簡介：Y1041U13學校編號；學號；10394』塑§Q圖書分類號密級福建師范大學教育碩士學位論文情緒智力培養(yǎng)對高中物理學習的影響研究RESEARCHONTHEEFFECTOFEMOTIONINTELLIGENCECULTIVATINGONPHYSICSINQUFINGLEARNINGINSENIORHIGHSCHOOL顏百云學科專業(yè)方向堂型教堂麴理論文提交曰期墊Q墾生旦旦論文評閱人論文答辯日期2壁鰻生Q旦答辯委員會主席一一一學位授予單位；福建匝蓮太堂學位授予日期2QQ魚生旦2006年9月中文摘要隨著科學技術的迅猛發(fā)展、知識的更新日新月異，如何提高學習的質量和效果越來越受到人們的關注。本文從教育心理學角度出發(fā)，以學生的情緒智力發(fā)展特點為突破口，從安溪縣安溪四中隨機抽取高一兩班學生分別作為對照班和實驗班，實驗班在課堂內(nèi)外加強了情緒智力培養(yǎng)，對照班按原教學進行，研究了情緒智力培養(yǎng)對高中物理學習的影響。最后通過對5個探究案例的探究學習，考察情緒智力培養(yǎng)對學習過程的影響。通過對五個探究案例學習后對比，除提出問題和得出結論兩要素差別不大外，其它“作出假設、制定計劃、實施計劃、表達交流”等要素實驗班均有較大的進步，并優(yōu)越于對照班，說明情緒智力培養(yǎng)是有效的，它提高了學習的質量在合作精神方面均未曾現(xiàn)顯著差異，但各自理解不一，說明情緒智力培養(yǎng)的影響是深層次的；在自主性學習方面，實驗班比對照班取得較大進步，說明情緒智力培養(yǎng)大大提高了學習主動性在堅持性方面，實驗班也取得了較大進步，說明情緒智力培養(yǎng)大大提高了學生意識品質。另外，實驗班在考試成績方面進步明顯大于對照班，說明情緒智力培養(yǎng)學習成績有改善作用。關鍵詞情緒智力，情緒智力培養(yǎng)，探究學習

簡介：Y949061分類號UDC學位論文密級編號高中生物理學習障礙成因及消除策略的研究RESEARCHONTHECAUSEOFTHELEARNINGDIFFICUITIESANDTHESTRATEGYOFEIIMINATINGTHEDIFFICUITIES013PHYSICSFORSENIORMIDDLESCHOOLSTUDENTS胡俊指導教師姓名燕安教授江西師范大學物理與通信電子學院申請學位級別碩士專業(yè)名稱物理教育論文提交日期2005年9；1答辯日期2005年11月日學位授予單位和日期江西師范大學2OO5年、月日答辯委員會主席評閱人二OO五年九月ABSTRACTASAGENERALSENIORMIDDLESCHOOLTEACHERTHEAUTHORFOUNDMANYSTUDENTSCOMPLAINLEARNINGPHYSICSDIFFICULTLYLOWERSCORESEVENSHOWTHEEMOTIONOFSCHOOLINGTIREDNESS，WHICHMAYSTRETCHINTOOTHERSUBJECTSDISCOVEREDBYANALYZINGTHEDATAFROMTHEQUESTIONNAIREFORIT，THEPOINTSARETHATALARGEOFSTUDENTSTHINKLEARNINGPHYSICSDIFFICULT，THEYLIEINHIGHERSCORESTUDENTSANDLOWERSCORESTUDENTSINPROPORTION，BUTLOWERSTUDENTSSHOWMOREAPPARENTLYANDREASONSAREVARIOUS，SOMEFROMSTUDENTSSUCHASTHEIRUNSUITABLELEARNINGMETHODS，NOINTERESTINPHYSICS，NOPERSISTENCEONLEAMING，SOMEFROMTEACHERSSUCHASLACKINGPROFESSIONALPHYSICALKNOWLEDGE，STALETEACHINGMETHODS，LACKINGENERGYTOWORK，ONLYONEWAYFORTEACHINGEVALUATION，SOMESYNTHETICREASONFROMSOCIETY，SUCHASSOHIGHSOCIALEXPECTATION，INHARMONIOUSFAMILYATMOSPHERE，SOMESOCIALUNHEALTHYENVIRONMENTTHEAUTHORDIVIDEALLTHEREASONSFORPHYSICSLEARNINGDIFFICULTYINTOTWOTYPESBYANALYZINGDATAANDINTERVIEWING一、INTERNALLEARNINGDIFFICULTIESCOGNITIONLEARNINGDIFFICULTIES、PERSONALITY二、EXTERNALLEARNINGDIFFICULTIESENVIRONMENTALINTERFERENCELEARNINGDIFFICULTIES，EDUCATIONMISLEADING、SYNTHESISLEARNINGDIFFICULTIESICHOSEONESTUDENTSWHOSELEARNINGDIFFICULTIESAREVERYCOMMON，ASOBJECTOFINDIVIDUALSTUDYRESPECTIVELYIDISCOVEREDTHECAUSESOFHISLEARNINGDIFFICULTIESGRADUALLYBYCONNECTINGANDOBSERVINGTHEMANDIALSONOTICEDTHATTHESTUDENTHASHISOWNCAUSEANDNOTONLYONEREASONCAUSEDIT，BUTSEVERALREASONSTOGETHERMADEITSOITHINKTHEPUREMANDATORYMEASUREISINEFFECTIVE，BUTSOWINGINVERSESEEDSINTHEIRMINDS。THEFOLLOWINGSTEPSWEREDONEINTHEINDIVIDUALSTUDY，IDECIDINGTHEOBJECTSANDGETTINGTHEIRINFORMATIONBYVISITINGHISFAMILYANDTALKINGTHENANALYZINGIT②INTERFERENCEINTERFERINGHIMBYTHEINTERFERENCEPLANWHICHHASBEENARRANGEDTHENASSESSINGTHEEFFECTOFTHEINTERFERENCEAFTERTHESTUDYIDISCOVERED，WECANHELPTHELEARNINGDIFFICULTIESSTUDENTSGOONTHEFURTHERSTUDYSTEADILYANDSUCCESSFULLYASLONGASWEFINDTHEVERYCAUSEOFPHYSICSDIFFICULTIESSTUDENTSPERSISTENTLYEVOKETHEIRENTHUSIASMANDINITIATIVESUITABLYANDELIMINATETHESHADOWONTHEIRMINDSKEYWORDSPHYSICSLEARNINGDIFFICULTYSTUDENTSLEARNINGDIFFICULTYELIMINATIONSTRATEGY2

簡介：編號宄舒砷范女爹碩士學位論文題目中學生物理學習的心理障礙及消除策略研究所在院專業(yè)名指導教研究完成時系教師專業(yè)發(fā)展學院稱課程與教學論物理師劉力教授生張海濤間2007年5月沈陽師范大學研究生處制中學生物理學習的心理障礙及消除策略研究RESEARCHONTHEPSYCHOIOGJCAIOBSTRUCTIONOFPHYSICSSTUDYANDITSELIMINATINGSTRATEGYFORMIDDLESCHOOISTUDENTSABSTRACTTHETARGETOFPHYSICSTEACHINGFORMIDDLESCHOOLSTUDENTSHASTAKENPLACETHEBASICCHANGEALONGWITHTHEREFORMOFBASICEDUCATIONCURRICULUMHOWEVERINACTUALTEACHING，STUDENTPHYSICSSTUDYDIFFICULTYTHEACADEMICRECORDISLOWLYSTUDYINTERESTDESCENTETCTHOSEPROBLEMSALWAYSHAVENOSOLUTIONGETTINGEFFECTIVELYTHROUGHTHEINQUISITIONRESEARCHWEFOUNDTHATTHESTUDENTISWIDESPREADEXISTSEVERYKINDSOFPSYCHOLOGICALOBSTRUCTIONSINPHYSICSSTUDYITAFFECTTHEEDUCATIONANDTHETEACHINGRESULTANDTHEEDUCATIONTOMAKINGHIGHCHARACTERTALENTEDPERSON。THESUCCESSOFREFORMOFBASICEDUCATIONCURRICULUMREQUKESMORESYSTEMICANDINDEPTHTHEORETICALSUPPORTINTEACHINGSOTHERESEARCHONTHESTUDENTS’PERFORMANCEANDTHECAUSEABOUTTHEPSYCHOLOGICALOBSTRUCTIONINPHYSICSSTUDYANDFINDINGOUTTHEELIMINATINGSTRATEGYASSOONASPOSSIBLEAREVERYIMPORTANTFIRST，THISARTICLEPOINTEDOUTSOMEPROBLEMSINTEACHINGANDLEARNINGPHYSICSBYASKINGTHESTUDENTSANDTEACHERSTOFILLININQUISITIONQUESTIONNAIRETALKINGWITHTHEM，ANALYZEDTHEIREXERCISEANDTESTPAPERWEFOUNDOUTTHATTHEPSYCHOLOGICALOBSTRUCTIONOFPHYSICSSTUDYCONSISTSOFAPPERCEIVEOBSTRUCTIONMEMORYOBSTRUCTIONIMAGINATIONOBSTRUCTIONTHINKINGOBSTRUCTIONEMOTIONOBSTRUCTIONANDWILLOBSTRUCTIONONTHISFOUNDATIONDISCUSSEDCHARACTERISTICANDPERFORMANCESINEVERYKINDSOFPSYCHOLOGICALOBSTRUCTIONITISTHEBASISFOREXAMINEANDELIMINATETHEPSYCHOLOGICALOBSTRUCTIONTHEREASONCAUSEDPHYSICSSTUDYPSYCHOLOGICALOBSTRUCTIONISCOMPLICACYDIVERSE，BUTSUMMARIZETOHAVEFIVEREASONSPRIMARILYNAMELYPHYSICSEORRSCFACTORPHYSICSTEACHINGMATERIALFACTORSCHOOLEDUCATIONFACTORFAMILYENVIRONMENTFACTORANDSTUDENTMINDANDBODYDEVELOPMENTFACTORANDINOTICEDTHATTHECAUSESOFMENTALBLOCKARECAUSEDNOTONLYBYONEREASONTOASTUDENTWHOHASMENTALBLOCKBUTSEVERALREASONSTOGETHERMADEITSOITHINKTHEPUREMANDATORYMEASUREISINEFFECTIVE，BUTSOWINGINVERSESEEDSINTHEIRMINDSITPROPOSEDTHEMETHODOFSOLVINGPSYCHOLOGICALOBSTRUCTIONTODIFFERENTTYPEFORMIDDLESCHOOLSTUDENTSINLEARNINGPHYSICSATTHELASTCHAPTER，WESELECTEDASTUDENTASRESEARCHOBJECTITSHOWEDTHEMETHODOFELIMINATINGTHEPSYCHOLOGICALOBSTRUCTIONINPHYSICSSTUDYAIMINGATEACHSTUDENTSONESELFSTUDYCHARACTERISTICS。AFTERTHESTUDYIDISCOVERED，WECANHELPTHESTUDENTSGOONTHEFURTHERSTUDYSTEADILYANDSUCCESSFULLYASLONGASWEFINDTHEMENTALBLOCKOFPHYSICSSTUDYKEYWORDSPHYSICSSTUDYPSYCHOIOGICAOBSTRUCTION，REASONANALYSIS，ELIMINATINGSTRATEGYN

簡介：山東師范大學碩士學位論文高中生物理學習思維障礙分析及對策研究姓名王林申請學位級別碩士專業(yè)學科教學物理指導教師劉文賢20070410山東師范大學教育碩士專業(yè)學位論文ANALYSESANDCOUNTERMEASUREONTHINKINGOBSTRUCTIONSINHIGHSCHOOLPHYSICSSTUDYABSTRACTTHINKINGISALLIMPORTANTFEATUREOFHUMANSPIRITUALACTIVITIESUSUALLYTHINKINGHASTHECHARACTERISTICSOFSPECIFIC，OBJECTIVE，CONSISTENT，PRACTICALANDLOGICALHIGHSCHOOLSTUDENTSHAVEATTAINEDTHEOPERATIONPROCEDUREANDPOSSESSEDCONSIDERABLETHINKINGABILITYHOWEVERTHEYHAVEN’TACCEPTEDSYSTEMICTRAININGONPHYSICSTHINKINGASARESULTTHEIRPHYSICSKNOWLEDGEANDEXPERIENCESAREQUITELIMITED，ANDTHEIRLOGICALTHINKINGABILITYASWELLASTHEIRTHINKINGNATUREISDEFICIENT，APPEARINGASATHINKINGOBSTRUCTIONINPHYSICSTHINKINGTHETHINKINGOBSTRUCTIONINPHYSICSSTUDYISCAUSEDBYBOTHINTELLECTUALELEMENTSANDNONINTELLECTUALELEMENTSTHISTHESISANALY辯STHETHINKINGOBSTRUCTIONSINPHYSICSTHINKINGANDSEEKFORTHECAUSES，SOLUTIONSANDCOUNTERMEASURESTHISTHESISALSOAIMSTOOVERCOMETHEOBSTRUCTIONSANDIMPROVELEARNINGABILITYBYRELATIVETRAININGTHISTHESISCONSISTSOFFOURPARTSCHAPTERLANALYSESPHYSICSTHINKINGANDITSBASICCHARACTERISTICSTHEQUALI夠OFPHYSICSTHINKINGISDEFINEDINTHISCHAPTERCHAPTER2ANALYSESINDETAILTHETHINKINGOBSTRUCTIONSINPHYSICSLEARNINGBYTESTINGANDBYANALYZINGTHECOLLEGEENTRANCEEXAMINATIONPAPERSANDACCORDINGTOTHEQUALITYOFPHYSICSTHINKING，THISCHAPTERCONCLUDESTHETYPESOFOBSTRUCTIONSTHATAPPEARINTHECOURSEOFSTUDYINGCHAPTER3ANALYSESTHECAUS船OFTHETHINKINGOBSTRUCTIONSINPHYSICSLEARNING，MAINLYFROMTHEFOLLOWINGASPECTSSTUDENTSTHEMSELVES，DIFFICULTYDEGREEOFPHYSICSPROBLEM，RELATIONSHIPBETWEENSTUDENTSANDPHYSICSPROBLEM。CHAPTER4ESTABLISHESCOUNTERMEASURESTOTHETHINKINGOBSTRUCTIONSBYUNCOVERINGTHEMTHISCHAPTERISTHECOREPARTOFTHISTHESIS，RESEARCHINGANDMAKINGDESIGNSONTHEOBSTRUCTIONSFORMINGINTHEFOLLOWINGFIVEASPECTSPSYCHOLOGICALFEARTOPHYSICSLEARNING‘‘FIRSTIMPRESSIONSARESTRONGEST’CONCEPTSTIFFNESSINTHINKING，MATHEMATICISATIONOFPHYSICS5

簡介：西南大學博士學位論文我國初中物理學生輔助用書的結構與功能研究姓名陳運保申請學位級別博士專業(yè)課程與教學論指導教師廖伯琴20070401兩南大學博學何論文結合對教學論研究專家、輔助用書編寫者、教師、學生等人員的訪談，以輔助用FS的欄目為線索，圍繞輔助用書的功能進行系統(tǒng)的調查研究。包括1學生輔助用書的欄目設置、結構與功能本論文采用分層取樣的方法選取3個城市的書店，調責初三物理輔助用書的編寫情況。共調查186本圖書。研究發(fā)現(xiàn)學生輔助用書為學生提供了16類不同性質的內(nèi)容，它們各具特定的功能。并且，這些內(nèi)容相互關聯(lián)，構成了一個統(tǒng)一的有機整體，共同為學生的學習活動提供幫助。依據(jù)其內(nèi)容屬性和所指向的學習活動性質，我們把這些欄目及其功能作了概括，包括學生輔助用書注意為學生提示學習目標，幫助學生做好新課學習前的準備，通過講解、示范和相應的習題或活動訓練來幫助學生理解、鞏固教科書的知識內(nèi)容、物理思想方法以及關于探究的過程與方法，當然，輔助用書也注意對自己提供的習題或活動給出參考答案方便學生進行自我檢查；此外，輔助用書注意對教科書中的有關習題或活動提供參考答案作為學生的反饋信息，輔助用書還幫助學生對物理知識、方法進行小結，提示學生對自己的學習過程進行反思，提供學法指導，提示考試要求幫助學生適應考試。提供拓展信息來開闊學生的視野；另外，輔助用書還注意設置前言欄目來引導學生關注和了解自己的輔助用書。不過，各個欄目被使用的頻率是很不相同的，按照使用頻率從大到小依次為習題訓練及其參考答案、前言、例題解析、提示學習目標、教材知識點講解、學法指導、考試指導、探究活動設計與指導、小結、物理思想方法概括、知識拓展、教學準備、反思與自我評價表、教科書課后習題答案。這種不同反映了輔助用書體系各欄目、各組成部分在編寫者視野中的地位高低、價值大小，它是輔助用書體系結構與功能的部分體現(xiàn)。此外，我們還對各個欄目下的小欄目的使用情況進行了分析，并進行了有關差異顯著性檢驗。最后，我們也從多個視角、依照多個標準歸納了輔助用書的類型。2學生輔助用書編寫特點及功能的個案研究從影響比較大的輔助用手S中選取8本作為樣本，依據(jù)編制的分析類目，進行深入的文本分析，在描述、概括其編寫特征的基礎上，分析了它們可能達成的功能和局限性。研究發(fā)現(xiàn)在編寫體例上，絕大多數(shù)輔助用書都形成“講例一練一測”的活動體系，這構成了輔助用書的核心框架，相對來說，其他欄目則處于其下的位置。各個欄目的編寫質是差別很大，分析發(fā)現(xiàn)個別欄耳被精心設計，應該能夠達到預期的功能；有些欄目編寫質量不高，恐怕難以完全達成預期的功能；個別欄目恐怕根本不能達成其預期功能?？傮w而言，輔助用書的主要內(nèi)容是提供給學生閱讀、理解的學習材料或者結論性知識、信息，而為學生提供的活動指南、工具比較少。此外，大量的內(nèi)容是適合學生復習鞏固階段II

簡介：YI毒。鴕萌蠶．佻天誓碩士專業(yè)學位論文一2008屆新課程背景下高中物理學目策略的研究RESEARCHONPLAYSIESLEAMINGSTRATEGIESIB一一SENIORHI曲SCHOOLINPACEWITHNEWCU“ICUTUM研究生姓名指導教師魁名I專業(yè)學位名稱研究方向論文提交日期關華麗韋洪濤教育碩士教育心理學2008牟LO月新課程背景下高中物理學習策略的研究英文摘要RESEARCHONPHYSICSLEARNINGSTRATEGIESINSENIORHIGHSCHOOLINPACEWITHNEWCURRICULUMABSTRACTTHEBEGINNINGOFTHE21髓CENTURYHASWITNESSEDANAGEOFKNOWLEDGEDRIVENECONOMYWITHFASTGROWINGSCIENTIFICTECHNOLOGIESANDSOCIETY．THOSEWHOATTEMPTAPREFERENTIALSTATUSINTHISSOCIETYINCASEOFBEINGELIMINATEDBYTHETIMESHAVETOPURSUENONSTOPANDLIFELONGSTUDY．THEREFOREITISMOREIMPORTANTTHANMERELYTOMEMORIZESOMEKNOWLEDGEFORSTUDENTSOFTODAYTOBEEQUIPPEDWITHLEARNINGDESIRES，INTERESTANDMETHODSANDTOMASTERSTRATEGIESOFSTUDY．TOMEETTHEDEMANDSINPROGRESSOFSCIENTIFICTECHNOLOGIESANDSUSTAINABLEDEVELOPMENT，CULTUREHIGHQUALITYPEOPLEANDPROMOTESTUDENTS’CHARACTERISTICALLROUNDINDEPENDENTDEVELOPMENT，ANEWERAOFCURRICULUMREFORMINFUNDAMENTALEDUCATIONWASUNVEILEDIN2001，INWHICHSITUATIONRESEARCHESINTOLEARNINGSTRATEGIESMUSTBECONDUCTEDSOASTOAPPLYTHISREFORMTOTEACHINGOFPHYSICSEFFECTIVELY,CHANGETHESTUDENTS’TRADITIONALLOWEFFICIENTWAYSOFSTUDY,IMPROVETHEIRLEARNINGABILITIESANDDEVELOPTHEIRSCIENTIFICQUALITIES．GUIDEDBYTHEORIESOFLEARNINGSTRATEGIESBOTHHOMEANDABROAD，THISPROJECTSTUDIESLEARNINGSTRATEGIESINPHYSICSSTUDYOFSENIORHIGHSCHOOL，COMBININGWITHFEATURESOFTEACHINGANDLEARNINGPHYSICSINSENIORHI曲SCHOOL，PSYCHOLOGICALCHARACTERISTICSOFSENIORHIGLLSCHOOLSTUDENTSANDTHEAUTHOR’SPERSONALTEACHINGEXPERIENCE．THROUGHRESEARCHANDTRAININGINSTRATEGIESOFLEARNINGPHYSICS，STUDENTSARESUPPOSEDTOLEARNHOWTOSTUDYANDIMPROVETHEIREFFICIENCYINLEARNINGPHYSICS，WHICHMAYINCONSEQUENCECONTRIBUTETOFURTHERREFORMOFNEWCURRICULUM．KEYWORDSNEWCURRICULUM；LEARNINGSTRATEGY；STRATEGIESOFLEARNINGPHYSICSINSENIORHIGHSCHOOLⅡWRITTENBYGUANHUALISUPERVISEDBYWEIHONGTAO

簡介：東北師范大學碩士學位論文多元智能理論指導下高中物理學業(yè)評價指標體系構建的初步研究姓名楊林申請學位級別碩士專業(yè)課程與教學論指導教師孟昭輝20080501ABSTRACT111THE21STCENTURY，COUNTRIESALLOVERMEWO訂DCOMPETEMOREANDMOREHOTLYDAYARERDAY，WHICHFOCUSESONTHECOMPETITIONOFTHEPERSONSWITLLABILITYONLYWHENTILEWHOLEDIATLLESISOFSUBJECTSIMPROVES，THEINTE乒ATIVESTRENGMANDNATIONALPOWERWILLIⅡ1PROVETHEREFORE，MANYCOUNTRIESREFO腫EDEDUCATIONONEARERTHEOTLLER，INCLUDINGOURCOUNT吼WMCHBROUGHTF0刑ARDTHESLOGANOF“STREN舀HENDIAMESISEDUCATION”HUMANS’DIAMESISISEXTENSIVE；HEREINTOSCIENCEDIATHESISISAVERYIMPORTANTPARTNOWA1AYS，INMESCIENCEANDTECHLOLOGYDEVELOPEDTIMES，ONLYO、VNINGCE刪NSCIENCEDIATHESIS，PEOPLECANADAPTT0THESOCIETYIILOURCOUNTRYWITHBASICEDUCATIONCOURSESIILLPROVEMENT，T11EACADE血CEVALUATIONOFHI曲SCHOOLPHYSICSFACESNEWCHOICEANDESTABLISLⅡNENTOFINDEXSYSTEMIILRECENTYEARS，ASCOURSEREFOMIMPROVESST印BYST印，MOREANDMOREPEOPLEBECOMECONCEMEDABOUTPHYSICSACADERLLICEVALUATIONHL“THECOURSESSTANDARDOFMGHSCHOOLPHYSICS”WHICHHASBEENPUTIILPRACTICE，THEA婦OFPHYSICSCOURSEHASCHANGEDINTOIMPROVINGALLSTUDENTS’SCIENCEDIATHESIS仃OMTHEPAST‘‘BASICKNOWLEDGEAILDSKILLS”THEMAINRESEARCHCONTENTINCLUDESFIRST，TOMAKEMULTIPLEMTELLIGEILCESANALYSISONHI曲SCHOOLSTUDENTS’PHYSICALDIATLLESISONTHEBASISOFTLLEFOMEDCONSTMCTIONOFPHYSICALDIATHESIS，REBUILDTHECONSTNLCTIONOFPHYSICALDIATHESIS；SECOND，TOU11DERS切NDTHEGENERALMLESANDINNUENCEFACTORSOFSTUDENTS’MELLIGENCEDEVEL叩Ⅱ煳T劬MME刪LTIPLEINTELLIGENCESPERSPECTIVE；廿LIM，TOANALYZET11EIMIILAILNOFSTLLDE吣’PHYSICSACADE血CDIEVELOPMENT丘’OMMENMLTIPLEINTELLIGENCESPERSPECTIVE；FOURTH，TO訂YT0EVALUATESTILDENTS’PHYSICSACAI詫MICDEVELOPMENT丘DMTTLE舢LTIPLEIMELLIGEILCESPERSPECTIVETHISRESEARCHISONMEBASISOFTHETHEOD，OF舢LTIPLEIMELLIGEILCES，鋤DHI曲SCH001STUDEMSAREITSRESEARCHOBJECTSACCORMNGTO訪TEⅣIEWSANDCASEALLALYSIS，UNDERSTANDⅡLEGROWILLGEXPERIENCEOFPHYSICSACADEIILICEVALUATIONO巧ECTS’，DESCRIBELLIGHSCHOOLSTUDENTJS’仃UECOURSEOFPHYSICSGROWING，鋤DCONCLUDELLI曲SCHOOLSTUDENTS’COURSECHMT甜STICOFPHYSICSSTLLDYING，SOAST0BUILDT11ECONSTMCTIONOFACADE面CEVALUATIONINDEXSYSTEMOFHI曲SCH001PHYSICSANDTOPROMOTETEACHERS’EXAILLILLINGTHEIROWNERRORSTOOFL研FACTUALGISTFORTHETHEORYSTILDYINGONPHYSICSACADE面CEVALUATIONINDEXSYSTEMANDTOEILRICHTHETHEOD，STUDYINGONPHYSICSTEACHINGEVALUATIONNOWADAYS，THERESEARCHONACADE血CEVALUATIONSYSTEMOFHI曲SCHOOLPHYSICSISFEW，ANDTHERESEARCHONEVALUATIONINDEXSYSTEMOFLLI曲SCHOOLPHYSICSISEVENLESSTHEREFORE，COMBILLINGSUBJECTCHARACTERISTICTOES試LISHACADE血CEVALUATIONINDEXSYSTEMOFHI曲SCHOOLPHYSICSISTLLEEMPHASESASWEUASTHEDI筒CULTYOFT11ERESEARCHKEYWORDSMULTIPLEINTELLIGENCES；ACADENLICEVALUATION；HIGHSCHOOLPHYSICS；PHYSICALDIATHESISII

簡介：YLLO6348單位代碼10476學號0402880001分類號G420河南衙瓢大孳碩士學位論文高中物理學困生學習情感的現(xiàn)狀調查及培養(yǎng)對策研究學科、專業(yè)研究方向申請學位類別申請人指導教師課程與教學論課程與教學論物理教育學碩士陳曉莉侯新杰教授二OO七年四月墓莖塑矍ABSTRACTITIS卸OBJECTIVEREALITYTHATTHEREATESOMANYWEAKSTUDENTSWHOHAVEMUCHDIFFICULTYINLEARNINGANDTHAT，THEWEAKSTUDENTSINPHYSICS，ISREALLYATISSUEINPHYSICSTEACHINGACTIVEIT’SNOTIMETODELAYANDNOWAYTOOBVIATEANDTHEREASONSFORTHISMATTERARECOMPLICATEDASARESULT，THERESEARCHTOTHESESTUDENTSWITHLEARNINGDIFFICULTYGASAROUSEDGENERALCONCERNSINTHECIRCLESOFEDUCATIONANDPSYCHOLOGYLEARNINGEMOTIONISWHATSTUDENTSFEELWHENTHEYSTUDYSUCHASTHEVARIETYOFLEARNINGATTITUDES，THEINNEREXPERIENCES，ETCITISONEOFTHETHREEIMPORTANTPARTSOFEMOTIONEDUCATIONINSENIORHIGHSCHOOL；IT’SSTILLANIMPORTANTFACETINTHERESEARCHFORTHEPROBLEMOFTHEWEAKSTUDENTSTHEPRESENTRESEARCHHASDISCOVEREDTHECAUSATIONTHROUGHASURVEYAMONG530SENIORHIGHSCHOOLSTUDENTS，ATESTONLEARNINGEMOTIONPARAMETERSUCHASINTERESTOFLEARNINGMOTIVATIONOFLEARNINGTEACHERSTUDENTRELATIONSHIP，THEWILL，ANXIETYREACTION，LEARNINGATTITUDEANDTHEMETHODOFLEARNINGBETWEEN118STUDENTSWITHEXCELLENTPHYSICSRECORDAND141STUDENTSWITHPHYSICSLEARNINGDISABILITYWITHTHEGUIDEOFEDUCATIONTHEORIESRELEVANTANDEXPERIENCEOFTHERESEARCHERGAINEDFROMMONTHSOFEDUCATIONPRACTICEINCLASSROOMSETTINGWEANALYZEANDDISCUSSTHECHARACTERISTICSOFTHEWEAKSTUDENTS’LEARNINGEMOTIONINPHYSICSANDTHECAUSESOFFORMATION，DETAILEDLYTHCY’RETHOSE笛THEFOLLOWSI，THEREISALACKOFINTERESTOFLEARNINGINPHYSICS；2THEIRMOTIVATIONOFLEARNINGISNOTINMODERATION，THEYAREOFTENINANXIETYANDOPPRESSION；3THEY’REPUZZLEDWITHTHETEACHERSTUDENTRELATIONSHIP，LONGINGFORBEINGUNDERSTOOD，LONGINGFORCOACEITIANDLOVE；4THEY’REINDREADOFDIFFICULTIESANDHARDSHIPS，THEIRWILLSAREINWEAKNESS；5THEY’REINHIGHINFERIORITYCOMPLEXANDLOWSELFCONFIDENCE；6111CYHAVEDOGOODLEARNINGATTITUDESANDEFFECTUALLEARNINGSTRATEGIESANDTACTICESATTHESAMETIME，AIMINGATTHESECHARACTERISTICSOFTHEWEAKSTUDENTS’LEARNINGEMOTIONINPHYSICS，WEBRINGFORWARDTOWWAYSOFCULTIVATINGANDTRANSFORMINGINTOAGETUPANDGOLEARNINGEMOTIONFORTHEWEAKSTUDENTSINPHYSICALTEACHINGPROCESS1RENOVATETHEEDUCATIONALCONCEPT，WEAKENTHEETHICALPOWER’ANDSTRIVETOCREATEAHARMONIOUSTEACHERSTUDENTRELATIONSHIPINDIALOGUE；2USETHEEDUCATIONALSCIENCEKNOWLEDGEMASTERLYTEACHSTUDENTSINACCORDANCEOFTHEIRAPTITUDE，ANDACCELERATETHENICEREVOLUTIONOFLEARNINGEMOTIONINTHELASTPART，THERESEARCHOFLEARNINGEMOTIONLATELINQUESTIONNAIRE，BETWEEOTHESTUDENTSOFTHEEXPERIMENTALCLASSANDTHECONTROLCLASS；ENDTHECOMPARISONTOPHYSICSGRADEBETWEENTHETWOCLASSES，AREIL

簡介：福建師范大學碩士學位論文職專生物理學習動機的培養(yǎng)和激發(fā)的研究姓名曾戎申請學位級別碩士專業(yè)教育指導教師賴恒20030822ABSTRACTLEARNINGMOTIVEINPHYSICSISTHEINNERFORCEWHICHCANDIRECTLYPROMOTESTUDENTSTOLEAMPHYSICSCONSIDERINGTHEREALITYTHATFORSECONDARYVOCATIONALSCHOOLSTUDENTSTHEREIS1“10INNERFORCEINPLLYSITSLEARNING，THISPAPERINVESTIGATESTHEPRESENTCONDITIONOFTHESUBJECTANDOBJECTEFFECTSONSTUDENFSLEARNINGMOTIVETHEN，INCLASSROOMTEACHING，THEMAJORWAYOFTEACHING，THISPAPERSETSFORTHTHREESTRATEGIESONHOWTOSTIMULATEANDDEVELOPLEARNINGMOTIVEFIRSTOPTIMIZETHECONSTRUCTIONOFLEARNINGCONTENTPROCESSANDORGANIZETEACHINGCONTENTINSPIRESTUDENTSORIGINALPHYSICALSCENEOLLTHEBASIS“OFTHETHREEASSIMILATINGMODESOFORIGINALNEWKNOWLEDGE，WHICHW鷸ADVOCATEDBYAUSUBELSECONDSETUPQUESTIONCIRCUMSTANCEINTHISPART，THEPAPERDEIFIESTHEMEANINGOFQUESTIONCIRCUMSTANCEANDTHEDIFFERENCEFROMLEARNINGCIRCUMSTANCEASWELLINADDITIONITCARRIESOUTFOURMEASURESONHOWTOSETUPQUESTIONCIRCUMSTANCEANDITSFOURMODESINEXPERIMENTTEACHINGLA鞏APPLYAFFECTIONELEMENTS，ESPECIALLYREFERRINGTOPOWEROFUNDERSTANDINGINTOTHEPROCESSOFTEACHINGINORDERTOIMPROVELEARNINGMOTIVEINPHYSICSKEYWORDSLEARNINGMOTIVETEACHINGINPHYSICSSECONDARYVOCATIONALSCH001STUDENTS

簡介：廣西師范大學碩士學位論文影響初中生物理學習成就的課堂因素初步研究姓名楊達莉申請學位級別碩士專業(yè)課程與教學論指導教師曾平飛20070401IIELEMENTARYSTUDYOFTHEFACTSTHATHAVEANEFFECTONTHEHIGHSCHOOLSTUDENTS’ACADEMICACHIEVEMENTINPHYSICSNAMEYANGDALISUPERVISPROFESSZENGPINGFEIGRADE2004SPECIALIZEDCOURSECURRICULUMWITHOUTASCIENTIFICALLYLITERATEPOPULATIONTHEOUTLOOKFABETTERWLDISNOTPROMISINGINDERTOUNDERSTTHESTUDENTS’SCHOLASTICATTAINMENTOFMATHEMATICSSCIENCEFROMALLOVERTHEWLDVARIOUSFACTSWHICHINFLUENCETHESCESIEAHASBEENSTARTINGTIMSSTIMSSISONEOFTHELARGESTTHEMOSTCOMPREHENSIVE，THESTRICTESTINTERNATIONALRESEARCHFTHE

簡介：物理學業(yè)情緒是學生在整個物理學習過程中，時刻經(jīng)歷著的情緒體驗，它影響著學生的物理學習動機、物理學習興趣、物理學習策略以及物理學業(yè)成績等。積極的物理學業(yè)情緒有助于激發(fā)學生的物理學習興趣和學習動機，促進學生的物理思維活動和認知過程，保證自主性學習的有效進行，從而為學生學業(yè)進步打下堅實的基礎。反之，消極的學業(yè)情緒阻礙學業(yè)進步。除此之外，物理學業(yè)情緒在一定程度上也受到學習內(nèi)容、學習方式、學習動機、學習興趣、學習策略、歸因、自我效能感以及物理學業(yè)成績等諸多因素地影響。尤其在初中剛開始實施物理課程時，學生面對新的學習材料、新的學習方法以及新的學習壓力等，常常會出現(xiàn)一些情緒問題。教師若想幫助學生學好物理，提高物理學業(yè)成績，就必須了解物理學業(yè)情緒產(chǎn)生和變化的規(guī)律，以及影響物理學業(yè)情緒的各因素，并以此為基礎和依據(jù)幫助學生進行有效地物理學業(yè)情緒調節(jié)。然而，由于傳統(tǒng)學習理論的局限以及情緒研究的復雜性等原因，長期以來，人們往往只關注學生認知能力的發(fā)展，對學生情感地關注較少，對學生學業(yè)情緒地關注更少，學科學業(yè)情緒的研究也幾乎處于空白狀態(tài)。為了彌補理論研究的這一空缺，很有必要從學科教學的角度對學業(yè)情緒進行研究。本文在了解大量國內(nèi)外相關研究的基礎上，遵循問卷設計的原則和程序，編制了物理課堂學業(yè)情緒問卷與物理課外學業(yè)情緒問卷，并以這兩份問卷為工具，調查了解了初中生的物理學業(yè)情緒狀態(tài)，統(tǒng)計分析了物理課堂學習、物理課外學習、物理考試三種情況下學業(yè)情緒的表現(xiàn)、主要影響因素以及與這些因素之間的相關性，并以統(tǒng)計分析所得結果為理論依據(jù)，為物理教學提出了切實可行的建議。全文分為六章理論綜述、本研究的設計思路、中學生物理學業(yè)情緒問卷的編制、中學生物理學業(yè)情緒調查及分析、研究結果對物理教學的啟示、研究反思等。綜合本研究結果主要得到以下結論1物理課堂學業(yè)情緒、物理課外學業(yè)情緒以及物理考試學業(yè)情緒的得分均基本符合標準正態(tài)分布。2物理課堂學業(yè)情緒、物理課外學業(yè)情緒、物理考試學業(yè)情緒均不存在性別差異、年級差異，但存在明顯的校際差異。3物理課堂學業(yè)情緒與物理學業(yè)成績、物理課堂學習認真程度、物理課堂主動性、對物理教師的喜愛程度、教師評價等因素之間存在顯著的正偏相關關系，與物理課堂學習被動程度間存在顯著的負偏相關關系，說明物理課堂學業(yè)情緒與這些因素相互影響，互為因果。4物理課外學業(yè)情緒與物理學業(yè)成就自我評價、物理學習興趣、物理課堂主動性、同伴評價等因素之間存在顯著的正偏相關關系，與物理學習被動程度、家長對學生學習要求的嚴厲程度間存在顯著的負偏相關關系。物理課外學業(yè)情緒與這些因素相互影響、互為因果。5物理考試學業(yè)情緒與物理學業(yè)成就自我評價、物理學業(yè)成績間存在顯著的正偏相關關系，與物理課堂認真程度、家長對學生學習要求的嚴厲程度間存在顯著負相關關系。物理考試學業(yè)情緒與這些因素相互影響。

簡介：華中師范大學碩士學位論文中學物理教學中滲透近代物理學思想的研究姓名白利燕申請學位級別碩士專業(yè)物理課程與教學論指導教師馬世豪20090501⑨碩士學位論文MASTER’STHESISABSTRACTBECAUSEOFTHEGREATDEVELOPMENTOFPHYSICS，MANYHIGHSCHOOLCURRICULUMHASADDEDSOMEMODEMPHYSICSMATERIALACCORDINGTOTHESITUATIONOFMODEMPHYSICSEDUCATION，HOWEVERTHERESTILLEXISTMANYTROUBLESANDPROBLEMSBEINGAGAINSTTHOSEPROBLEMS，THISPAPERANALYZEDTHEPRESENTSITUATIONOFMODEMPHYSICSEDUCATIONRESEARCHDOMESTICANDABROADAFTERSTATINGCLEARLYTHEBASICTHOUGHTSOFMODEMPHYSICANDITSVALUEOFEDUCATION，THEPROBLEMSOFTEACHINGMATERIALANDTEACHINGWEREENUMERATEDBASEONTHEEXPE6ENCEOFOVERSEACURRICULUM，THISPAPERPUTFORWARDTHEMETHODOFTAKINGTHEBASICTHOUGHTSOFMODEMPHYSICSINMIDDLESCHOOLPHYSICSTEACHINGINORDERTOSOLVESOMEPROBLEMSTHEFIRSTCHAPTERANALYZEDDOMESTICANDFOREIGNPRESENTSITUATIONOFMODEMPHYSICSEDUCATIONRESEARCHANDMADEASUMMARYTHESECONDCHAPTERWASTHEPEDAGOGICFOUNDATIONTHET11JRDCHAPTERCOVEREDTHEBASICTHOUGHTANDTHEPEDAGOGICVALUEOFMODEMPHYSICSTHEFOURTHCHAPTERMADESOMEANALYSESABOUTTHERELATINGCONTENTSOFNEWTEACHINGMATERIALASWELLASTHEPRESENTTEACHINGSITUATIONANDENUMERATEDSOMEPROBLEMSOFMODEMPHYSICSEDUCATIONREFERRINGTOTHEOVERSEASOUTSTANDINGTEACHINGMATERIALASWELLASTHERELATEDRESEARCHRESULTS，PROPOSEDTHETAKINGINMETHODTHEFIFTHCHAPTERWASTHEDETAILEDEXPLANATIONOFTHEMETHODDEFINITIONOFTAKINGINMETHOD、THEFEASIBILITYUNDERTHEPRESENTSITUATIONOFEDUCATIONANDFOURWAYSWHENADOPTEDWEREINCLUDEDTHESIXTHCHAPTERGAVE5EXAMPLESUSINGTHEMATERIALOFMODEMPHYSICSTHELASTCHAPTERMADEASUMMARYKEYWORDSMIDDLESCHOOLPHYSICSTEACHING；TAKINGIN；MODEMPHYSICS；BASICTHOUGHT

簡介：1023397學校代碼研究類型叁趟塑窺浙江師范史學碩士學位論文題目堡垡塑墼星滏羹士壹主塑墨整堂煎璧耋一學科專業(yè)一一二還壅魚熬堂迨一塑堡莖盞堂上一一牟級2004級學號至Q壘211望量研究生一一董塞擅一指導教師整叢扭螫揍中圖分類號G6337答辯時間2006年墮月一日高中生的知識基礎、認知能力，著重闡述現(xiàn)代物理學在高中階段教學所需依據(jù)的原則。特別關注除其它學科普適性教學原則外的高中階段現(xiàn)代物理學教學的特殊原則。高中階段現(xiàn)代物理學教學內(nèi)容的選擇。參照新課程標準對現(xiàn)代物理學知識、方法以及觀念方面的要求，討論現(xiàn)代物理學滲透于高中物理教學可能的總體順序安排問題，重點在量的討論和深度的把握?，F(xiàn)代物理學滲透于高中物理教學的實施策略。高中物理教學中現(xiàn)代物理學的滲透，最重要的是課堂教學的實施。在一般教學過程的基礎上，分析高中物理教學過程的特殊性。依據(jù)相應的理論基礎和教學策略的內(nèi)涵，為高中階段的現(xiàn)代物理學教學選擇運用恰當?shù)慕虒W策略。以教學內(nèi)容的具體教學目標為中心，將教學組織形式的選擇、教學內(nèi)容的組織、教學媒體的選擇和教學方法的運用這四個環(huán)節(jié)有機聯(lián)系起來綜合考慮。高中階段現(xiàn)代物理學教學，教學組織形式應多樣化；教學內(nèi)容的組織注重完整性、系統(tǒng)性，從現(xiàn)代物理學建立過程的角度來體現(xiàn)理論的建立、方法的創(chuàng)新和觀念的變革；根據(jù)教學媒體的分類和高中現(xiàn)代物理學教學內(nèi)容的特點，主要使用平面媒體和情境媒體；教學方法的選擇和運用是教學策略的重要環(huán)節(jié)，通過高中階段現(xiàn)代物理學教學，體現(xiàn)教養(yǎng)和教育的統(tǒng)一，倡導多樣化的學習方式。并以典型的課堂教學設計加以體現(xiàn)。關鍵詞高中物理教學；現(xiàn)代物理學；科學素質；科學本質；教學原則；教學過程；教學策略

簡介：Y9DZL69單位代碼10635西帚蟲學教育碩士學位論文初中課改與非課改學生高中物理學習情況的比較研究論文作者呂桂芳指導教師趙保鋼教授專業(yè)領域學科教學物理提交論文日期2006年5月論文答辯日期2006年6月學位授予單位西南火學中國重慶2006年5月THECOMPARISONRESEARCHOFTHEJUNIORREFORMEDSTUDENTSANDNONREFORMEDONES’PHYSICSSTUDYSITUATIONINTHEHIGHSCHOOLPROPOSEROFEDUCATIONMASTERSPECIALITYDEGREELVGUIFANGSUPERVISORPROFESSORZHAOBAOGANGABSTRACTSTHEAEWCURRICULUMREFORMEDFORTHESTUDENTS，THETEACHERS，THEGUARDIANSHASBROU曲TMANYENCOURAGINGCHANGES，ATTHESALTLETIME，ITENCOUNTEREDTHEIRQUESTIONS．THEARTICLECOMPARESTHREEASPECTSWHICHCOATAIADIFFERENCESBETWEENNLESTUDENTSINCURRICULUMREFORMEDANDTHENONCLASSCHANGESLIVESINUSINGIUNIORMIDDLESCHOOLPHYSICS，ASWELLASWHATABOUTTHEIRSTUDYINGWHENMEVENTERTHEHIGHSCH001ANDHOWTOCOMPLETETHETRADITIONALTESTQUESTIONSANDTHEEXPERIMENTALINQUIRINGINTOTESTQUESTIONS，BYUTILIZINGTHECOMPARATIVEANALYSIS，QUESTIONNAIRESURVEYANDSO013．，TOOBTAINTHETWOKINDSOFSTUDENTS’DIFFERENCESBETWEENTHEIRABILITIESTOINQUIREAND山EKNOWLEDGEANDSKILLSWHICHTRADITIONALTESTREQUESTS，SOTHATITMAVBECLARIFYSOMEWRONGUNDERSTANDINGSWHICHSOMEOFTEACHERSANDTHEGUARDIANANTITHESISHAS．RESEARCHONEINDICATESTHATTHENEWCURRICULUMREFORMSDOESNOTATTENUATETHEREQUESTTOSTUDENTSINKNOWLEDGEANDTHESKILLBYCOMPARINGANDANALYZINGCOMPULSORYEDUCATIONCURRICULUMSTANDARDEXPERIMENTTEXTBOOK”PHYSICS”F8GRADESPUBLISHEDBYTHESHANGHAISCIENTIFICANDTECHNOLOGYPUBLISHERSANDNINEYEARS’COMPULSORYEDUCATIONJUNIORMIDDLESCHOOLTEXTBOOK”PHYSICS”9GRADESOLDTEACHINGMATERIALPUTOUTBYPEOPLE’SEDUCATIONPUBLISHINGHOUSE；RESEARCHTWOGIVINGOUTSOMEQUESTIONNAIRESTOTHEPHYSICSTEACHERSTOOBTAINVIEWSABOUTSTUDENTSWHOUNDERGONETHECURRICULUMREFORMEDANDDIDNOTUNDERGOTHAT，THERESULTOFINVESTIGATIONINDICATESTHATTHEREISSUCHANIDEATHATREFORMEDCURRICULUMSTUDENTSARENOTBETTERTHANNONREFORMEDONESINTHEIMMEDIATETEACHERS．ITMEANSTHATTHECLASSCHANGESLIVES’DEPTHOFUNDERSTANDINGAND廿LESTUDYWILLPOWERAREINFERIORTOTHENON．CLASSCHANGESLIVES，BUTTHEYSURPASSTHEDONCLASSCHANGESININQUIRINGINTOTHEABILITYANDTHEDIVISIONOF1ABORANDCOOPERATIONASPECTOBVIOUSLY；RESCARCHTHREEMAKESTHESTUDENTSINCLASS10GRADE1ANDINCLASS8GRADELINTHEMIDDIESCHOOLATTACHEDBYTHESOUTHWESTUNIVERSITYTOHAVEATEST．FINALLYITINDICATASTHATTHEYDONOTHAVEANYDIFIERENCESINSTUDYINGTHETRADITIONALKNOWLEDGEANDSKILLSEXCEPTINCOMPLETINGTHETESTABOUTINQUIRES．KEYWORDSTHECLASSCHANGESLIVES；THENONCLASSCHANGESLIVES；KNOWLEDGEANDSKILL；THEABILITYOFINQUIRES；COMPARINGWITHRESEARCHING．1II

簡介：西北師范大學碩士學位論文高中物理學困生的成因及轉化策略的研究姓名冶占興申請學位級別碩士專業(yè)學科教學物理指導教師史玲玲20071101ABSTRACTACCORDINGTOTHESURVEY，ASTATISTICSWASMADEONTHEBASISOFTHERESEARCHRESULTANDANANALYSISWASDONEONTHEQUANTITATIVEPARTTHUSACONCLUSIONWASREACHEDTHATTHEMAINPROBLEMOFTHELEARNINGDISABLEDSTUDENTSINPHYSICS1IESINBOTHOFINTERNALCAUSEANDEXTERNALCAUSEMANYCAUSES，OFWHICHTHENONINTELLIGENTONEISTHEMOST，CONTRIBUTETOTHELEARNINGDISABLEDSTUDENTSTHEPAPERHEREPUTSFORWARDTHECORRESPONDINGHELPINGANDALTERINGSTRATEGYKEYWORDSPHYSICSTEACHINGDIFFICULTYINLEARNINGLEARNINGDISABLEDSTUDENTSINPHYSICSINTERNALCAUSEEXTERNALCAUSE