簡介：學校代碼10200分類號G427研究生學號密級⑨東牡埽葒出季碩士學位論文1012203028玉Y889伯6個性化教掌理論的探索RESEARCBONTHETHEORYOFPERSONAIIZEDTEACHING指導教師學科專業(yè)研究方向?qū)W位類型作者郭良璞陳旭遠教授課程與教學論課程論學歷碩士東北師范大學學位評定委員會2006年5月ABS鼉R鑫CTPERSONALIZEDTCACHINGHASBEENAHOTTOPICAMONGEDUCATIONINCHINAWILICHGAINED、，IDEPOPUL缸母湘DE疵C憤VE腫CTIC西嘶吼強ET扭D撖溉ITEACHINGBASEDONCLASGOO搬E蛾矗。孫玨窯CRS蠢S母氌E魏EE南盤翻艇EIT融∞HO。LSOR蟓撼E懿S斑EMSELVES，ITISRIGHT出E斑NEFORUSED∞ATORSTOE8RFYOUTNEW芏NELHODS棚LDS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

簡介：學校代碼巡分類號鯉QZ壘◎研究生學號密級東北JL≯葒大莩碩士學位論文10200200721718“結(jié)構(gòu)一定向“教學理論在跳遠教學．中的矗U稠萄院THEINFLUENCEONSTUDENTS’SOCIALADOPTIONABILITYINIMPLEMENTINGCOOPERATIVELEARNINGAPPROACHINMIDDLESCHOOLAEROBICSCOURSES作者蘆琨指導教師學科專業(yè)研究方向?qū)W位類型宮本莊教授體育教育訓練學田徑教學原理與方法學歷碩士東北師范大學學位評定委員會2010年5月獨創(chuàng)性聲明本人鄭重聲明所提交的學位論文是本人在導師指導下獨立進行研究工作所取得的成果。據(jù)我所知，除了特別加以標注和致謝的地方外，論文中不包含其他人已經(jīng)發(fā)表或撰寫過的研究成果。對本人的研究做出重要貢獻的個人和集體，均已在文中作了明確的說明。本聲明的法律結(jié)果由本人承擔。學位論文作者簽名同期學位論文使用授權(quán)書本學位論文作者完全了解東北師范大學有關(guān)保留、使用學位論文的規(guī)定，即東北師范大學有權(quán)保留并向國家有關(guān)部門或機構(gòu)送交學位論文的復印件和電子版，允許論文被查閱和借閱。本人授權(quán)東北師范大學可以將學位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫進行檢索，可以采用影印、縮印或其它復制手段保存、匯編本學位論文。保密的學位論文在解密后適用本授權(quán)書學位論文作者簽名日期學位論文作者畢業(yè)后去向工作單位通訊地址指導教師簽名必．同期墾Z23口電話郵編

簡介：河北師范大學碩士學位論文高中史料教學理論和實踐的研究姓名王亞軍申請學位級別碩士專業(yè)學科教學（歷史）指導教師范紅軍20071118RESEARCHONTHETHEORYANDPRACTJCEOFHISTORICALSOURCESNSENIORHIGHSCHOOI。HISTORYTEACHINGABSTRAOTTHEIMPORTANCEOFAPPLYINGHISTORICALSOURCESINHISTORYTEACHINGHASBEENRECOGNIZEDANDACCEPTEDBYMOREANDMOREEDUCATORSWHOTEACHHISTORYINMIDDLESCH001ITISTHENEEDFORREFORMINGTHENEWCOURSE，，THENECESSITYOFIMPROVINGTHETRADITIONALHISTORYTEACHINGASWELLASTHEABILLTYOFTHESTUDENTS，ANDTHEDEMANDOFENABLINGHISTORYTOPLAYITSREALROLEITALSOCOULDSATISFYTHENEEDOFTHETEENAGERSINPSYCHOLOGYANDCOGNITIONACCORDINGTOTHENEWCOURSESTANDARDANDTHEPRACTICEOFHISTORYTEACHINGINTHEMIDDLESCHOOLSINOURCOUNTRY，WITHUSINGSOMETHEORIESOFPEDAGOGYANDPSYCHOLOGYANDREFERRINGTOTHEHISTORYTEACHINGRESEARCHINBRITAIN，THEAUTHOROFTHISARTICLEMAKESADEEPANDCOMPLETESTUDYOFTHETHEORYANDPRACTICEOFAPPLICATIONOFHISTORICALSOURCESINHISTORYTEACHINGINSENIORHIGHSCH001THEPAPERSTUDIESTHREEASPECTSTHATARECLASSINGANDCOLLECTINGHISTORICALSOURCES，SELECTINGTHEM，ANDUSINGTHEMBYTHEWAYSOFQUALITATIVEANALYSISABOUTHISTORICALLITERATURES，CONNECTIONOFCOMPARATIVEAPPROACHANDEXPERIMENTATIONAPPROACHITEMPHASIZESTOINTRODUCETHETYPESOFLETTERMATERIAL，ANDVOICEANDPICTUREHISTORICALSOURCESINTHEPARTOFTHEORYTHERESOURCESOFHISTORICALSOURCES，ANDTHEPROBLEMOFCOLLECTINGTHEM，ANDTHEFIVEPRINCIPLESOFPRACTICABILITYUNIVERSALITYAFTERWARD，ITSTUDIESHOWTOTEACHSTUDENTSUSINGHISTORICALSOURCESTODEVELOPTHESTUDENT’SABILITYWITHEXACTLYIDENTIFYINGTHEFACTEVALUATINGANDWRITINGTHESECONDHANDMATERIAL，ANALYZINGTHEDIFFERENTVIEWS，COMPARINGTHEM，STRAINWITHEMPATHYACTINGTHERESEARCHTASL‘ANDANSWERINGTHEQUESTIONOUMATERIALANALYSIS，ANDSEALIZINGTHEADVOCATEDCORENOTIONINHISTORICALSOURCESTEACHING，WHICHISTHATTHECENTERSHOULDNOTKNOWWHATHAPPENEDINTHEPASTBUTLEARNHOWTOCATCHKNOWLEDGEKEYWORDSSENIORHIGHSCHOOL；THEORYANDPRACTICE；HISTORICALSOURCESTEACHING；

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簡介：YLLLL1“Q必L111％7411』H女G并中釬鬣火蓐碩士學位論文主士些墨遂堡堡堡熟至墨疊墮盎學位申請人姓名基蔓申請學位學生類別壘里舅塑申請學位專業(yè)方向亟壁量叁璺查些堡指導教師姓名圭盤溘熬燕⑨碩士學位論文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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簡介：。蘇州大學學位論文獨創(chuàng)性聲明L9I5697本人鄭重聲明所提交的學位論文是本人在導師的指導下，獨立進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，本論文不含其他個人或集體已經(jīng)發(fā)表或撰寫過的研究成果，也不含為獲得蘇州大學或其它教育機構(gòu)的學位證書而使用過的材料對本文的研究作出重要貢獻的個人和集體，均已在文中以明確方式標明。本人承擔本聲明的法律責任。論文作者簽名牡日期塑』旦絲蘭曼蘇州大學學位論文使用授權(quán)聲明本人完全了解蘇州大學關(guān)于收集、保存和使用學位論文的規(guī)定，即學位論文著作權(quán)歸屬蘇州大學。本學位論文電子文檔的內(nèi)容和紙質(zhì)論文的內(nèi)容相一致。蘇州大學有權(quán)向國家圖書館、中國社科院文獻信息情報中心、中國科學技術(shù)信息研究所含萬方數(shù)據(jù)電子出版社、中國學術(shù)期刊光盤版，電子雜志社送交本學位論文的復印件和電子文檔，允許論文被查閱和借閱，可以采用影印、縮印或其他復制手段保存和匯編學位論文，可以將學位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫進行檢索’涉密論文口本學位論文屬在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導師簽孝掣型L日’期孕絲2生L塹

簡介：?！?I‘2】32010年度專業(yè)碩士學位論文學校代碼10269學號61070204087摹柬吁筇天擎整體語言教學理論在中學英語寫作教學中的應(yīng)用專業(yè)研究方向指導老師申請人2010年9月完成L之ATHESISOFMASTER’SDEGREEIN2010UNIVERSITYCODE10269STUDENTNUMBER61070204087EASTCHINANORMALUNIVERSITYAPPLICATIONOFWHOLELANGUAGETEACHINGTHEORYTOMIDDLESCHOOLENGLISHWRITINGDEPARTMENTENGLISHDEPARTMENTMAJORRESEARCHFIELDMASTEROFEDUCATIONSUPERVISORASSOCIATEPROFSHANJUNYIAPPLICANTJINYANCOMPLETEDINSEPTEMBER2010

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簡介：姓名顧愛敬學號2007020750聯(lián)系電話13176012431郵箱GU_AI_JING163COM院系物理與電子科學學院單位代碼10445學號2007020750分類號G6337碩士學位論文論文題目中學物理生態(tài)化課堂教學理論與實踐研究學科專業(yè)名稱物理課程與教學論申請人姓名顧愛敬導師姓名劉文賢教授論文提交時間2010年4月10日

簡介：’一分類號密級學校代碼10165學號200810382逢掌虛可耗大擎碩士學位論文②“掌握學習“教學理論在中學歷史教學中的應(yīng)用研究THERESEARCHONTHEAPPLIANCEOF‘MASTERYT?！?，_。R11’R’N’LEAMMG～LEACMNG1NEOⅣMMESECONCL鋤VSCN0011。SHLSTOⅣLEACR】】NG11，TTOJR”1O作者姓名學科、專業(yè)研究方向?qū)熜彰D植一．課程與教學論關(guān)嫻嫻教授二。一一年四月O◆J．．√’，H◆F㈠HP學位論文獨創(chuàng)性聲明本人承諾所呈交的學位論文是本人在導師指導下所取得的研究成果。論文中除特別加以標注和致謝的地方外，不包含他人和其他機構(gòu)已經(jīng)撰寫或發(fā)表過的研究成果，其他同志的研究成果對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。學位論文作者簽名G銎貓學位論文版權(quán)的使用授權(quán)書本學位論文作者完全了解遼寧師范大學有關(guān)保留、使用學位論文的規(guī)定，及學校有權(quán)保留并向國家有關(guān)部門或機構(gòu)送交復印件或磁盤，允許論文被查閱和借閱。本文授權(quán)遼寧師范大學，可以將學位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫并進行檢索，可以采用影印、縮印或掃描等復制手段保存、匯編學位論文，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。保密的學位論文在解密后使用本授權(quán)書。學位論文作者簽名一芻丕掐指導教師簽名2㈣簽名EL期知，，年上月多日

簡介：福建師范大學碩士學位論文對話教學理論實踐的誤區(qū)與策略姓名林少菁申請學位級別碩士專業(yè)學科教學（語文）指導教師辜也平20091026中文文摘一、對話教學的追求1、開展對話、對話教學理論研究的意義與實踐價值近年來，我困對現(xiàn)代對話與對話教學理論的研究閂益展丌并逐步深入，但許多人對作為哲學概念的對話與對話教學理論仍感到陌生，許多一線教師由于對對話歷史、對話理論的一知半解，莫衷一是，在教學實踐中出現(xiàn)了“盲人摸象“式的對話教學探索，使得對話教學呈現(xiàn)出“像霧、像雨、又像風’’的雜亂局面甚至走上歧途。因此，為建構(gòu)屬于我國的科學對話理淪，適應(yīng)世界、時代發(fā)展的需要，加快課程改革的步伐，我們急需準確把握對話、對話教學理論的精髓，洋為中用，建構(gòu)有中因特色的對話教學科學理論并加以運用實踐，丌展對話教學的策略研究，實現(xiàn)對話教學的精神與價值追求，促進課程改革的步伐，這是當務(wù)之急辦足前景廣闊的探索。2、對話、對話教學理論的哲學建構(gòu)與發(fā)展在西方思想發(fā)展史上，具有哲學意義的對話理論的出現(xiàn)是在201灶紀。以巴赫金的對話哲學丌先河，此外為對話理論的發(fā)展作出重要貢獻的思想家還有馬丁布伯、戴維伯姆、哈貝馬斯、伽達默爾、托多羅夫等。他們繼承了巴赫金對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，風格鮮明的對話教學的發(fā)展大約經(jīng)歷了四種思想形念蘇格拉底式對話教學；以美國教育家杜威為代表的“民主性對話教學”；以巴西教育哲學家保羅弗萊雷為代表的“批判性對話教學”；以美國教育哲學家馬辛格林、德國教育哲學家波爾諾夫為代表的“生存性對話教學“。二、中西方對話教學的歷史發(fā)端與比較1、中西方對話教學的歷史發(fā)端回顧歷史，在東西方對話教學的長河中，孔子和蘇格拉底丌創(chuàng)了兩種不同的對話教育傳統(tǒng)和教育研究范式，成為東西方教育對話發(fā)展的不同源頭，并對東西方后世教育實踐與教育理論的發(fā)展產(chǎn)生了深遠的影響，2、孔子與蘇格拉底對話教學的特點比較及深遠影響蘇格拉底和孔子的兩種對話教學法有著各自鮮明的特點，對話的差異反映出東兩方文化教育傳統(tǒng)的差異。兩種不同的對話其效應(yīng)也是迥然相異的前者足兩方哲學史上從自然哲學向精神哲學的大轉(zhuǎn)折，引導了后來柏拉圖、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；后者則樹立了后無來者的“萬世師表“形象，成為后人效仿和刁I斷地體會、學習。在中國，先秦以降，對話教學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“儒家對話教學“和以智慧啟迪為目的“佛教對話教學”，由此丌辟了中困自己的對話IIT

簡介：山西大學2OO8屆碩士學位論文基于制度經(jīng)濟學理論的高考體育測試制度分析作者姓名指導教師學科專業(yè)研究方向培養(yǎng)單位墻喬旱但學習年限以山西省為例任婷婷成民鐸教授體育人文社會學體育管理學體育學院2005年9月一2008年6月二OO八年六月目錄RLLLLFLLLIIIIIIJIIPJULLLLLLLIFRLLJIIY26779281引言111選題依據(jù)112研究的目的意義12研究綜述221國外研究綜述222國內(nèi)研究綜述4221國內(nèi)對制度經(jīng)濟學的研究綜述4222國內(nèi)對高考體育測試改革的研究綜述523相關(guān)基礎(chǔ)理論的說明7231制度經(jīng)濟學7232博弈論123研究對象與方法1331研究對象1332研究方法13321文獻資料法13322問卷調(diào)查法13323專家訪談法14324數(shù)理統(tǒng)計法15325邏輯分析法1533研究設(shè)計1534研究假設(shè)164研究結(jié)果與分析1641高考體育測試制度變革對基礎(chǔ)教育的影響16411校園體育活動開展受限，學生體質(zhì)持續(xù)下降17412考試制度變革造成學生資源耗費19413中學體育教師對考試改革的態(tài)度20414參加體育測試成為考生的升學捷徑2442高考體育測試制度變革對高等教育的影響27

簡介：河南大學碩士學位論文施瑞爾系統(tǒng)功能主義比較教育學理論分析框架研究姓名常媛媛申請學位級別碩士專業(yè)比較教育學指導教師楊捷201106II第四部分，施瑞爾系統(tǒng)功能主義理論分析框架的特征、優(yōu)勢與不足。對系統(tǒng)功能主義理論分析框架做出簡要評述。第五部分，施瑞爾系統(tǒng)功能主義理論分析框架的影響。進一步探究此理論分析框架對比較教育學的研究方法及學科發(fā)展的意義。關(guān)鍵詞系統(tǒng)功能主義，理論分析框架，比較與歷史融合，功能對等