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簡(jiǎn)介：南京師范大學(xué)碩士學(xué)位論文碩士生性別角色類型與求職行為的相關(guān)研究姓名王艷紅申請(qǐng)學(xué)位級(jí)別碩士專業(yè)應(yīng)用心理學(xué)指導(dǎo)教師趙凱20100508ABSTRACTABSTRACTTHESTUDYEXAMINEDTHESITUATIONOFGENDERROLEANDJOBSEEKINGBEHAVIORABOUTCURRENTMASTERSTUDENTSINNANJINGBYEXPATIATEDONANDINTEGRATEDBOTHDOMESTIEANDOVERSEASCONCEPTSANDTHEORIESABOUTGENDERROLEANDJOBSEEKINGBEHAVIOR．THEPURPOSEOFTHISSTUDYWASTOANALYZEWHETHERTHEREWERESIGNIFICANTDIFFERENCESBETWEENTHEPARTICIPANTSFROMALLKINDSOFDIFFERENTGROUP．ANDTHENANALYZERELATIONSHIPSBETWEENTYPESOFGENDERROLEANDJOBSEEKINGBEHAVIOR．IILTHEFIRSTSTEPOFTHISSTUDY,BASEDONTHECONCEPTANDTHEORIESABOUTJOB．SEEKINGBEHAVIORAND‘JOBSEARCHBEHAVIORQUESTIONNAIRE’COMPLETEDBYTONGJUNWANG,ANEWQUESTIONNAIREWASAMENDEDTOMEASURETHEJOBSEEKINGBEHAVIORABOUTCURRENTMASTERSTUDENTS．ACCORDINGTOTHERESULTSOFFACTORANALYSISANDRELIABILITYANALYSIS，25ITEMSWERESELECTED，WHICHCOMPOUNDS5PRIMARYCOMPONENTSCALLEDJOBSEEKINGINTENSITY,LONGTERMORSHORT．TERMJOBSEEKING,JOBSEEKINGFREQUENCY,INTERNETJOBSEEKINGANDSELFJOB．SEEKING．THECUMULATIVETOTALVARIANCEAMOUNTOFINTERPRETATIONIS48．99％．THECROBACH旺COEFFICIENTISMORETHAN0．8，WHICHINDICATETHEQUESTIONNAIREISSTATISTICALLYSIGNIFICANT．INTHENEXTSTEP，USEDTHEAMENDED‘JOBSEARCHBEHAVIORQUESTIONNAIRE’’ANDCSRICHINESESEXROLEINVENTORY，F(xiàn)INALLYSELECTED383VALIDDATA．THERESULTSOFTHISRESEARCHAREASFOLLOWTHEDISTRIBUTIONOFTHESEFOURTYPESOFGENDERROLEHASASTATISTICALLYSIGNIFICANTDIFFERENCEAMONGTHECURRENTMASTERSTUDENTSINNANJING．THEMAJORITYAREUNDIFFERENTIATED．THENEXTINORDERISTHEMASCULINE，THEANDROGYNOUS，THEFEMININE．THEREWASNOSIGNIFICANTDIFFERENCEOFJOBSEEKINGBEHAVIORAMONGPARTICIPANTSWITHDIFFERENTGENDER,REGISTEREDRESIDENCE，F(xiàn)AMILYFINANCIALSTATUS．BUTAMONGTHEPARTICIPANTSWITHDIFFERENTGRADEANDMAJORTHEREWERESIGNIFICANTDIFFERENCES．TYPESOFGENDERROLEHADACOLLECTIONWITHJOBSEEKINGBEHAVIOR．THEMASCULINEHASANEGATIVECOLLECTIONWITHINTERNETJOBSEEKINGANDJOBSEEKINGFREQUENCY．THEANDROGYNOUSALSOHASANEGATIVECOLLECTIONWITHJOBSEEKINGINTENSITYANDSELFJOBSEEKING．KEYWORDSCURRENTMASTERSTUDENTS，TYPESOFGENDERROLE，JOBSEEKINGBEHAVIORII

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簡(jiǎn)介：西南大學(xué)博士學(xué)位論文大學(xué)生的生涯不確定感類型與癥結(jié)研究生涯混沌論的視角姓名曾維希申請(qǐng)學(xué)位級(jí)別博士專業(yè)基礎(chǔ)心理學(xué)指導(dǎo)教師張進(jìn)輔20090601兩南人學(xué)博十學(xué)位論文透視生涯發(fā)展，從而留出足夠的心理空間，以靈活、理性與樂(lè)觀的心理素質(zhì)積極應(yīng)變，達(dá)成良好的生涯適應(yīng)狀態(tài)，塑造優(yōu)質(zhì)的“命運(yùn)”。從研究的內(nèi)容來(lái)講，本研究屬于職業(yè)心理學(xué)的范疇；從研究的對(duì)象群體來(lái)看，本研究屬青年心理學(xué)范疇。具體米講，本研究要深入審視當(dāng)前中國(guó)大陸社會(huì)經(jīng)濟(jì)文化背景下處于成年初顯期EMERGINGADULTHOOD的大學(xué)生，在面對(duì)未來(lái)職業(yè)生涯發(fā)展議題時(shí)所體驗(yàn)到的不確定感，并從生涯混沌論的視角重新透視這種心理現(xiàn)象的本質(zhì)、表現(xiàn)類型、可能的癥結(jié)以及因應(yīng)之道。含四個(gè)主要研究研究一從大學(xué)生最切身的生涯體驗(yàn)入手，以不同類型的生涯體驗(yàn)界定大學(xué)生的生涯發(fā)展?fàn)顟B(tài)，從而對(duì)大學(xué)生的生涯不確定感作清晰的描述；研究二旨在挖掘大學(xué)生可能存在的諸種生涯信念，通過(guò)探索其深層的心結(jié)，發(fā)現(xiàn)導(dǎo)致生涯適應(yīng)不良的認(rèn)知根源，進(jìn)而為后面的合理信念的塑造提供方向。研究三通過(guò)生涯適應(yīng)良好者與適應(yīng)不良者的相互比較，分析出生涯適應(yīng)之勝任力模型，即達(dá)成良好的生涯適應(yīng)，積極應(yīng)對(duì)生涯不確定感需要具備的心理特質(zhì)一一生涯靈性CAREERSPIRITUALITY。通過(guò)生涯輔導(dǎo)使米訪者具備良好的心理行為模式是生涯輔導(dǎo)需要達(dá)劍的目標(biāo)。研究四通過(guò)隱喻與啟發(fā)式的團(tuán)體輔導(dǎo)，著重從個(gè)體的認(rèn)知開(kāi)放性入手，使來(lái)訪者重新審視生涯發(fā)展中的不確定性，以獲得對(duì)不確定性的辯證認(rèn)識(shí)，減輕不適應(yīng)癥狀，并積極接納、創(chuàng)造和利用不確定性。本研究主要采用文獻(xiàn)綜述、理論思辨、開(kāi)放式問(wèn)卷調(diào)查、結(jié)構(gòu)化問(wèn)卷測(cè)查、方格技術(shù)、隱喻啟發(fā)式團(tuán)體輔導(dǎo)等研究方法，力求從質(zhì)和量上對(duì)研究對(duì)象進(jìn)行準(zhǔn)確的描述、解釋和干預(yù)。并得到以下結(jié)論1大學(xué)生生涯不確定感可以根據(jù)大學(xué)生的生涯認(rèn)知分化性和整合性，根據(jù)人學(xué)生對(duì)生涯發(fā)展中的原發(fā)性質(zhì)素和繼發(fā)性質(zhì)素的不同把握程度，分成“迷失型”、“頃暫型”、“沖動(dòng)型”、“精慮型”這4種典型類型，同時(shí)也可以分析出其間的多類弧型。2大學(xué)生生涯不確定感的測(cè)量可以從大學(xué)生的生涯體驗(yàn)入手，由不同的生涯體驗(yàn)反映其生涯不確定感類型。3大學(xué)生生涯不確定感的狀態(tài)存在性別、年級(jí)、專業(yè)、生源上的差異。4大學(xué)生存在13種典型生涯信念，包括“盲從成功”、“忽視規(guī)劃”、“路徑定勢(shì)”、“角色定勢(shì)”、“盲目樂(lè)觀”、“完美匹配”、“工作至上”、“依賴他人”、“決策了結(jié)”、“職場(chǎng)幻象”、“考試依賴”、“絕對(duì)把握”、“性別刻板”。這些信念表現(xiàn)出高分端和低分端的非理性特征，可能影響大學(xué)生生涯適應(yīng)狀態(tài)，是導(dǎo)致生涯適應(yīng)不良的重要根源。5不同生涯狀態(tài)的大學(xué)生其生涯信念狀態(tài)譜有所不同?！懊允汀?、“沖動(dòng)型”的個(gè)體表現(xiàn)出更多的非理性生涯信念，具有更高的認(rèn)知封閉性、了結(jié)需要、完美主義傾向。6大學(xué)生具有積極的生涯適應(yīng)潛質(zhì)，表現(xiàn)為5個(gè)維度的生涯靈性，分別是“開(kāi)放靈活”、“意義追尋”、“務(wù)實(shí)行動(dòng)”、“樂(lè)觀豁達(dá)”、“堅(jiān)韌執(zhí)著”。

簡(jiǎn)介：獨(dú)創(chuàng)性聲明學(xué)位論文題目一△IP墓交霉坷丞目盈地壟型＆盎崮區(qū)生整L熊硇躥娃、疆蘊(yùn)本人提交的學(xué)位論文是在導(dǎo)師指導(dǎo)下進(jìn)行的研究工作及取得的研究成果。論文中引用他人已經(jīng)發(fā)表或出版過(guò)的研究成果，文中已加了特別標(biāo)注。對(duì)本研究及學(xué)位論文撰寫曾做出貢獻(xiàn)的老師、朋友、同仁在文中作了明確說(shuō)明并表示衷心感謝。學(xué)位論文作者艿錳林簽字日期OOT1年5月16日學(xué)位論文版權(quán)使用授權(quán)書本學(xué)位論文作者完全了解西南大學(xué)有關(guān)保留、使用學(xué)位論文的規(guī)定，有權(quán)保留并向國(guó)家有關(guān)部門或機(jī)構(gòu)送交論文的復(fù)印件和磁盤，允許論文被查閱和借閱。本人授權(quán)西南大學(xué)研究生院籌可以將學(xué)位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫(kù)進(jìn)行檢索，可以采用影印、縮印或掃描等復(fù)制手段保存、匯編學(xué)位論文。保密的學(xué)位論文在解密后適用本授權(quán)書，本論文口不保密，口保密期限至年月止。學(xué)位論文作者簽名彥幢酥簽字日期2OFF年S月皤日磣～打矽鉀汐目錄摘要IABSTRACTIII1前言111選題依據(jù)112研究目的與意義22文獻(xiàn)綜述321國(guó)內(nèi)文獻(xiàn)綜述3211有關(guān)網(wǎng)球技戰(zhàn)術(shù)方面的研究3212有關(guān)不同場(chǎng)地網(wǎng)球選手技戰(zhàn)術(shù)對(duì)策的研究4213有關(guān)持拍隔網(wǎng)對(duì)抗項(xiàng)群基本單元競(jìng)技過(guò)程的研究522國(guó)外文獻(xiàn)綜述63研究對(duì)象與方法831研究對(duì)象832研究方法9321文獻(xiàn)資料法9322錄像統(tǒng)計(jì)法9323數(shù)理統(tǒng)計(jì)法114結(jié)果與分析1241不同場(chǎng)地對(duì)網(wǎng)球運(yùn)動(dòng)員技戰(zhàn)術(shù)影響的對(duì)比分析12411不同場(chǎng)地對(duì)發(fā)球技戰(zhàn)術(shù)的影響12412不同場(chǎng)地對(duì)接發(fā)球技戰(zhàn)術(shù)的影響15413不同場(chǎng)地對(duì)上網(wǎng)技戰(zhàn)術(shù)的影響1842不同場(chǎng)地對(duì)網(wǎng)球基本單元競(jìng)技過(guò)程基本特征影響的對(duì)比分析20421不同場(chǎng)地網(wǎng)球基本單元競(jìng)技過(guò)程多拍結(jié)構(gòu)頻數(shù)分布的對(duì)比分析20422不同場(chǎng)地網(wǎng)球基本單元競(jìng)技過(guò)程得分區(qū)域的對(duì)比分析23423不同場(chǎng)地網(wǎng)球基本單元競(jìng)技過(guò)程得分方式的對(duì)比分析26424不同場(chǎng)地網(wǎng)球基本單元競(jìng)技過(guò)程得分技術(shù)的對(duì)比分析3043不同場(chǎng)地對(duì)運(yùn)動(dòng)員身體素質(zhì)要求的對(duì)比分析32431不同場(chǎng)地對(duì)運(yùn)動(dòng)員速度的要求36

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簡(jiǎn)介：2011年度研究生專業(yè)碩士學(xué)位論文學(xué)校代碼10269學(xué)號(hào)51092902085葶震印甕天學(xué)歷史知識(shí)類型與中學(xué)歷史知識(shí)的有效傳授以閔行中學(xué)歷史教育實(shí)驗(yàn)為例院系厶塞塾會(huì)抖堂堂院壓史堂丕類別塾直亟領(lǐng)域堂抖教堂壓塞2指導(dǎo)教師孟鮭建副教握申請(qǐng)人姜握2011年5月完成DISSEIRTATIONFORMASTERDEGREE2011UNIVERSITYCODE10269STUDENTID51092902085EASTCHINANORMALUNIVERSI夠THETYPEOFTHEHISTO巧KNOWLEDGEANDTHEEFFECTIVEIMPARTATIONOF么即HISTO巧KNOWLEDGEOFTHEMIDDLESCHOOL僅MPLE對(duì)THEHISTORYTENCHINGERIMENTINSHCLNGHCLI凡亂NHCLNG丸伍DDLESCHOOLDEPARTMENTANDCOLLEGEGQ星G曼Q￡H望堡墾墮鰱I魚墨墾N亟SQ堡I魚墨魚I曼衛(wèi)星曼，MAJORMASTEROFEDUCATIONRESEARCHFIELD￡曼魚墾GQGI堡壘￡Q墜鯉煎HI墨Q碰TUTOR叁焦星衛(wèi)G圣HQ墮西I星塹Q星￡旦建墨曼QMASTERSTUDENTCOMPLETEDINMAY2011

簡(jiǎn)介：蘇州大學(xué)碩士學(xué)位論文對(duì)中職學(xué)生三角函數(shù)錯(cuò)誤類型的研究姓名李翔申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育碩士指導(dǎo)教師王金才201010ABSTRACTRESEARCHONERRTYPEOFTRIGONOMETRICFUNCTIONOFSECONDARYVOCATIONALSCHOOLSTUDENTSIIRESEARCHONERRTYPEOFTRIGONOMETRICFUNCTIONOFSECONDARYVOCATIONALSCHOOLSTUDENTSABSTRACTTRIGONOMETRICFUNCTIONISAVERYIMPTANTPARTOFSECONDARYSCHOOLMATHEMATICSSTUDYBASISTHEMAINPURPOSEOFTHISSTUDYISTOEXPLETHEWRONGTYPEOFTRIGONOMETRICFUNCTIONOFVOCATIONALSTUDENTSINTERMSOFCONCEPTCOUNTINGALSOTHEREASONOFERRTHISRESEARCHBASESONLITERATURERESEARCHSURVEYRESEARCHINTERVIEWSOTHERMETHODSCONCLUDETHERESULTSTHROUGHTHETRIGONOMETRICFUNCTIONTESTON171STUDENTSFROMFOURCLASSESTHEPARTICIPANTSAREPICKEDUPTOTAKENONSTARDIZEDINTERVIEWTHEREAREFIVEWRONGTYPEOFTRIGONOMETRICFUNCTIONASFOLLOWING（1）THEWRONGCONCEPTOFANGLE2DETERMINATIONOFPOSITIVENEGATIVEERROFTRIGONOMETRICFUNCTIONS3WRONGLYBELIEVETHECOSINEFUNCTIONISANODDFUNCTION4THEBASICFMULAOFTRIANGULAROPERATIONERR5LACKOFPRIKNOWLEDGEANALYSISOFERRFROMTHESTUDENTSCOGNITIVESTRUCTUREMANYTYPESOFSTUDENTERRSARESTRATEGICERRSKNOWLEDGEBASEDERRSASFOLLOWING1LACKOFTHEBASICCONCEPTSFMULASFGOTTEN2USINGINAPPROPRIATESOLVINGMETHOD3NOBASISFREASONING4IGNECONDITIONS5LACKOFPRIKNOWLEDGEFINALLYACCDINGTOTHEACTERISTICSOFVOCATIONALSTUDENTSSOMESUGGESTIONSAREPROPOSEDFTEACHINGEVALUATIONCONTENTCOMPILEKEYWDSSECONDARYVOCATIONALSCHOOLSTUDENTSTRIGONOMETRICFUNCTIONERRTYPEATTRIBUTEWRITTENBYLIXIANGSUPERVISEDBYWANGJINCAI

簡(jiǎn)介：廈門大學(xué)博士學(xué)位論文不同類型高等教育機(jī)構(gòu)對(duì)毛入學(xué)率的貢獻(xiàn)率研究姓名高燕申請(qǐng)學(xué)位級(jí)別博士專業(yè)高等教育學(xué)指導(dǎo)教師鄔大光201207要分布在大于70％和小于20％兩個(gè)區(qū)間；發(fā)展中國(guó)家私立高等教育機(jī)構(gòu)對(duì)毛入學(xué)率的貢獻(xiàn)率分布在各個(gè)層次；轉(zhuǎn)型國(guó)家則以公立高等教育為主。高等教育大眾化國(guó)家私立高等教育機(jī)構(gòu)對(duì)毛入學(xué)率的貢獻(xiàn)率顯著高于高等教育處于精英與普及化階段的國(guó)家。從整體來(lái)看，公立高等教育機(jī)構(gòu)對(duì)毛入學(xué)率的貢獻(xiàn)率占據(jù)主導(dǎo)地位，而私立高等教育已成為新的增長(zhǎng)點(diǎn)。三、高等教育機(jī)構(gòu)類型分化與毛入學(xué)率之間存在相關(guān)性。高等教育機(jī)構(gòu)類型分化對(duì)毛入學(xué)率的結(jié)構(gòu)與內(nèi)涵產(chǎn)生重要影響，且成為毛入學(xué)率增長(zhǎng)的必要條件之一；而高等教育毛入學(xué)率增長(zhǎng)能夠加快各類高等教育機(jī)構(gòu)分化的速度，革新分化觀念，推動(dòng)了高等教育教育機(jī)構(gòu)與政府的關(guān)系。在此基礎(chǔ)上，本研究提出，高等教育機(jī)構(gòu)類型與毛入學(xué)率之間可能存在四種相關(guān)性類型，即穩(wěn)定的單一型、穩(wěn)定的多樣型、單一多樣單一型和多樣單一多樣型。四、我國(guó)高等教育存在典型的類型“壓抑”。通過(guò)與世界范圍內(nèi)進(jìn)行比較，發(fā)現(xiàn)我國(guó)高等教育毛入學(xué)率較低，不能滿足大眾化階段社會(huì)經(jīng)濟(jì)發(fā)展需要及個(gè)體需求；大學(xué)與非大學(xué)對(duì)毛入學(xué)率的貢獻(xiàn)率平分秋色，呈現(xiàn)特殊性；私立高等教育機(jī)構(gòu)對(duì)毛入學(xué)率的貢獻(xiàn)率處于較低水平。解決這一問(wèn)題的前提是高等教育危機(jī)意識(shí)的養(yǎng)成，關(guān)鍵是因地制宜、因時(shí)制宜進(jìn)行革新，降低路徑依賴的危害，進(jìn)而推動(dòng)高等教育大眾化。大眾化理論的科學(xué)性與局限性并存。世界高等教育在走向大眾化與普及化，且在不同的階段呈現(xiàn)不同的特征，大眾化理論對(duì)此具有一定的解釋力。然而大眾化理論是基于特定年代、特定區(qū)域、特定國(guó)家的經(jīng)驗(yàn)判斷，今后需要在國(guó)際視野下，修繕與完善大眾化理論對(duì)高等教育機(jī)構(gòu)類型變化的質(zhì)性描述，總結(jié)高等教育發(fā)展的規(guī)律。本研究從分析現(xiàn)象入手，考量差異，以多元視野展開(kāi)，研究各類高等教育機(jī)構(gòu)的貢獻(xiàn)率，從差異中提煉出普遍性的解釋；探索不同高等教育機(jī)構(gòu)對(duì)毛入學(xué)率貢獻(xiàn)之規(guī)律，反映高等教育屬性的變化；繪制高等教育發(fā)展的基因圖，為解決當(dāng)今高等教育發(fā)展中的深層次問(wèn)題打下基礎(chǔ)。關(guān)鍵詞高等教育機(jī)構(gòu)；高等教育毛入學(xué)率；貢獻(xiàn)率

簡(jiǎn)介：南京師范大學(xué)碩士學(xué)位論文課堂教學(xué)生成類型的研究姓名代天真申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育學(xué)；課程與教學(xué)論指導(dǎo)教師李如密20110410ABSTRACTTHERESEARCHABOUTTHETYPESOFGENERATINGINCLASSINSTRUCTIONWITHTHEDEVELOPMENTOFEDUCATIONALTHEORYANDNEWCURRICULUMANDINSTRUCTIONREFORM，THETHEORYOFGENERATINGINCLASSINSTRUCTIONHASBEENACKNOWLEDGEDBYMOSTOFTEACHERSITHASACQUIREDGREATACHIEVEMENTNOTONLYINTHEORIESBUTALSOINPRACTICESITHASGREATVALUEANDSIGNIFICANCEONCONVERTINGTHEMECHANICALWEARISOMEANDPROCEDURALTRADITIONALINSTRUCTIONBUTWHENTHEGENERATINGISGROWINGVIGOROUSLYTHEGENERATINGTHATCAN’TBEPREDICTEDISBECOMINGTHEPRONOUNOFGENERATINGWHICHISUBIQUITOUSINOURRESEARCHTHISINCLINATIONHASCAUSED“ILLUSORYPROSPERITY’INCLASSROOMINSTRUCTIONTHEAUTHORCONSIDERSTHATOURSUPERFICIALUNDERSTANDINGONGENERATINGRESULTSINTHEINCLINATIONTHEWHOLEANDINDEPTHUNDERSTANDINGONGENERATINGCOULDREFINEOURCLASSROOMINSTRUCTIONSOTHEAUTHORTRIESHERBESTTOANALYZEANDSORTOUTTHEDOCUMENTSANDREFERENCEMATERIALSWHICH啪BEFOUNDACCORDINGTOITSSEMANTICROOTANDTEACHINGFORMINPRACTICE，THEAUTHORDIVIDEDIFFERENTFORMSOFGENERATING，ANDGETGREATENLIGHTENMENTINTHECOURSETHEAUTHORDISCUSSESTHEGENERATIONFROMFOURPARTSTHEFIRSTPARTMAINLYILLUSTRATESTHEBACKGROUNDANDVMUEOFTHISPAPERANDTHECURRENTSITUATIONRESEARCHMETHODS，ANDSOONTHESECONDPARTEXPLORESHOWTHETEACHERSTREATTHEGENERATIONINCLASSROOMINSTRUCTIONANDWHATTHEPROBLEMSARE，ANDSUMMARIZESTHEREASONSDEEPLYTHETHIRDPARTWHICHISTHECENTEROFTHISPAPERMAINLYSTRESSESTHEDIFFERENTTYPESOFGENERATIONACCORDINGITSSEMANTICROOTTWOTYPESOFGENERATIONAREDIALECTICALLYUNITEDWITHTHECASEANALYSISTHEFONHPARTPUTSFORWARDGENERATIVETEACHINGSTRATEGIESANDTHEENLIGHTENMENTTHATWEACQUIREDOURCLASSROOMINSTRUCTIONSHOULDEMPHASIZETHEWISDOMOFINSTRUCTIONNOTONLYTHEKNOWLEDGEANDTAKECAREOFSPIRITUALHAPPINESSOFTHESTUDENTSONLYINTHISWAYCANWEREALIZETHEINTEGRATEDAIMSLASTPARTWHICHISBASEDONMYUNDERSTANDINGOFTHEGENERATION，CHOOSEIMPORTANTSTRATEGIESTHATCOULDHELPTEACHERSTOTREATGENERATIONWELLINCLASSROOMINSTRUCTIONTHEAUTHORINSISTSTHATWESHOULDPUTANAIMOFCHASINGTHECHANGETODIRECTIONOFINSTRUCTIONTHATISFROMKNOWLEDGETOSPIRITUALHAPPINESS，HOPINGTOPROVIDESOMEHELPFORTEACHERSTOUNDERSTANDALLAPPLYTHEGENERATIVETEACHINGBETTERONLYINTHISINSTRUCTIONCANWESHOWARTIFICIALITYANDHUMANITYOFINSTRUCTIONKEYWORDSCLASSMOMINSTRUCTION，GENERATION，TYPE，STRATEGIESN

簡(jiǎn)介：2011年4月完成DEPIARTMENTFINEARTSCHOOLSPECIALITYTHEFINEARTRESEARCHFIELDARTEDUCATIONSUPERVISORPROFQIANCHUXJGRADUATESTUDENTSHIYANHUAAPRIL2011

簡(jiǎn)介：南京師范大學(xué)碩士學(xué)位論文L2英語(yǔ)課堂中任務(wù)類型對(duì)形式注意的影響一項(xiàng)實(shí)驗(yàn)研究姓名張穎申請(qǐng)學(xué)位級(jí)別碩士專業(yè)學(xué)科教學(xué)（英語(yǔ)）指導(dǎo)教師劉學(xué)惠20110506ABSTRACT觸孤EFFECTIVEL2TEACHINGANDLEARNINGMODEWHICHCOMBINESMEANINGCENTEREDNESSANDFORMEENTEREDNESS，THETHEORYFOCUSONFORMHASAMENDEDTHEIMPERFECTIONOFINACCURATELANGUAGEBSEINTASKBASEDLANGUAGELEARNINGTHISMODEHASBEENACCEPTEDANDSUPPORTEDBYMANYLANGUAGETEACHERSANDSCHOLARSTHEREAFTERASERIESOFRESEARCHESHAVEBEENCARRIEDOUTTOEXPLORETHEEFFECTIVETASKTYPESTORR01KSESTUDENTS’ATTENTIONTOLANGUAGEFORMSTHISARTICLEREPORTSONTHERESULTSOFASMALLSCALESTUDYINWHICHTWOCOMMUNICATIVETASKSDICTOGLOSSJIGSAW，WHICHWERESIMILARINCONTENTSBUTDIFFERENTINFORMAT，WEREUSEDWITHHIGHSCHOOLSTUDENTSBASEDONTHEFOCUSONFORMTHEORYINPUTOUTPUTHYPOTHESIS，NOTICINGHYPOTHESISTOGETHERWITHCOLLABORATIVELEARNINGTHEORYTHISSTUDYWASAIMEDATEXPLORINGTHEEFFECTOFTASKTYPESONSTUDENTS’ATTENTIONTOLINGUISTICFORMBYANALYZINGTHENUMBERSOFTUMTAKINGANDLRES1ANGUAGERELATEDEPISODESINSTUDENTS’GROUPDISCUSSIONABOUTTHETASKS；MEANWHILEBYANALYZINGTHEQUALITYOFCOMPOSITIONSPRODUCED，THERESEARCHERINTENDEDTOFINDOUTHOWSTUDENTS’TALKSONTHETASKSAFFECTTHEIROUTPUT，NAMELYTHECOMPOSITIONSTHERESULTSOFTHESTUDYAREASTHEFOLLOWING1BOTHTASKSCANAROUSESTUDENTS’ATTENTIONTOMEANINGANDFORMEFFECTIVELYBUTJIGSAWDOESBETTERTHANDICTOGLOSSINGENERATINGSTUDENTS’TALKONLANGUAGEFORM，THOUGHTHEDIFFERENCEISNOTSIGNIFICANTINJIGSAWTASK，STUDENTSTALKEDMUCHMOREONTHEUSAGEOFVERBSANDVERBPHRASESTHANOTHERLANGUAGEFORMS，ANDTHECOVERAGEOFTHEIRFORMBASEDEPISODESISWIDERTHANDICTOGLOSS，WHICHCREATEDMANYLRESONTENSESANDSPELLING2STUDENTS’COMPOSITIONSINJIGSAWTASKGOTHIGHERMARKSTHANTHOSEDONETHROUGHDICTOGLOSS，MAINLYONCONTENTSANDORGANIZATION，BUTNOSIGNIFICANTDIFFERENCEWASDETECTEDONTHEMEASUREMENTSOFVOCABULARYMORPHOLOGYANDSYNTAX3INDICTOGLOSSTASK，THEINFLUENCEOFFORMBASEDEPISODESINSTUDENTS’TALKONTHEIRCOMPOSITIONSISSIGNIFICANT；ONTHECONTRARYTHEINFLUENCEOFJIGSAWTASKISINSIGNIFICANT，SOMEEVENNEGATIVELYCORRELATEDTHETWOTASKSUSEDINTHISSTUDYCANBEUSEDASFOCUSONFORMTASKSINCOMMUNICATIVECLASSROOMWHICHCOULDLEADTOFOCUSONBOTHMEANINGANDFORMTHEMOSTSALIENTDIFFERENCEISTHATDICTOGLOSSTASKMAYIMPOSEASETOFCONSTRAINTSWHILEJIGSAWTASKISH

簡(jiǎn)介：遼寧師范大學(xué)碩士學(xué)位論文線索提示的時(shí)間和類型對(duì)視覺(jué)掩蔽效應(yīng)的影響姓名葛秋芬申請(qǐng)學(xué)位級(jí)別碩士專業(yè)發(fā)展與教育心理學(xué)指導(dǎo)教師張奇201205線索提示的時(shí)間和類型對(duì)視覺(jué)掩蔽效應(yīng)的影響THEDURATIONANDTYPEOFTHESPATIALCUINGINFLUENCETHEVISUALMASKINGABSTRAOTINORDERTOEXPLOREHOWTHEDURATIONANDTYPEOFTHESPATIALCUINGINFLUENCETHEVISUALMASKINGWECONDUCTEDTWOSTUDIESBYUSINGTHEPARTICIPANTOFCOLLEGESTUDENTS，WHICHCHOSETHESINGLECOMPLETERINGORSIXTEENCOMPLETERINGSASCUEEXPERIMENTALMATERIALS，CHOOSESIXTEENPICTURESWHICHHALFTHERINGSHADAVERTICALBARACROSSTHEBOTTOMASTARGETSTIMULUSMATERIALSANDCHOSETHEFOURDOTSASTHEMASKINGSTIMULUSMATERIALSWEEXAMINEDTHEMEMORIESGRADESOFTHESTUDENTSUNDERTHESITUATIONSWHICHWERETHEDURATIONANDTYPEOFTHESPATIALCUINGTHERESULTSWEREASFOLLOWS1THEDURATIONOFTHESPATIALCUINGWASDIVIDEDINTOSIXTIMESLOTS；THESEWERE10MS，20MS，45MS，80MS，100MS，AND180MSANDSEPARATELYEXAMINEDTHEINFLUENCEOFVISUALMASKINGEXPERIMENTLSHOWEDTHATTHESTRENGTHOFVISUALMASKINGDECLINEDPROGRESSIVELYASTHEDURATIONOFTHESPATIALCUINGINCREASED，THATIS，MEMORIESGRADESOFTHESTUDENTSWEREMOREANDMOREHIGH，ANDSUGGESTEDTHATTHEDURATIONOFTHESPATIALCUINGWASTHEIMPORTANTFACTORWHICHINFLUENCEDTHEVISUALMASKING；2EXPERIMENT2SHOWEDTHATTHEDURATIONANDTYPEOFTHESPATIALCUINGSIGNIFICANTLYINFLUENCEDTHEVISUALMASKINGWITLLINTHEVALIDTRIALSOFTHESPATIALCUING，THEVISUALMASKINGWASTHEWORST；UNDERTHEINVALIDTRIALSOFTHESPATIALCUINGCONDITIONS，THEMASKINGWASTHEBEST；ANDTHEMASKINGWASBETWEENTHEVALIDANDTHEINVALIDTRAILSINTHENEUTRALTRAILSWHAT’SMORE，BOTHTHEDURATION20MS，80MSANDL80MSANDTYPEOFTHESPATIALCUINGHADSIGNIFICANTLYINTERACTIONWIMINTHEVALIDTRIALSOFTHESPATIALCUING，THESTRENGTHOFVISUALMASKINGDECLINEDPROGRESSIVELYASTHEDURATIONOFTHESPATIALCUINGINCREASED；UNDERTHEINVALIDTRIALSANDTHEINVALIDTRIALSOFTHESPATIALCUINGCONDITIONS，THESTRENGTHOFVISUALMASKINGDIDN’THAVEDIFFENERCEASTHEDURATIONOFTHESPATIALCUINGINCREASED，BUTDECLINED，ANDSHOWEDTHEVISUALMASKINGWEREINCREASINGⅥMAT’SMORETHELONGERTHEDURATIONOFTHESPATIALCUINGINCREASED，THE10WEROBJECTSRECALLEDTHENUMBERSOFTARGETKEYWORDSTHEDURATIONOFPRECUE；THESPATIALCUING；THEVISUALMASKINGII

簡(jiǎn)介：河北師范大學(xué)碩士學(xué)位論文大學(xué)生性別角色類型、自尊與人際交往能力的關(guān)系研究姓名樊曉盼申請(qǐng)學(xué)位級(jí)別碩士專業(yè)應(yīng)用心理學(xué)指導(dǎo)教師王欣20100520IVABSTRACTTHISRESEARCHMAKESASURVEYONTHEGENDERROLETYPES,SELFESTEEMANDINTERPERSONALCOMMUNICATIONABILITYAMONGUNIVERSITYSTUDENTS,ANDDISCUSSESTHERELATIONSHIPSBETWEENTHEMTHEMAINPURPOSEISTOPROVIDEMOREINFORMATIONFORTHERESEARCHOFGENDERROLETYPES,SELFESTEEMANDINTERPERSONALCOMMUNICATIONABILITYAMONGUNIVERSITYSTUDENTS,ENRICHOURRESEARCHINTHISFIELDANDALSOTOPROVIDEADDITIONALGUIDANCEFORTHEGENDERROLESHAPEANDINTERPERSONALCOMMUNICATIONOFCOLLEGESTUDENTSTHERESEARCHADOPTSSTRATIFIEDCLUSTERSAMPLINGMETHODANDSELECTED900MEMBERSFROMSEVERALUNIVERSITIES,SUCHASHEBEINORMALUNIVERSITY,HEBEIUNIVERSITYOFECONOMICSANDBUSINESSHEBEIUNIVERSITYOFSCIENCEANDTECHNOLOGY,HEBEIAGRICULTURALUNIVERSITYTHISRESEARCHADOPTSTHEQUESTIONNAIRESOFBSRI,SLCSANDINTERPERSONALCOMMUNICATIONABILITYAMONGUNIVERSITYSTUDENTSALLEFFECTIVEDATAISANALYZEDBYTHEMEANSOFDESCRIPTIVESTATISTICS,CHISQUARETEST,CORRELATIONANALYSISANDREGRESSIONANALYSISTHISSTUDYMAKESTHEFOLLOWINGCONCLUSIONS1THEDISTRIBUTIONOFCOLLEGESTUDENT’SGENDERROLETYPEISNOTBALANCEDANDITHASREMARKABLEDIFFERENCESTHEDISTRIBUTIONOFMASCULINITYANDFEMININITYISEVIDENTLYLESSTHANTHEDISTRIBUTIONOFANDROGYNYANDUNDIFFERENTIATIONTHERESULTISINASCENDINGORDERINGBYMASCULINITY,FEMININITY,ANDROGYNYANDUNDIFFERENTIATIONTHEMAINGENDERTYPEOFMALEISANDROGYNYANDUNDIFFERENTIATIONTHEMAINGENDERTYPEOFFEMALEISFEMININITYANDANDROGYNY,BUTTHEPROPORTIONOFANDROGYNYISALSOHIGHTHEMASCULINITYINMALESTUDENTSISMUCHMORETHANTHEFEMININITYINMALESTUDENTS,ANDTHEFEMININITYINFEMALESTUDENTSISMUCHMORETHANTHEMASCULINITYINFEMALESTUDENTSTHEDISTRIBUTIONOFTHEFOURGENDERTYPESHASCROSSGRADECOHERENCETHEDISTRIBUTIONOFCOLLEGESTUDENT’SGENDERROLETYPEHASREMARKABLEDIFFERENCESONMAJOR2EACHGENDERROLETYPEHASREMARKABLEDIFFERENCESINTHELEVELOFSELFESTEEMANDINTERPERSONALCOMMUNICATIONABILITY3COMPAREDWITHTHEOTHERTHREETYPESOFGENDERROLES,ANDROGYNYSTUDENTSHAVEHIGERLEVELOFSELFESTEEM

簡(jiǎn)介：河南大學(xué)碩士學(xué)位論文目標(biāo)類型和呈現(xiàn)方式對(duì)不同認(rèn)知方式初中生學(xué)習(xí)判斷準(zhǔn)確性的影響姓名王曉莉申請(qǐng)學(xué)位級(jí)別碩士專業(yè)發(fā)展與教育心理學(xué)指導(dǎo)教師趙俊峰201105IIIABSTRACTJUDGMENTOFLEARNINGASANIMPTANTFMOFMETACOGNITIONPROSPECTIVEMONITIESISTOPREDICATIVELYJUDGELEARNERS’ACHIEVEMENTINTHERECALLTESTSAFTERLEARNERSFINISHTHEIRLEARNINGTHESTUDYONACCURACYOFLEARNINGJUDGMENTCANDISCUSSHOWHUMANBEINGSMONITCONTROLTHEIRMEMIESPROVIDETHETHEETICALMETHODOLOGICALBASISFTHEDEVELOPMENTOFTEENAGERS’INTELLECTUALPREVIOUSSTUDIESHAVESHOWNTHATTHECUETYPEISASIGNIFICANTVARIABLETOAFFECTTHEACCURACYOFLEARNINGJUDGMENTTHEDIFFERENTTYPEOFEXTRINSICCUESWILLEXERTDIFFERENTIMPACTONTHEACCURACYOFLEARNINGJUDGMENTTHEREFECOMBININGWITHTHECOGNITIVESTYLESOTHISPAPERWILLDISCUSSHOWTHEDIFFERENTEXTRINSICCUESINFLUENCETHEACCURACYOFLEARNINGJUDGMENTINDERTOFINDTHEBETTERWAYOFIMPROVINGTHEACCURACYOFLEARNERS’LEARNINGJUDGMENTTHISPAPERWILLBEDIVIDEDINTOTWOPARTSJUNISCHOOLSTUDENTSARETHERESEARCHSUBJECTSTHESETWOPARTSADOPTTWOKINDSOFMETHODSTODISCUSWHETHERTHEDIFFERENTEXTRINSICCUESCANIMPROVETHEACCURACYOFLEARNINGJUDGMENTBETTERINTHEFIRSTPARTTHEMETHODIS2COGNITIVESTYLEFIELDINDEPENDENTFIELDDEPENDENT4TYPESOFWDSIDENTICALWDSCLUEWDSTARGETWDSDISPARATEWDS2PRESENTATIONMODEPRESENTATIONINDERPRESENTATIONATTHESAMETIMETHESECONDPARTADOPTSTHEMETHOD2COGNITIVESTYLEFIELDINDEPENDENTFIELDDEPENDENT4TYPESOFWDSIDENTICALWDSCLUEWDSTARGETWDSDISPARATEWDS2TIMEOFJUDGMENTIMMEDIATEJUDGMENTDELAYEDJUDGMENTTHROUGHTHESETWORESEARCHESTHECONCLUSIONSARESUMMARIZEDFIRSTTHETARGETTYPEMAKESTHESIGNIFICANTEFFECTONACCURACYOFLEARNINGJUDGMENTTHEACCURACYOFLEARNINGJUDGMENTWITHTHESAMETARGETCUESISHIGHERTHANTHEACCURACYOFLEARNINGJUDGMENTWITHTHESINGLETARGETCUESECONDPRESENTATIONMODETHEJUDGMENTTIMEHAVEDIFFERENTINFLUENCESONTHEACCURACYOFLEARNINGJUDGMENTPRESENTATIONINDERTHEDELAYEDJUDGMENTCANBOTHIMPROVETHELEARNINGJUDGMENTLEVELOFTHESUBJECTSTHIRDTHEFIELDINDEPENDENTTHEFIELDDEPENDENTPRODUCEDIFFERENTSENSITIVITYTOTHETWOKINDSOFEXTRINSICCUESTHEPRESENTATIONMODETHEJUDGMENTOFTIMEINTERVALMEOVERTHEFIELDINDEPENDENT