié)果和KMEANS快速聚類結(jié)果間具有一致性。結(jié)論本研究針對現(xiàn)有跨學(xué)科多領(lǐng)域論文學(xué)術(shù)影響力評價和比較中常以論文他引量、發(fā)表期刊IF值作為評價標(biāo)準(zhǔn)的片面性，構(gòu)建了更趨公正性、客觀性、穩(wěn)定性及科學(xué)性的多維度論文學(xué)術(shù)影響力綜合評價體系。在該體系下應(yīng)用TOPSIS法和因子分析法產(chǎn)生的綜合評價值，在評價和比較同一學(xué)科內(nèi)論文時，不僅能保持與傳統(tǒng)評價指標(biāo)結(jié)果相同的趨勢，且提高了具有高學(xué)術(shù)影響力特征論文的顯示度，還與SOM神經(jīng)網(wǎng)絡(luò)、KMEANS聚類結(jié)果間有著良好的一致性；在不同學(xué)科領(lǐng)域間比較時，綜合評價值以其分布相似性，避免了由于他引量等統(tǒng)計參數(shù)在跨學(xué)科領(lǐng)域內(nèi)差異性較大而產(chǎn)生的評價結(jié)果的偏倚和失真，并在保持傳統(tǒng)指標(biāo)評價結(jié)果的趨勢下，進一步突出高學(xué)術(shù)影響力特征的論文。該綜合評價體系可以作為跨學(xué)科領(lǐng)域?qū)W術(shù)論文影響力比較和評價的重要和科學(xué)的參考。

簡介：學(xué)控代碼L絲鰻分類母籃3磷究生學(xué)號；照墅塑煦塑密數(shù)震③東壯埽茁埔碩士學(xué)位論文Y88233中學(xué)巍地理辯攀越維秒式瓿其培養(yǎng)研究THE；EOGR鑫PHYSCIEHTI弱C‰IN韜玨鏊垤O‘LESOFMLDDLESCHOOLSLUDENTSA玨D’】隆EIR】珀STE娃娃G’LHCTICS指導(dǎo)教師學(xué)科專監(jiān)研究方向?qū)W位類型柞毒韓盒蒙囊拳事教授幕稚每教學(xué)論擘科教學(xué)論縫瑾掌掰磋士東北9匿范大攀學(xué)位浮跫婺爨會2006牮5月莢鍵逶魂理科舉憨綴方式；象閽定鍵；蟪壤姆縫分櫥；區(qū)域麓菇魄較入與囂竣關(guān)系；認(rèn)識涎娩；綜合瞧；黧濯影蒙懋維LL

簡介：Y827255學(xué)校代碼魚研究類型廛周壁窒浙江師范夫?qū)W教育碩士專業(yè)學(xué)位論文題目型堂豎猩旦盤整金魚魚盟童學(xué)科專業(yè)堂盤塑鱟塹堡2年級一2QQ2絲學(xué)號至QQ21垂壘研究生塹達指導(dǎo)教師盎堡盛F整蕉中圖分類號一魚魚33答辯時間盟年一旦一月驗，突出科學(xué)探究，探究學(xué)習(xí)和接受學(xué)習(xí)相結(jié)合?？茖W(xué)課程目標(biāo)整合教學(xué)的理論基礎(chǔ)主要有馬克思實踐整合觀理論、后現(xiàn)代緘默知識理論、建構(gòu)主義理論，它們分別從哲學(xué)、知識觀、教育心理學(xué)的角度，為科學(xué)課程目標(biāo)整合教學(xué)奠定理論基礎(chǔ)。根據(jù)科學(xué)課程目標(biāo)整合教學(xué)的理論和初中科學(xué)教學(xué)實際，初中科學(xué)目標(biāo)整合教學(xué)要遵循主動性原則、實踐性原則、開放性原則、情境性原則、協(xié)作性原則、發(fā)展性評價原則。實踐研究方面，在上述理論的指導(dǎo)下和總結(jié)已有的教學(xué)經(jīng)驗的基礎(chǔ)上，對科學(xué)課程目標(biāo)整合教學(xué)進行實踐探索，主要對初中自然科學(xué)概念、規(guī)律、實驗教學(xué)三方面的整合教學(xué)主要過程和實踐案例進行研究并實施教學(xué)實驗。初中自然科學(xué)目標(biāo)整合教學(xué)的實驗研究初步表明在初中自然科學(xué)進行科學(xué)目標(biāo)整合教學(xué)對培養(yǎng)學(xué)生科學(xué)素養(yǎng)是基本有效的，尤其在科學(xué)知識技能和探究能力方面有顯著的作用。

簡介：南京師范大學(xué)碩士學(xué)位論文利用生物科學(xué)史培養(yǎng)學(xué)生建模能力的教學(xué)模式研究姓名錢荷芳申請學(xué)位級別碩士專業(yè)學(xué)科教學(xué)生物指導(dǎo)教師張成軍20080428ABSTRACTONTHEBASISOFPSYCHOLOGYANDPEDAGOGYTHEORIES，PRESENTSTUDYEXPLORESTHECOMBINATIONOFBIOLOGYSCIENCEHISTORYANDINQUIRYLEARNING，INWHICHSOMETISSUESOFINQUIRYLEARNINGAREADDRESSEDBYMEANSOFBIOLOGYSCIENCEHISTORY。ANDSOMETEACHINGMODESAREPUTFORWARDINTHESEMODES，WITHBIOLOGYSCIENCEHISTORYASTHECARRIER，THEINQUIRINGLEARNINGWASACHIEVEDTHROUGHASERIESOFBASICUNITSINADDITION，AUTHORDESCRIBESTHETHEORETICBASE，IMPLEMENTINGPROCEDUREANDMATTERSNEEDINGATTENTION，ANDATTHESAMETIME，SOMETEACHINGCASESOFMODETEACHINGAREILLUSTRATEDATFIRSTBYREFERRINGANDSTUDYINGTHERELATIVETHEORIESONSCIENCEHISTORYANDMAKINGMODELSBOTHATHOMEANDABROAD；ANALYZINGTHEFUNCTIONOFBIOLOGICALSCIENCEHISTORYANDUSINGSCIENCEHISTORYTOFOSTERSTUDENTS’MINDOFPROBINGANDRESEARCHING；DEFININGTHEDEFINITIONOFTHEBIOLOGICALSCIENCEHISTORY，MAKINGMODELTEACHINGMODEANDANALYZINGTHETHEORIESOFLEARNING，LEARNINGPHILOSOPHY，INTERESTANDMOTIVATION，THEORETICALBASISOFTHETEACHINGMODEAREINITIALLYAPPROACBEDOFMAKINGMODELSANDUSINGBIOLOGICALSCIENCEHISTORYTOFOSTERSTUDENTS’ABILITYOFMAKINGMODELSTHEKEYELEMENTSOFTHOUGHTSHOWTOMAKEBIOLOGICALMODELSAREANALYZEDANDITISSTRESSEDTHATBIOLOGICALMODELSPLAYAVERYIMPORTANTROLEINBOTHTHEDEVELOPMENTOFBIOLOGYANDBIOLOGICALTEACHINGTHEGENERALTACTICSANDPRINCIPLESOFMAKINGBIOLOGICALMODELSAREGIVENHEREACCORDINGTOTHESETHEORIES，ITISANALYZEDTHECOMBINATIONOFBIOLOGICALSCIENCEHISTORYANDMAKINGBIOLOGICALMODELS，DEVELOPINGTHETEACHINGMODEOFUSINGBIOLOGICALHISTORYTOFOSTERSTUDENTS’ABILITYOFMAKINGBIOLOGICALMODELS“STUDYIMITATECREATE。ITMAKESCLEARTHATTHISTEACHINGMODESHOULDBEADAPTEDTHROUGHOUTTHETEACHINGPROCESSOFFOSTERINGSTUDENTS’ABILITYOFMAKINGMODELSTHROUGHPRACTICINGATSENIORHIGHSFHOOIINCHIN鞏THEAUTHORSUGGESTSFOSTERINGTHESTUDENTS’ABILITYOFPROBINGINTONEWTHINGSANDSCIENCEMINDOFINVENTIONBYFOSTERINGTHEIRABILITYOFMAKINGBIOLOGICALMODELSANDDIRECTINGTHEIRRESEARCHINGACTIVITIESKEYWORDSBIOLOGICALMODELS，BIOLOGICALSCIENCEHISTORY，MODELMAKINGABILITY

簡介：湖南師范大學(xué)碩士學(xué)位論文物理教學(xué)中培養(yǎng)學(xué)生科學(xué)素養(yǎng)的研究姓名郭建軍申請學(xué)位級別碩士專業(yè)教育指導(dǎo)教師宋善炎20050401A8S’FL詛CTTHESCIENTIFICEDUCATIONALREFORMOFTHEMODEMWORLDAIMSTLLETRAININGOFALLSTUDENTS’GOODSCIENTIFICACCOMPLISHMENTASITSOWNGOAL．THEHIGHORLOWLEVELOFSCIENTIFICACCOMPLISHMENTOFTHENATIONALCITIZENSOFACOUNTRYAFFECTSDIRECTLYTHEDEVELOPMENTOFSCIENCEANDTECHNOLOGYOFTHECOUNTRY,THATIS，THESYNTHESISPOWEROFACOUNTRYL磁SCLOSERELATIONSWITHTHENATIONALCITIZENS’SCIENTIFICACCOMPLISHMENT．COMPAREDTOADEVELOPEDCOUNTRY，THESCIENTIFICACCOMPLISHMENTOFOURNATIONALCITIZENSSTILLREMAINSINABACKWARDSITUATION．CURRENTLY，THELOWLEVELOFOURNATIONALCITIZENS’SCIENTIFICACCOMPLISHMENTISBECOMIN垡ASERIOUSLAGFACTOROFRETARDINGTHEPROGRESSOFOURNATIONALSOCIETY,ECONOMYDEVELOPMENTANDINTEMATIONALCOMPETITION．SUPPOSINGACOUNTRYWANTSTOBEPOWERFULANDWANTSTODEVELOPITSRACE，ITISOFGREATURGENCYTORAISETHESCIENTIFICACCOMPLISHMENTOFNATIONALCITIZENS．INTHETEXT，F(xiàn)IRSTOFALL，ITHASDISCUSSEDWHATTHESCIENTIFICACCOMPLISHMENTIS，ANDONTHISBASIS，ITHASEXPLAINEDTLLECOMPOSITIONOFMIDDLESCHOOLSTUDENTS’SCIENTIFICACCOMPLISHMENTANDTHEIMPORTANTFUNCTIONINTRAININGMIDDLESCHOOLSTUDENTS’SCIENTI螽CACCOMPLISHMENTOFPHYSICSTEACHING．LAUNCHINGTHERESEARCHOFSCIENTIFICACCOMPLISHMENTEDUCATIONACCORDSWITHCULTIVATINGSTUDENTS’INITIATIVESPIRITANDTHEREQUESTFORPRACTICEABILITYPUTFORWARDATPRESENT．WHICHCANOFFERACERTAINBASISFORTHEPRACTICEOFQUALITY．ORIENTEDEDUCATION．INTHETHESIS，ITHASANALYSEDTHESITUATIONOFDOMESTICANDFOREIGNSCIENTIFICACCOMPLISHMENTEDUCATIONANDITHASALSOANALYSEDTHESTATUSOFSCIENTIFICCOURSEOFSUCHCOUNTRIESASGREATBRITAINANDAMERICA，THEREFORMSCHENLEOFSCIENTIFICEDUCATION，ANDTHECHARACTERISTICOFFOREIGNSCIENTIFICⅡ

簡介：學(xué)校找碼I鰩照分類號鯉虬⑧Y888毒王7磅究生學(xué)號密級纛孽妊嶧蘊戈謄碩士學(xué)位論文錦』¨師范．碧弘摶科學(xué)校教J雨職_匕倦怠調(diào)查研究0NTHERES黼RCHOFTEACHERS’洳BBUMOUTINJMZH伽TE鑫CHE貓墨蛹懿GC0騅EGE作者周彥良指導(dǎo)教師路海采副教授學(xué)辯專韭教騫擎囂理研究方向教師心耀健康學(xué)位類型高校教師東北師范大學(xué)學(xué)位評定委員會2006年5月ABSTRACTSOCIAL仃ANGFB肋撕ON，TECHILICALPMGRESSANDREN酬OFIDCABRINGNEWCHALLENGEWIMTHEEDUCAIIONALTBEORR粕DPM嘶CEINNEWCEN_TTLRY．NOTONLYTHE廿A衄F(xiàn)ONNATION劬MTHESYSTEMOFEDUCATIONALSTYLES，BLITALSO丘OMTHEIDEAOFEXMILI柵ONORIEⅡTEDEMLCATIONSYSTEMTOEDUCATIONFORALLR01MDDEVCLOPMEM．AUOF曲EMIILFLUENCE吐LETEACHERS’EMCIENCYAILDQLLALI哆OFLI丘．UNDER山E硼UENCEOFSOCI喲0SCHOOL粕D咖DENT鋤DSOON，METEACHERSSHOULDSETUPNEWIDEASOFTEACHERS，蚰UD廿1TSANDTEACHING．THEURGENTCHAILGEOFTHOSEWDUESAI】D卿INGTO吐LEREQUIRCMENTOFCHA唱ELEADTOTEACHERS’NCGATIVEPSYCHOLOGICALPROBLEMSINMANYASPECTS，BM‘伽FESSIONALB啪OUT’IS徹EOFTHETEACHERS’T，PICALPROBLEMS．NETEACHERS’PROFESSIOLLALBURNOMANDI乜EXPRESSIO地HAVEBADE婦融TONQUALITYOFEDL】CA_CION．THEYNOTONLYHINDERTHEDEVELOPMENTOF也ESTILDEN招’GROWTHBUTALS0ILLNUENCETHEDEVELOPME址OFHETEACHERS’MEN詛1鋤DPHYSICALHEAI饑INORDERTOUNDERGTAILD也EGENERALSINLATIONOF血EHI曲SCHOOLPROFESSIONALBUMOUT陽D也ERELALIOLLSHIPBEMEENJOBBUM叫T鋤DSOMEA也ER謝ABLESSUCHASSEX，LENGTHOFTEACHING，TITLEANDSOON．INADDMON，IT哪LOYSDOCUMENTSEARMNGANDQUESTI01111AIREMEASUREANDSOFTEILSG嘧略西ESOFPMFESSIONAJBILRLLOUT．THESN塒YTAKESTO證IRARLDOMS卸1PLINGAS伍EMAINWAY趾DTAKES218TE虻HERSWBOCOME行0MJINZBOUTEACHERSTHJNILLGCOLLEGE嬲EX鋤1PLESA11DTAKE也EMBLWHICHBDONGSTOMASLACHTORESE孤CH．SEARCHINGE11DILLGSOFTHISSNLDY1．THELEVELOF也EEMOTIONALE【T1肌STIONOFⅡLE鈀ACHERS舶MHI吐SCHOOLISSERIOUS，DISINTE鯽EDPERSONAL時ISORD岫AILDTHESENSEOF眥CESSIS11I曲．2．PMFCSSIONALB啪OUTOFTEACHERS矗DMHI曲SCH00LSISCONNECTED塒T11SCHOOLAGE．TEACHERSWHOHAVEWORKEDFORSIXT0TENYEARSHAVCAHI曲CR1EVELON也EEMOTIONALEXLLAUSTIONT11ANT11E衄ICH盯SWBOHAVEWORKEDFORLESSTHAILFIVEYEARS．INF01】RG∞UPSOFME1ENGMOFTEACLLING，Ⅱ】EMOSTS嘶OUSOFTLLEEMODONALEXHAUSTIONISINPROCESSOF曲ETEACHERSWHOHAVEWORKEDFORSIXTOTENYEARS．晰血也EINCREASEOF血ELEN啦OFTEACHJNG血ESEⅡSEOFSUCCESSDOESINCREASE，TOO．AMONGMEM，THE10WEST1EVELBELONGSTOⅡLE掣OUPWHOSEWO越NGDMELESSTHANFIVEYEARS，THELESSLEVELISSIXT0TCNYEARS，MEHI曲ERLEVELIS11T015YEARSANDTHELLI曲ESTLEVELISMORETHAIL16YEARS．DI虢RENT1ENGTHOFTE礎(chǔ)．MG11ASNO工ILARKEDDI鼢ENCESON血ELEVELOFTHEDISINTEGRATEDPER80N“夠3．NDOESNOTHAVENOTICEABLEDI丘色RENCESATEACHASPECTEVENIFTHETEACHERS’鯽DERSAREDI腩REM．4．PROFESSIONAJBL】RNOMISCORULECTED、ⅣITLLMETITLEOFTEACH盯S．TCACHERSWHOHAVETLLEHI曲LCVELTINEAREHJ曲ERTLL紐ATHERSWHOHAVETHEINIDDLEORLO、VCRLCVELMLEINTIRESOMETT

簡介：西南大學(xué)碩士學(xué)位論文科學(xué)意象教學(xué)對小學(xué)生概念學(xué)習(xí)影響的研究姓名郭彥霞申請學(xué)位級別碩士專業(yè)應(yīng)用心理學(xué)指導(dǎo)教師趙伶俐20070401西南大學(xué)碩上學(xué)位論文對實驗班和對照班概念學(xué)習(xí)水平進行前后測，結(jié)果分析表明1在概念學(xué)習(xí)各項成績上，實驗班的平均分均顯著高于對照班；三年級實驗班的成績已接近或達到五年級對照班水平，且在釋義精確性和概念關(guān)系理解上顯著高于五年級對照班。2在概念學(xué)習(xí)各項成績上，學(xué)業(yè)水平高的學(xué)生平均分最高其次是學(xué)業(yè)水平中等者，最后是學(xué)業(yè)水平低者；且在跨學(xué)科象遷移和意遷移成績上，實驗班與對照班平均分的差異在高學(xué)業(yè)水平上較大，而在低學(xué)業(yè)水平上較小。3在概念釋義、遷移和學(xué)科間概念關(guān)系上，五年級各項平均分均顯著高于三年級。4在正確性釋義、跨學(xué)科象遷移、意遷流暢性、意遷廣闊性和跨學(xué)科意遷移上，年級與實驗處理的交互作用顯著?？茖W(xué)意象教學(xué)對五年級的影響大于三年級。5在概念釋義和概念遷移上，各項具體性的平均分均高于相應(yīng)的抽象成績。6在概念遷移的流暢性、廣闊性、跨學(xué)科上，象遷移平均分均顯著高于相應(yīng)的意遷移。7在概念的象遷移和意遷移上，流暢性平均分最高，其次是廣闊性，最后是跨學(xué)科。8多元回歸和路徑分析結(jié)果表明，概念關(guān)系和概念遷移對小學(xué)生學(xué)業(yè)水平產(chǎn)生直接效應(yīng)，概念釋義對學(xué)業(yè)水平產(chǎn)生間接效應(yīng)，本研究所確定的概念學(xué)習(xí)水平各因素對學(xué)業(yè)水平的發(fā)展具有一定的統(tǒng)計預(yù)測力。本項研究的價值在于豐富和發(fā)展了心理學(xué)理論及應(yīng)用的研究，為教育技術(shù)體系建構(gòu)和學(xué)校課程建設(shè)提供理論和實踐支持，也為教師教育和發(fā)展提供策略和思路，對促進學(xué)生科學(xué)認(rèn)知和創(chuàng)造性思維的發(fā)展具有積極意義。本研究的創(chuàng)新之處在于建構(gòu)了科學(xué)意象教學(xué)模式，并將其應(yīng)用教學(xué)實驗中，同時編制了基本符合測量學(xué)要求的“概念學(xué)習(xí)水平”問卷。關(guān)鍵詞科學(xué)意象科學(xué)意象教學(xué)概念學(xué)習(xí)學(xué)業(yè)水平IL

簡介：西南大學(xué)博士學(xué)位論文小學(xué)科學(xué)課程的科學(xué)哲學(xué)研究姓名蔡其勇申請學(xué)位級別博士專業(yè)課程與教學(xué)論指導(dǎo)教師靳玉樂20081101西南大學(xué)博十學(xué)位論文開發(fā)的具體內(nèi)容，通過課程資源開發(fā)，促進小學(xué)科學(xué)課程的建設(shè)與發(fā)展。作為一種研究視角，當(dāng)前科學(xué)哲學(xué)的整體態(tài)勢是相對主義，這對小學(xué)科學(xué)課程改革提出了挑戰(zhàn)，本文所持的科學(xué)哲學(xué)觀點不是絕對的相對主義，而是溫和的相對主義。本文認(rèn)為，在科學(xué)哲學(xué)的相對主義指導(dǎo)下，未來小學(xué)科學(xué)課程改革需要處理好科學(xué)真理的絕對性與相對性、科學(xué)發(fā)展的階段性與連續(xù)性、個體的科學(xué)與公開的科學(xué)的關(guān)系。同時，科學(xué)方法的多元化，對小學(xué)科學(xué)課程也帶來了不小的沖擊。小學(xué)科學(xué)課程開發(fā)要堅持科學(xué)方法的多元化，運用新科學(xué)觀、新科學(xué)方法論指導(dǎo)小學(xué)科學(xué)課程改革，通過實施以“探究”為中心的科學(xué)教學(xué)，促進小學(xué)科學(xué)課程走向科學(xué)與人文的融合，實現(xiàn)以培養(yǎng)學(xué)生科學(xué)文化素養(yǎng)為宗旨的小學(xué)科學(xué)課程目標(biāo)。II關(guān)鍵詞小學(xué)科學(xué)科學(xué)課程課程文化科學(xué)哲學(xué)

簡介：蘇州大學(xué)碩士學(xué)位論文幼兒科學(xué)探究能力培養(yǎng)策略研究姓名何鳳莉申請學(xué)位級別碩士專業(yè)教育管理指導(dǎo)教師吳繼霞20090901THESUMMARYOFTHESTUDYINGMETHODOFTRAININGABOUTKIDS’SCIENTIFICEXPLORATIONABILITYTHESUMMARYOFTHESTUDYINGMETHODOFTRAININGABOUTKIDS’SCIENTIFICEXPLORATIONABILITYABSTRACTNOWTHEFASTDEVELOPMENTOFECONOMICSANDSOCIETYPROMOTESTHEPROGRESSOFEDUCATIONITHASBECOMEALLIMPORTANTAIMTOGETTHEABILITYTHATISGOODFORT11EIRALLLIFEDEVELOPMENTBYSTUDENTS’ACTIVELYSTUDYTOMAKEKIDSHAVETHEABILITYTOLEARNANDBEHAPPYTOLEARNANDGETTHEEXPERIENCEABOUTTHEMATERIALWORLDANDIT’SPERCEPTUALEXPERIENCE，WESHOULDTRAINTHEKIDSTOHAVETHEABILITYOFRESEARCHINGANDSTUDYINGANDLETTHEMTOEXPERIENCETHEPROCESSOFRESEARCHINGANDDISCOVERING“HOWTOCARRYONWITHTHERESEARCHINGEDUCATION”，‘HOWTOTRAINCHILDREN’SSCIENCERESEARCHINGABIFITY”THEYARCVERYGOODTOPICSTOATEACHINGWORKERTHISTHESISDISSECTINGFROMTHEORYANDPRACTICE，INDICATESTHATEXPLORINGISALSOONEWAYOFLEARNINGACTIVITIESWITHMULTIANGLES，WHICHHASFEATURESOFWATCHING，ASKING，PROVINGANDCOMMUNICATINGKIDSOWNBIRTHLYCURIOSITYANDEXPLORATIONWITHWHICHTHEYPERFORMANDEFFECTTHEIRENVIRONMENT，INWHICHTHEYAGAINANDAGAINDISPLAYWHATTHEY’VELEARNT，LEARNHOWTOSOLVEPROBLEMS，OBTAINSCIENTIFICEMOTIONANDMETHODSTHESECOULDBESCIENTIFICEXPLORATIONFORKIDS，WHICHISUSUALLYUNSTEADLY’ROUGHANDUNIQUETRAININGCHILDREN’SSCIENCERESEARCHINGABILITYISTHENEEDOFPROTECTINGMEIRCURIOSITYIT’SGOODTOMOTIVATECHILDREN’SPASSIONANDINITIATIVEITCANTRAINTHECHILDRENTESPECTTHEFACT，CHASETHEREALITYANDFORMTHEGOODLIVINGATTITUDEANDTHINKINGHABITIT’SALSOGOODFORTEACHERSTOGRASPTHECHILDREN’SSTUDYINGFEATURES，ANDDEEPLYCALTYONWITHTHEKINDERGARTEN’SSCIENCEEDUCATIONALACTIVITIESTHISPAPEREMPHASIZESATSTATINGTHEMETHODSOFTRAININGCHILDREN’SSCIENCERESEARCHINGABILITYTHROUGHTHECREATIONOFTHESCIENCEEDUCATIONENVIRONMENTTHATISGOODFORCHILDREN’SRESEARCHINGABILITY；CARRYINGONWITHTHESCIENCEEDUCATIONACTIVITYTHATISGOODFORTHEDEVELOPMENTOFCHILDREN’SRESEARCHINGABILITYANDTHEEXPLORATIONOFTHESCIENTIFICGUIDINGWAYSTHATISGOODFORTHEDEVELOPMENTOFCHILDREN’SRESEARCHINGABILITYITCLEARLYSTATESTHEVIEWSENCOURAGINGCHILDRENTOBEDARETORAISEDOUBTS，GUIDINGTHECHILDRENACTIVELYTAKEPARTINTHERESEARCHINGPROCESS，GRASPINGEVERYCHAINOFRESEARCHINGEDUCATION，PROVIDINGRICHRESEARCHINGMATERIALS，CARRYINGONWITHTHESUITABLEINTERFEREGUIDESITALSOSTUDIES，Ⅱ

簡介：9SIL8D～。一，，’一曩索取號盟塑』△LLLQ一密緞二_上蛙L南京師勉夫掌碩士學(xué)位論文畫新西蘭科學(xué)教材SCIENCEWORLD9的化學(xué)內(nèi)容研究作者院系指導(dǎo)教師；學(xué)科專業(yè)靳云他擘與薜境科幸學(xué)院馬巖掛赦授課程與教學(xué)論化學(xué)課程與教學(xué)論化學(xué)碩士學(xué)位論文新西蘭科學(xué)教材SCIENCEWORLD9的化學(xué)內(nèi)容研究新西蘭科學(xué)教材SCIENCEWORLD9的化學(xué)內(nèi)容研究中文摘要新西蘭科學(xué)教材SCIENCEWORLD9是由PAMHOOK、PETERSTANNARD等人編寫的面向13歲的9年級學(xué)生的一本教材。該教材以新西蘭科學(xué)課程標(biāo)準(zhǔn)SCIENCEINTHENEWZEALANDCURRICULUM為依據(jù)，要求學(xué)生通過本教材的學(xué)習(xí)達到科學(xué)課程標(biāo)準(zhǔn)第五等級的目標(biāo)。本論文以新西蘭科學(xué)教育現(xiàn)狀和我國科學(xué)教育現(xiàn)狀為背景，依據(jù)綜合課程理論、建構(gòu)主義學(xué)習(xí)理論和當(dāng)代科學(xué)教育理論，對新西蘭科學(xué)教材SCIENCEWORLD9進行了深入地分析，并重點對其中的化學(xué)部分內(nèi)容進行文本研究和實證研究。通過研究，研究者得出以下一些結(jié)論1教材遵循學(xué)習(xí)規(guī)律和學(xué)生心理特點設(shè)置多種板塊和欄目，促進學(xué)生的學(xué)習(xí)，發(fā)展學(xué)生的能力；2教材內(nèi)容既注重內(nèi)容的基礎(chǔ)性，又具有鮮活的生活氣息；3注重通過實驗培養(yǎng)學(xué)生的科學(xué)態(tài)度和科學(xué)思維方法，注重學(xué)生科學(xué)技能的訓(xùn)練4采用多種呈現(xiàn)方式使教材版面豐富多彩，以此激發(fā)學(xué)生學(xué)習(xí)興趣，更好地引導(dǎo)學(xué)生進行學(xué)習(xí)。通過研究也發(fā)現(xiàn)，SCIENCEWORLD9也存在著一些有待改進的地方。首先是大量的、各種類型的圖片中，有些圖片不能促進學(xué)生的學(xué)習(xí)，還有些圖片有拼湊、濫用之嫌其次，對科學(xué)概念和原理的系統(tǒng)化敘述能否為學(xué)生接受是值得商榷的。此外，在實證研究的基礎(chǔ)上，研究者還改進了兩個課本實驗并自行設(shè)計了三個學(xué)生實驗，這三個實驗分別是NACI晶體模型的制作、食物中能量的測定、鋅和硫酸反應(yīng)速率的測定?！八街梢怨ビ瘛?。研究者期望對新西蘭中學(xué)科學(xué)教材SCIENCEWORLD9的研究所得出結(jié)論和建議能為我國的科學(xué)教材的編制提供一些幫助和指導(dǎo)。關(guān)鍵詞科學(xué)教育SCIENCEWORLD9化學(xué)部分

簡介：（工商管理碩士）哈爾濱金融高等專科學(xué)校HFC籌資渠道的研究THERESEARCHONHARBINFINANCECOLLEGEFUNDRAISINGCHANNEL劉海燕2009年3月CLASSIFIEDINDEXF2571UDC336ADISSERTATIONFORTHEDEGREEOFMBATHERESEARCHONHARBINFINANCIALCOLLEGEHFCFUNDRAISINGCHANNELCANDIDATELIUHAIYANSUPERVISORPROFWANGFUSHENGACADEMICDEGREEAPPLIEDFORMBAAFFILIATIONHARBINFINANCIALCOLLEGEDATEOFDEFENSEMARCH,2009DEGREEOFFERINGINSTITUTIONHARBININSTITUTEOFTECHNOLOGY

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