簡(jiǎn)介：首都師范大學(xué)碩士學(xué)位論文英國(guó)小學(xué)科學(xué)教師職前培訓(xùn)課程研究姓名王鋒治申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)比較教育指導(dǎo)教師丁邦平20060520ABSTRACTINMOD鋤WORLD，THEHIGHDEVDOPNLENTOFTHESDCNCEANDTECLLNOLOGYCILALLENGESTHESCIENCEODUCATIONOFALLCO皿讎ESALLTHETIMCTHEPMGRESSOFPII玎1ARYSCI∞CC洳A廿ONISDIMCNYCO越ECTEDTO也EDEGREEOFPROFCSSIONALISMOFELEM曲TARRSCHOOLSCIENCETEACHERSHOWT0I玎1P附VC也EPROFCSSIOFL破DEVDOPMENTOFTHESET∞CH郴ISBECOMIILG眥ILITEIMAD伽LALISSUEMEHGI眥D，SILICETLLEPLL_BLICADONOFJ，砌口砂JD鰣卯加舭衲陽(yáng)，M孵話講刪，1HEEKM即組RYSCIENCEEDUCATIONH勰MADEMUCHPROGRESSMEMLWHILE，ITPROMOTESTL站PROFESSIONALDWEL0P雌觚AFEL鋤跚婦搿SCHOOLSCIENCETEACHERSINE】唱L鋤DIN0RDERT0曲SURC也EQ瑚MYOFELEMENTA叮SCHOOLSCIENCETEACHERS，加F打甜招口C屙8，打?？诩右訥，搬“帆甜CL胛FC講“聊力R∥擁講，，SC耙開(kāi)CPW孫PUBLISHEDIN1998WMCHSEⅣCS硒A啦吡【LARD如RTHEINMALTEACH盱把LININGOFELEMENTA叮SCH001SCIENCETEACHERSTHECURRI山刪CHISB蹴DUPONCONSTRLLCDVISTLEARNIILGTHEORY蛆DAIMST0FOSTERTHO∞SCIEN∞TEACHE塔WHOLMOWSCI訓(xùn)FICINQILIFY鋤DHAVEPEDAGOGICALCON缸MTKNOWLE姑ESPECIFIESTHEESSENTIALCOREOFLNOWLEDGC，UNDERST鋤DI|培鋤D嫩11SWKCHALL仃A址ESONP血嵋RY粕DKS2／3COURSESOFITTM塒BE伽GHT蛆DBCABLET0USE證也EIRTEACHIILGNHASADAPTEDWENTOⅡ坨NEEDSOFPRIFNARYSCIE塒FICEDUCATI∞REFONN鋤D誠(chéng)SEDMEQUALITYOFELEINENTARYSCHOOISCIELLCETEACHERSINEN91ANDINCHILLA，HOWEV鷗AURELEMENTARYSCIENCETEACH盯EDUCATIONISSMLATAPRELIN曲瑚巧STAGEWI山ME蛐DERGOINGOFTLLENEWR0∞D(zhuǎn)OF觸DAINERL_TALEDUCATIONCU耐CULUMRCFO衄，TLLEPROBLEMSOFCONSMLCTINGELEMENTA口SCH001SCIENCETEACHCRSCROPO眥NISSDENCETEACHERS、ⅣITLLLLIGHQUAHTYTHATARENEEDEDIILEL鋤ENTAL了SCHOOLSATTHCEMSOⅡ1ISTLLESISAILALYZESTHEINJTIALTEACHERTRADNINGNATIONALCURRICUL哪血ENGL蛐D觚D也EPOCECOURSESIN廿1EEDUC撕ONDE腳ENTOFC鋤BRIDGEUNIVERSI夠THEIREXPERIENCESC弛BEOURREFERENCEASTOTHE抽OFEKMENTAFYSCHOOLSCIENCETEACHERS’CUKVATIONINCLLINA，EM燦ISIST0BELAIDON心AI】血LGOFHIGHQLLALI母SCIENCETCACHERSWITHSPECIAL哆ASTOCURRICUL岫址STALLA虹ON，印ART丘_0MSCIENTIFICKNO、VLEDGELE戤ILING，INUCHA吐ENTIONISTOBEPAIDTOTHEN船EOFSCIENCE柚DSCIE以FICSP礬TSOASTOIINPMVETEACHERS’SCIEMI五CLITEMCYAST0T11EFOMSOFEVAL刪ON，F(xiàn)ORMATIVEASSESSMENTTHEPLLRPOSEOFWKCHISTOPROMOTCSTILDENTS’DEVELOPMENT，SHOMDBE也ELEADINGMEHODKEYWORDSPRIRNARRSCHOOLSCIENCETEACHEREN91ANDINITIAL把ACHCR扛AILLILLGIV

簡(jiǎn)介：華中科技大學(xué)碩士學(xué)位論文理工科大學(xué)生科學(xué)素養(yǎng)及其培養(yǎng)研究姓名劉振華申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)高等教育學(xué)指導(dǎo)教師馮向東20040423II代科學(xué)對(duì)他們生活的介入以批判性思維實(shí)事求是的態(tài)度來(lái)理解科學(xué)自身以及客觀世界承認(rèn)事物發(fā)展過(guò)程中的階段性以及可錯(cuò)性堅(jiān)持實(shí)事求是的科學(xué)思想能夠自覺(jué)抵制偽科學(xué)反科學(xué)等不良的社會(huì)現(xiàn)象而理工科大學(xué)生的科學(xué)素養(yǎng)不僅關(guān)系到個(gè)體能否生活得較為充實(shí)工作得較為高效而且還是制約一個(gè)國(guó)家發(fā)展的重要因素決定著科技發(fā)展的后勁和國(guó)家可持續(xù)發(fā)展的能力直接關(guān)系到國(guó)家的興衰所以對(duì)于理工科大學(xué)生來(lái)說(shuō)他們對(duì)科學(xué)文化的理解和掌握要比一般公眾深刻的多也就是說(shuō)他們所具有的科學(xué)素養(yǎng)的層次要高于一般公眾的主要表現(xiàn)在以下幾個(gè)方面不但需要系統(tǒng)的掌握基本的科學(xué)知識(shí)而且需要在某一領(lǐng)域或者某些領(lǐng)域進(jìn)行深入的專(zhuān)業(yè)學(xué)習(xí)研究了解該領(lǐng)域的知識(shí)體系及其發(fā)展歷史現(xiàn)狀和前景透徹地理解辯證主義唯物論認(rèn)識(shí)論的實(shí)質(zhì)靈活掌握并運(yùn)用自然科學(xué)方法論形成辯證唯物主義為核心的科學(xué)思想樹(shù)立正確的科學(xué)價(jià)值觀對(duì)自然科學(xué)與社會(huì)具有比較深刻的洞察力領(lǐng)悟到科學(xué)中美的存在并使之升華為更高級(jí)的情感在科學(xué)倫理的規(guī)范下具有強(qiáng)烈的社會(huì)責(zé)任感高尚的道德品質(zhì)以及良好的行為習(xí)慣真正的做到繼往開(kāi)來(lái)既成為科學(xué)的繼承者又成為科學(xué)的發(fā)展者可是當(dāng)科學(xué)舉著功利的旗幟進(jìn)入學(xué)校的時(shí)候它的整體性?xún)r(jià)值卻被割裂了科學(xué)在其他方面如科學(xué)精神領(lǐng)域的寶貴財(cái)富并沒(méi)有象它的實(shí)用部分那樣全面進(jìn)入學(xué)校而是不同程度的遺漏與流失了導(dǎo)致目前的科學(xué)教育可以說(shuō)是畸形的至少是不健全的它充其量只是一種科學(xué)知識(shí)教育而不是真正意義上的科學(xué)教育其主要問(wèn)題集中表現(xiàn)在以下幾個(gè)方面將科學(xué)理論神圣化教條化將科學(xué)靜止化僵化將科學(xué)技術(shù)化實(shí)用化所以在對(duì)理工科學(xué)生進(jìn)行科學(xué)教育的過(guò)程中科學(xué)教育工作者需要在改進(jìn)教學(xué)方式的基礎(chǔ)上讓學(xué)生領(lǐng)悟科學(xué)作為一種文化所蘊(yùn)含的深層次的東西在科學(xué)教育的過(guò)程中不能再調(diào)節(jié)學(xué)生使之去適應(yīng)我們有待提高的教育教學(xué)能力適應(yīng)我們并不完備的科學(xué)教育體系必須調(diào)整改進(jìn)相應(yīng)的教學(xué)及其管理使之更好地滿(mǎn)足學(xué)生的需要具體可以從以下幾個(gè)方面努力第一高素質(zhì)的師資隊(duì)伍建設(shè)第二科學(xué)教育體系自身的完善第三高品位校園文化的營(yíng)造關(guān)鍵詞科學(xué)文化理工科大學(xué)生科學(xué)素養(yǎng)

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簡(jiǎn)介：浙江師范大學(xué)碩士學(xué)位論文初中科學(xué)課堂生成式教學(xué)研究姓名周建秋申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)學(xué)科教學(xué)（化學(xué)）指導(dǎo)教師繆煜清20060527碩士學(xué)位論文RESEARCHONGENERATL0NTEACⅢNGINSCIENCECLASSROOMOF貝除ⅡORSCHOOLABSTRACTCURRICULUMISNOTONLYPURELY‘TEXTCURRICULUM’BUTALSOEXACTLY“EXPERIMENTCURRICULUM”。THATISTOSAYTHECLASSROOMTEACHINGSHOULDBEGENERATED，NOTBEPREVIOUSLYSETATMEANWHILETHECLASSROOMTEACHINGSHOULDBEOPENEDNOTBECLOSEDHOWEVEGTHECURRENTCLASSROOMTEACHINGDENIESTHECREATIVECHARACTEROFTEACHING，DEPRIVESOFSTUDENTS’POSITIONANDFIGHTSASLEARNEDMASTERALSONEGLECTSTEACHERSASCONDUCTORACCORDINGTOMOSEPROBLEMBETWEENNEWCURRICULUMIDEASANDTHECURRENTCLASSROOMTEACHINGPRACTICE，THERESEARCHTOPICABOUTTHEGENERATIONTEACHINGINSCIENCECLASSROOMINJUNIORSCHOOLISGENERATEDONTLLEBASISOFFOREFATHERSRESEARCHESTHISPAPERDEFINESTHECONNOTATIONOFGENERATIONTEACHINGBYDOCUMENTARYRESEARCH，，EXAMINESTHECHARACTERSOFPRESUMPTIONTEACHING，ANALYZESTHEPROCESSMECHANISMOFGENERATIONTEACHINGANDEXPLAINSTHEPROCESSCHARACTEROFGENERATIONTEACHINGWHICHISFORTOTHEPROCESSCREATION，ANDISAGAINSTTOMECHANICALPRESUMPTION，APPROVEOFINTERFERENCE，ANDOBJECTTOREPRESSION，PROMPTRELATIONSHIP，ANDOMITTHEENTITYFOCUSONTHEDIFFERENCE，ANDNEGLECTTHESIMILARITYANDTHEPAPERPUTFORWARDTOCREATIVELYTHENEWSYSTEMTHEORY，CONSTRUCTIONDOCTRINETHEORYANDHUMANISMTHEORYTHATSUPPORTTHEORIESOFGENERATIONTEACHINGTHISPADERDISCUSSTHECLASSROOMTEACHINGPRACTICEOFTHEGENERATIONTEACHINGINSCIENCEINMIDDLESCH001INDETAILFIRSTLYTHEPAPCREXPLAINTHEPRINCIPLETHATTHEGENERATIONTEACHINGSHOULDFOLLOWTHENITEXPATIATESPECIFICWAYTOPRACTICEABOUTTHEGENERATIONTEACHINGINCLASSROOMINSCIENCEINMIDDLESCHOOL，WHICHINCLUDEGENERATIONOFTEACHINGTARGET，TEACHINGCONTENT，TEACHINGPROCESSANDTEACHINGDESIGNINADDITION，THESTRATEGYOFTHEGENERATIONTEACHINGINSCIENCEISDISEUSSEDBYADOPTINGQUALITATIVEANDQUANTITATIVERESEARCHANDACCORDINGTOTHESTUDENTS’SCORES、QUESTIONNAIRE’INVESTIGATION、INTERVIEWS、DAILYRECORDSANDTHERESEARCHERS’CONCRETEPERFORMANCEINPRACTICEPROCESS，THEGENERATIONTEACHINGHAVESUCCEEDFAIRLYONTHEONEHAND，THESTUDENTSIMPROVETHEIRSSCORES，RELAXEDTHESTRESSOFSTUDYING，ANDAREINTERESTEDINKNOWLEDGETHEYSTRENGTHTHECONSCIOUSNESSFORSTUDYING，SHOWCERTAINCREATIVECONSCIOUSNESSONTHEOTHERHAND，THERESEARCHERCHANGETHECONCELTLOFPREPARINGBEFORELESSONSANDTHEWAYOFPREPARINGICSSONS，IMPROVETHECLASSROOMCONTROLLINGABILITYANDDEVELOPTHERESEARCHABILITYINBRIEFTHISRESEARCHHAVETHECERTAINTHEORYANDPRACTICESIGNIFICANCEINDEEPENINGTHEUNDERSTANDINGOFTEACHINGPROCESSESSENCE，CHANGINGTHEDISADVANTAGEOFTRADITIONPRESUMPTIONTEACHING，ANDPROPELLINGTHENEWCURRICULUMTEACHINGREFORMATIONKEYWORDSSCIENCE，GENERATIONTEACHING，TEACHINGRESEARCH

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簡(jiǎn)介：南京理工大學(xué)碩士學(xué)位論文面向科學(xué)計(jì)量分析的知識(shí)圖譜構(gòu)建與應(yīng)用研究姓名陳祖香申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)情報(bào)學(xué)指導(dǎo)教師王曰芬岑詠華20100622ABSTRACT碩．J論文ABSTRACTSCIENTOMETRICSISONEOFTHEIMPORTANTSUBDISCIPLINESOFSCIENCESTUDIESBASEDONQUANTITATIVEMEASURES．ITGOTADEEPDEVELOPMENTSINCEITWASFOUNDEDBYPRICE50YEARSAGO．ASAQUANTITATIVEMEASUREMENT，SCIENTOMETRICSHASBEENUSEDTOHELPSCIENTIFICRESEARCH,TECHNOLOGYPOLICYMAKINGANDOTHERASPECTSSCIENCE．THEREARETHREEMETHODSOFSCIENTOMETRICANALYSISCOMMONSTATISTICALANALYSIS，MODELINGANDCOMPUTERBASEDANALYSIS．WITHTHERAPIDGROWTHOFVISUALIZATIONANDDATAMININGTECHNOLOGY，KNOWLEDGEMAPPINGASANEWMETHODRAISEDANDBECAMEANIMPORTANTMETHODINSCIENTOMETRICSNOW．ACCORDINGTOAVISUALEXPRESSION，KNOWLEDGEMAPPINGCANREVEALSTHERELATIONSHIPANDSTRUCTUREOFKNOWLEDGE，WHICHCANBEUSEDTOASSISTSCIENTISTSDOSOMERESEARCHOFREVEALINGTHESTRUCTUREANDEVOLUTIONOFTHEMAINSUB．FIELDS．RESEARCHFRONTSANDCOLLABORATIONNETWORKSINTHEFIELDOFSCIENCE．ASANEWRESEARCHTOOL，SCIENTISTSFOCUSEDONITSAPPLICATIONANDSELDOMRESEARCHTHEMETHODITSELF．THEREFORE，ITISNECESSARYFORUSTOMAKEAFURTHERRESEARCHONTHEPROCEDUREOFKNOWLEDGEMAPPINGINSCIENTOMETRICS．THISSTUDYCANOFFERTHENEWRESEARCHERARAPIDENTRANCETOKNOWLEDGEMAPPINGANALYSISANDEXPANDTHEUSEOFKNOWLEDGEMAPPINGINSCIENCESTUDY．BASEDONTHEDOCUMENTRESEARCHOFSCIENTOMETRICSANDKNOWLEDGEMAPPING，THISSTUDYUSEALLEMPIRICALRESEARCHTOEXPLOREANDCONSTRUCTAPROCESSOFKNOWLEDGEMAPPINGINSCIENTOMETRICS．WITHTHEUSERSPERSPECTIVE，WESTUDIEDTHEUNIT，DATASOURCE，INDICATORSANDANALYSISMETHODSOFSCIENTOMETRICS，ANDCONCEPLCONSTRUCTIONMETHODS，VISUALIZATIONSOFTWAREANDOTHERRELATEDTHEORIESOFKNOWLEDGEMAPPING．ACCORDINGTOTHIS，THISARTICLEREVEALEDDIFFERENTEXPRESSIONANDCHARACTERISTICSOFKNOWLEDGEMAPPINGINSCIENTOMETRICS．INORDERTOGETSOMEVALUABLERESULTS，THISPAPERFOCUSEDONTHEPATENTSANDJOURNALARTICLESOFWINDENERGYRESEARCH．WITHTHEDIFFERENTSOURCEOFMAPS，WEPROVIDEDAPROCESSTOSTUDYTHEFEASIBLEPRACTICEOFKNOWLEDGEMAPPINGANALYSISINSCIENTOMETRICS．KEYWORDSSCIENTOMETRICSKNOWLEDGEMAPPINGCONSTRUCTIONPROCESSWINDENERGYN

簡(jiǎn)介：山西大學(xué)2008屆碩士學(xué)位論文大學(xué)科學(xué)教育與人文教育融合的政策研究作者姓名指導(dǎo)教師學(xué)科專(zhuān)業(yè)研究方向培養(yǎng)單位堵喬早1互學(xué)習(xí)年限李喬張正義副教授高等教育學(xué)高等教育管理教育科學(xué)學(xué)院2005年9月一2008年6月二OO八年六月目錄引言1一、選題目的1二、研究意義2一理論意義2二現(xiàn)實(shí)意義3三、文獻(xiàn)綜述3一我國(guó)教育政策及高等教育政策的研究4二關(guān)于大學(xué)科學(xué)教育與人文教育融合問(wèn)題研究6四、研究思路、方法11一研究思路1L二研究方法11五、本研究相關(guān)概念界定12一大學(xué)科學(xué)教育與人文教育的內(nèi)涵12二大學(xué)科學(xué)教育與人文教育融合的內(nèi)涵13第一章我國(guó)大學(xué)科學(xué)教育政策的價(jià)值取向及效果1411我國(guó)大學(xué)科學(xué)教育政策的價(jià)值取向15111我國(guó)大學(xué)科學(xué)教育政策的核心價(jià)值培養(yǎng)高級(jí)專(zhuān)門(mén)人才，為國(guó)家服務(wù)；112我國(guó)大學(xué)科學(xué)教育政策的管理性?xún)r(jià)值1612我國(guó)大學(xué)融合政策的缺失分析18121過(guò)于注重科學(xué)教育，導(dǎo)致人文教育陷于失落的境地19122人才培養(yǎng)過(guò)于專(zhuān)門(mén)化，導(dǎo)致大學(xué)教育效益低下21123培養(yǎng)的人才自身過(guò)于功利化，導(dǎo)致人文精神的缺失22第二章我國(guó)大學(xué)科學(xué)教育與人文教育融合政策的生成與初步效果2421我國(guó)大學(xué)融合政策的生成25211我國(guó)學(xué)者的研究為大學(xué)融合政策的制訂提供了理淪依據(jù)25212我國(guó)大學(xué)融合政策的生成過(guò)程28213我國(guó)大學(xué)融合政策的價(jià)值分析3022我國(guó)大學(xué)融合政策的初步實(shí)施效果分析31

簡(jiǎn)介：學(xué)校代碼Q≥墨§研究類(lèi)型廛圈塹塞浙。江師范史學(xué)教育碩士專(zhuān)業(yè)學(xué)位論文題目塑主盤(pán)堂塾鱟主金簦握寶整鱟篡喳煎壁究學(xué)科專(zhuān)業(yè)．堂科教堂生物2200210L研究生筮塹茇指導(dǎo)教師一左．紅堅(jiān)中圖分類(lèi)號(hào)豎墨墨璺答辯時(shí)間星QQ墨年J上月量魚(yú)日法和能力，增強(qiáng)同學(xué)間的相互臺(tái)作，領(lǐng)悟STS的互勸關(guān)系，最終提高科學(xué)素養(yǎng)。2、從指導(dǎo)思想、教學(xué)目J、實(shí)施程序、策咯技術(shù)四個(gè)方面構(gòu)建了相對(duì)完整的合作探究教學(xué)身”}，。其中，策略技L三要體現(xiàn)在構(gòu)建師生關(guān)系、明確教師地位、創(chuàng)毪；．趣情景、訓(xùn)練舍薯深究技能、培養(yǎng)自我監(jiān)控能力、實(shí)施多元評(píng)價(jià)冬I面。3、把合作探究教學(xué)策略日于合作探究教學(xué)．通立‘年的實(shí)驗(yàn)研究，可以得出以下結(jié)論．每了學(xué)生學(xué)習(xí)利、≯‘向興趣②完善了同學(xué)問(wèn)的人際關(guān)系；③增強(qiáng)了了生合作探究的意識(shí)和能力；④提高了學(xué)生科學(xué)學(xué)習(xí)的學(xué)業(yè)成績(jī)。欏}證明將合作探群曳學(xué)策}|爵應(yīng)用于初中科學(xué)教學(xué)是有效的。關(guān)鍵詞初中科學(xué)，探究教等，合作，合作探尹彩。學(xué)，教學(xué)策略

簡(jiǎn)介：當(dāng)今發(fā)達(dá)國(guó)家科學(xué)教育改革都把培養(yǎng)全體學(xué)生良好的科學(xué)素養(yǎng)作為自己的目標(biāo)一個(gè)國(guó)家國(guó)民科學(xué)素養(yǎng)的高低直接影響這個(gè)國(guó)家科學(xué)技術(shù)的發(fā)展可以說(shuō)國(guó)家的綜合國(guó)力與國(guó)民素養(yǎng)具有密切的關(guān)系與發(fā)達(dá)國(guó)家相比中國(guó)國(guó)民的科學(xué)素養(yǎng)仍處于十分落后的狀況當(dāng)前中國(guó)國(guó)民科學(xué)素養(yǎng)的低下水平日益成為制約中國(guó)社會(huì)進(jìn)步、經(jīng)濟(jì)發(fā)展、國(guó)際競(jìng)爭(zhēng)力提高的滯后因素國(guó)家要強(qiáng)盛、民族要振興國(guó)民的科學(xué)素養(yǎng)水平的提高是必然的要求該文探討了科學(xué)素養(yǎng)的概念并在此基礎(chǔ)上闡述了生物科學(xué)素養(yǎng)的構(gòu)成及生物教學(xué)在培養(yǎng)學(xué)生生物科學(xué)素養(yǎng)中的重要作用生物科學(xué)素養(yǎng)由知識(shí)素養(yǎng)、能力素養(yǎng)和情感態(tài)度與價(jià)值觀素養(yǎng)三部分組成能力素養(yǎng)是生物科學(xué)素養(yǎng)的核心開(kāi)展生物科學(xué)素養(yǎng)教育的研究符合當(dāng)前提出的培養(yǎng)學(xué)生創(chuàng)新精神和實(shí)踐能力的要求可為素質(zhì)教育的實(shí)踐提供一定的依據(jù)論文分析了國(guó)內(nèi)外科學(xué)素養(yǎng)教育的現(xiàn)狀對(duì)英美等國(guó)家的科學(xué)課程的地位、科學(xué)教育改革方案及國(guó)外生物科學(xué)素養(yǎng)教育的特點(diǎn)進(jìn)行了分析國(guó)內(nèi)的生物科學(xué)素養(yǎng)教育也日益受到重視一些學(xué)者提出了應(yīng)從改革課程結(jié)構(gòu)和教材、改革教學(xué)模式和教學(xué)方法、改革生物實(shí)驗(yàn)教學(xué)等方面著手培養(yǎng)學(xué)生生物科學(xué)素養(yǎng)該研究參照國(guó)際上通用的科學(xué)素養(yǎng)調(diào)查問(wèn)卷即中國(guó)第四次公眾科學(xué)素養(yǎng)調(diào)查采用的調(diào)查問(wèn)卷編制了一份中學(xué)生生物科學(xué)素養(yǎng)調(diào)查問(wèn)卷對(duì)該市的12所中學(xué)8600名中學(xué)生進(jìn)行抽樣調(diào)查通過(guò)對(duì)調(diào)查結(jié)果統(tǒng)計(jì)、分析了解了中學(xué)生生物科學(xué)素養(yǎng)的發(fā)展水平還存在很大問(wèn)題需要進(jìn)一步加強(qiáng)并在此基礎(chǔ)上分析了傳統(tǒng)生物教學(xué)中存在的問(wèn)題文章在理論分析和實(shí)際調(diào)研的基礎(chǔ)上研究了在生物教學(xué)中全面培養(yǎng)學(xué)生科學(xué)素養(yǎng)研究結(jié)果表明培養(yǎng)學(xué)生生物科學(xué)素養(yǎng)的基本途徑和方法是1轉(zhuǎn)變教學(xué)觀念、優(yōu)化課堂教學(xué)2加強(qiáng)實(shí)驗(yàn)教學(xué)3推進(jìn)各學(xué)科間的滲透與綜合4開(kāi)展研究性學(xué)習(xí)

簡(jiǎn)介：中國(guó)科學(xué)技術(shù)大學(xué)碩士學(xué)位論文科學(xué)博客的傳播要素及傳播功能研究姓名唐蓉蓉申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)傳播學(xué)指導(dǎo)教師湯書(shū)昆方剛20090501ABSTRACTABSTRACTWITHTHEDEVELOPMENTOFSCIENCEANDTECHNOLOGYANDTHEGROWINGSCIENTIFICCOMMUNITYSCIENCECOMMUNICATIONHASCONSTRUCTEDASCIENTIFICANDTECHNICALENVIRONMENTAROUNDPEOPLEITISAFFECTINGTHEIIVESOFTHECOMMUNITYTHEDEVELOPMENTOL、SCIENCECOMMUNICATIONARECLOSELYFOLLOWEDTHEDEVELOPMENTOFTHEMEDIATECHNOLOGYBEFORETRADITIONALSCIENCEPOPULARIZATIONFOLLOWEDTHEPATTEM，WHICHLEDTOCOMMUNICATORSINTHEDISSEMINATIONOFSCIENTIFICANDTECHNICALKNOWLEDGEANDHAVEGUIDEDPUBLICOPINIONASONEOFTHEWEB20TECHNOLOGY，BLOGMAKETHEMEDIAPRODUCTIONOCCUEDTRANSTION，CREATEANEWCULTUREOFCOMMUNICATIONANDARELAXEDATMOSPHEREOFDISSEMINATIONOFKNOWLEDGEINDIVIDUALMAKEUSEOFTHEFREEDOMPRODUCTIONOFKNOWLEDGEANDINFORMATIONFORDEVELOPINGTHEINFORMATIONSPACE，CREATETHEOTHERPOSSIBLECHANNELOFTRANSMISSIONTHATMEETTHENEEDSOFTHEPUBLIC，UNDERTHENEWMEDIATECHNOOGY，THEMAINSCOPEHAVEAEXPANDFROMTRADITIONAIMEDIATOINDIVIDUALNETILSET，SCIENCEBLOGINTHEADPLICATIONOFSCIENCETOACHIEVETHEMAINOBJECTOFMASSBYTHESAMESPREADITALSOACCELERATEDTHESCIENTIFICKNOWLEDGEINTHEMASSFLOWBETWEENTHETWOSIDES，THEEXCHANGEOFINFORMATIONHAVEACHIEVEDDIRECT。TIMELYANDCONSLANTLY，ITISGOODFORTHEPUBLICDISSEMINATIONOFSCIENCEKNOWLEDGESINCETHEREISASCIENCEBLOG，ITHASBEENGROWINGITSHI曲LIGHTPOWEROFCOMMUNICATIONINTHESCIENTIFICKNOWLEDGEITISCLOSELYRELATEDTOTHEUNIQUECHARACTERISTICGOFBLOGFIRSTOFALL，THEPARTOLLEOFTHISARTICLESUMMARIZESTHEEXISTINGTYPEOFSCIENCEBLOGANDDEFINESTHECONCEPTOF“SCIENCEBTOG”，LIST柚JOFAVAILABLESCIENTIFICBLOGATHOMEANDABROADANDTOCLASSIFYTHETYPEOFITTHENTHEPARTTWOISTRYINGTOANALYZETHESPREADELEMENTSOFSCIENCEBLOGINTHEINFORMATIONDISSEMINATIONPROCESSTHEFOLLOWINGPARTISABOUTCOMPARINGSCIENCEBLOGWITHOTHERTRADITIONALMEDIATEFLECLTHEADVANTAGESOFSCIENCEPOCULARIZATION。THEANALYSISOFTHESCIENTIFICBLOGINTHEPROCESSOFSCIENCECOMMUNICATIONHAVEAPOSITIVEFUNCTIONACCORDINGTHEPOSITIVEFUNCTION，THEFOURTHPARTISABOUTDISCUSSINGTHEPOTENTIALNEGATIVEIMPACTOFSCIENCEBLOGANDPROPOSINGTHEPOTENTIALNEGATIVEIMPACTOFITATTHEFIFNLPARTOFARTICLEAUTHORCHOOSEONETYPICALCASE，HAVEAANALYSISFLORATHEPOINTOFTHESPREADELEMENTSFORSCIENCEBLOG，DISCUSSIONITSPERFORMANCEINTHEPROCESSOFSCIENCECOMMUNICATIONKEYWORDSSCIENCEBLOGSCIENTIFICKNOWLEDGEPUBLICELEMENTSOFRESEARCHFUNCTIONALSTUDYIL

簡(jiǎn)介：上海師范大學(xué)碩士學(xué)位論文二期課改新背景下初中學(xué)生科學(xué)探究能力培養(yǎng)方式的探索與研究姓名葉帆申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)課程與教學(xué)論生物指導(dǎo)教師沈光華20080401本文并就培養(yǎng)學(xué)生的科學(xué)探究能力提出建議1教師的關(guān)鍵作用是主導(dǎo)。2突出學(xué)生的主體地位。3選取科學(xué)探究的內(nèi)容應(yīng)具備合理性。關(guān)鍵詞初中科學(xué)生命科學(xué)科學(xué)探究能力論文類(lèi)型應(yīng)用研究

簡(jiǎn)介：廣西師范大學(xué)碩士學(xué)位論文科學(xué)認(rèn)識(shí)中的“判決性實(shí)驗(yàn)”研究姓名黃思櫻申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)科學(xué)技術(shù)哲學(xué)指導(dǎo)教師黃瑞雄20090530II本文的主旨在于嘗試探尋合理運(yùn)用“判決性實(shí)驗(yàn)”的空間及方法，為將來(lái)更好地從事科學(xué)研究工作提供方法論支持。本論文主要分三個(gè)部分。在第一部分中，對(duì)“判決性實(shí)驗(yàn)”進(jìn)行概述，主要探討“判決性實(shí)驗(yàn)”的提出背景、邏輯結(jié)構(gòu)、基本要素、基本類(lèi)型，同時(shí)結(jié)合科學(xué)實(shí)例分析其在科學(xué)史上被運(yùn)用所獲得的成功及遇到的困難。第二部分主要探討“判決性實(shí)驗(yàn)”存在與否的爭(zhēng)議及啟示，并從“判決性實(shí)驗(yàn)”的機(jī)制層面分析其可能受到挑戰(zhàn)的原因，如“迪昂奎因”命題帶來(lái)的挑戰(zhàn)、“范式”之間“不可通約”對(duì)“判決性實(shí)驗(yàn)”的挑戰(zhàn)、純粹中性證據(jù)難尋帶來(lái)的挑戰(zhàn)等，使這一看似矛盾的現(xiàn)象獲得合理的解釋。第三部分則建設(shè)性地重點(diǎn)探討如何運(yùn)用互補(bǔ)方法論思維實(shí)現(xiàn)對(duì)“判決性實(shí)驗(yàn)”的有效利用，即既承認(rèn)實(shí)踐是檢驗(yàn)真理的唯一標(biāo)準(zhǔn)，又不把“判決性實(shí)驗(yàn)”絕對(duì)化；既看到競(jìng)爭(zhēng)理論之間的對(duì)立，又重視其中的互補(bǔ)效應(yīng)；既客觀地看待科學(xué)實(shí)驗(yàn)本身的結(jié)果，又充分重視科學(xué)研究之外的社會(huì)因素；既善于突破傳統(tǒng)科學(xué)觀的科學(xué)神秘化思維，又充分尊重和保護(hù)科學(xué)中的“未知”。此外，在這一部分中，本文還提出在合適維度上運(yùn)用“判決性實(shí)驗(yàn)”的構(gòu)想。最后，本文提出運(yùn)用定量研究和定性研究相結(jié)合的思想解決“判決性實(shí)驗(yàn)”的判決效力如何最大程度實(shí)現(xiàn)的難題，并且探討了社會(huì)科學(xué)中“判決性實(shí)驗(yàn)”的運(yùn)用策略等問(wèn)題。關(guān)鍵詞關(guān)鍵詞“判決性實(shí)驗(yàn)”科學(xué)理論實(shí)踐檢驗(yàn)