簡(jiǎn)介：沈陽(yáng)師范大學(xué)碩士學(xué)位論文認(rèn)知心理學(xué)視角下的有效教學(xué)研究姓名張長(zhǎng)路申請(qǐng)學(xué)位級(jí)別碩士專業(yè)課程與教學(xué)論指導(dǎo)教師張君20100501IITHERESEARCHOFEFFECTIVETEACHINGINCOGNITIONPSYCHOLOGYANGLEOFVIEWABSTRACTMODERNTEACHINGTHEORYISBASEDONLEARNINGTHEORYASDESCRIBEDINTHELEARNINGPROCESSTOELABORATEDESIGNOFTEACHINGINORDERTOULTIMATELYPROMOTETHELEARNERSTOACHIEVELEARNINGGOALSCOGNITIVELEARNINGTHEORYISTHECORECONTENTOFCONTEMPORARYCOGNITIVEPSYCHOLOGYSSTUDYWHICHMAINLYUSEDBRUNERANDAUSUBELSCOGNITIVESTUDIESONLEARNINGPROCESSITREGARDCOGNITIVELEARNINGPROCESSASTHEPROCESSISTHATPEOPLEUNDERSTANDTHEWORLD,ACCESSTOKNOWLEDGE,KEEPINGSTORAGETOMAINTAINTHEKNOWLEDGE,ORGANIZEANDAPPLYKNOWLEDGEINTHEPROCESSOFTRANSFORMATIONBRUNERANDAUSUBELTHINKITISTHECOREOFCOGNITIVEPSYCHOLOGYTOEXPLOREHOWTOACQUIREKNOWLEDGEANDDEVELOP,HOWTOEDUCATION,KNOWLEDGE,THEDEVELOPMENTOFCLOSELYLINKEDTHEEFFECTIVETEACHINGWASTHETEACHERGATHERSTHEREGULARITYTHROUGHTHETEACHINGPROCESS,WHICHCAUSES,MAINTAINSANDPROMOTEDSTUDENTSSTUDYSUCCESSLY,HASACHIEVEDTHEANTICIPATEDTEACHINGEFFECTEFFECTIVELYTHEARTICLEEMBARKEDFROMTHECOGNITIONPSYCHOLOGYTHEORYSANGLEOFVIEW,THATHASDISCUSSEDTHECOGNITIONTEACHINGPSYCHOLOGYANDTHEEFFECTIVETEACHINGHISTORICALRELATIONSANDTHEINFLUENCE,THROUGHANALYSISEFFECTIVETEACHINGSCONNOTATIONANDESSENTIALFACTOR,PRINCIPLEANDSOON,ANDCONSTRUCTTHEEFFECTIVEEDUCATIONALMODELBYBRUNERSDISCOVERYSTUDIESWITHAUSUBELSACCEPTEDTHESTUDIESINORDERTOENHANCETHECLASSROOMINSTRUCTIONTHEVALIDITYTHEFIRSTCHAPTEREXPLAINEDTHECOGNITIONPSYCHOLOGYTHEORYANDTHEEFFECTIVETEACHINGSRESEARCHBACKGROUNDANDTHESIGNIFICANCE,THESECONDANDTHIRDCHAPTERNARRATEDTHEEFFECTIVETEACHINGSPSYCHOLOGYFOUNDATIONANDTHETWOSHISTORICALRELATIONSANDTHEEFFECTIVETEACHINGSESSENTIALFACTORANDTHEPRINCIPLE,INTRODUCEDWITHEMPHASISBRUNERSSTRUCTURALLEARNINGTHEORYANDAUSUBELSASSIMILATIONTHEORY,EFFECTIVETEACHINGSCONSTITUTIONFACTORANDSOON,BASEDONTHIS,THECHAPTERSHAVEEXPLOREDTHECONSTRUCTIONEFFECTIVETEACHINGNEWPATTERNHEURISTICSTUDYPATTERNLASTRESPECTIVELYCONSTRUCTSTHEHEURISTICDISCOVERYSTUDYBYBRUNERSTHEORY,THEAUSUBELSTHEORYCONSTRUCTSHEURISTICACCEPTSTHESTUDYMEANINGFULTHEARTICLEMAINLYUSESTHELITERATURESEARCHLAW,THROUGHTENTHOUSANDSIDEDATABASES,CHINAKNEWTHENETFULLTEXTDATABASE,THEGOOGLE,THEBAIDUASWELLASASPBSPANDCHINESEANDENGLISHDATABASESEARCHRELATEDLITERATUREANDSOONPROQUESTHASLAIDTHERATIONALETHEMATERIALANALYTICMETHOD,THETHOROUGHANALYZEDATA,REORGANIZESTHEMENTALITY,THECONSTRUCTIONTHEORYFRAME,UNDERTHERESEARCHCOGNITIONPSYCHOLOGYANGLEOFVIEWTHEEFFECTIVETEACHINGQUESTION,ANTICIPATEDTHATCONSTRUCTSTHEEFFECTIVEEDUCATIONALMODELTOENHANCETHECLASSROOMTHETEACHINGEFFICIENCYKEYWORDSBRUNER,AUSUBEL,EFFECTIVETEACHING,HEURISTIC

簡(jiǎn)介：華中師范大學(xué)碩士學(xué)位論文中學(xué)生厭學(xué)文言文現(xiàn)象的教育心理學(xué)分析姓名肖格格申請(qǐng)學(xué)位級(jí)別碩士專業(yè)學(xué)科教學(xué)語(yǔ)文指導(dǎo)教師佘斯大20041201ABSTRACTAPEDAGOPSYCHOLOGICALINQUIRYINTODELEARNINGTOANCIENTCHINESEINMIDDLESTUDENTSTHEPAPERDISCUSSEDAREALISTICPROBLEMINMODEMMIDDLEEDUCATION，IEDELEAMING，TOWHJCHTHEMODEMEDUCATIONALTHEORIES，PRIMARILYPEDAGOPSYCHOLOGICALTHEORIESWEREAPPLIEDFORTHEFIRSTTIMEITALSOCARRIEDOUTASPECIALINQUIRYINTOTHEDELEAMINGTOTHEANCIENTCHINESEINMIDDLESTUDENTS，ANDFURTHERMOREDISCUSSEDTHEDESTINYOFTHETRADITIONALCHINESECULTUREINMODEMTIMESTHEISSUEISACOMPLICATEDONEWHICHISINVOLVEDINTHEINDIVIDUALTHESCHOOL，THESOCIETYANDTHEIDEOLOGYTHEDISCUSSIONJNDICATES，HOWEVERTHATTHEISSUERESULTSFROMTHEPRESENTEDUCATIONALIDEATHEBEHAVIORISMDETERMINEDBYTHEUTILITARIANISMINTHEENDTHEEDUCATEDJSTRAINEDASAUTOMATAWHOCANONLYPASSIVELYRESPONDTOTHEENVIRONMENTALSTIMULI，WITHOUTTHEINNERMOTIVATIONANDINDEPENDENTCOGNITIVESTMCTURE。INTHESINOWESTCULTURECONFLICTS，THEBEHAVIORISTICALLYEDUCATEDSTUDENTSACCEPTEDTHEWE敷CULTUREP豫GMA|IEALLXANDTHEDELEAMINGTOTHEANCIENTCHINESEISANINEVITABLERESULTKEYWORDSMIDDLE，STUDENTDELEAMINGANCIENTCHINESEPSYCHOLOGY玨

簡(jiǎn)介：貴州大學(xué)2010屆碩士研究生學(xué)位論文對(duì)我國(guó)情感類電視談話節(jié)目興起的心理學(xué)解讀學(xué)科專業(yè)新聞學(xué)研究方向廣播電視新聞學(xué)導(dǎo)師陸曄教授研究生沈新潮中國(guó)﹒﹒﹒﹒貴州﹒﹒﹒﹒貴陽(yáng)2010年4月分類號(hào)G2107論文編號(hào)2007021188密級(jí)公開(kāi)2中文摘要中文摘要中文摘要中文摘要近年來(lái)，在我國(guó)的電視屏幕上情感類電視談話節(jié)目的興起已經(jīng)成為有目共睹的事實(shí)。本文認(rèn)為情感類電視談話節(jié)目是指以個(gè)人情感經(jīng)歷、人際關(guān)系、心態(tài)等作為話題的電視談話節(jié)目，情感當(dāng)事人可以是明星，也可以是普通人，一般來(lái)說(shuō)都是通過(guò)情感當(dāng)事人在演播室的現(xiàn)場(chǎng)講述來(lái)表現(xiàn)其情感世界、心路歷程，這種節(jié)目既是一種人際傾訴，也不可否認(rèn)地帶有一定的娛情性。情感類電視談話節(jié)目把人的情感世界和心理健康作為關(guān)注的重點(diǎn)，這無(wú)疑具有重要的意義，它為處在社會(huì)轉(zhuǎn)型期的中國(guó)人提供了一個(gè)宣泄的平臺(tái)。本文試圖從情感類電視談話節(jié)目的講述者和受眾這兩個(gè)群體講起，深入剖析他們?cè)谧龉?jié)目和看節(jié)目的過(guò)程中所經(jīng)歷的心理感受。情感講述者既是受眾代表又是傳播主體，這樣的雙重身份決定了他們的情感講述不僅具有實(shí)現(xiàn)自我認(rèn)同的個(gè)體意義，而且具有情感分享的社會(huì)意義。情感類電視談話節(jié)目的受眾在接受傳播內(nèi)容的時(shí)候不是被動(dòng)的，而是以自己的認(rèn)知和情感主動(dòng)地參與到傳播活動(dòng)中來(lái)，從而合理地理解和吸收情感信息?？偟膩?lái)說(shuō)，這兩個(gè)群體都是通過(guò)情感分享的方式來(lái)實(shí)現(xiàn)其情感需求的滿足。本文最后認(rèn)為，雖然情感類電視談話節(jié)目的興起具有積極意義，但是其暴露出的問(wèn)題也不容忽視，比如在收視率和經(jīng)濟(jì)利益的驅(qū)使下，一些節(jié)目用演員代替情感講述者、刻意制造激烈沖突、過(guò)度煽情等，這些都需要媒體從業(yè)者有更強(qiáng)的社會(huì)責(zé)任感，以人為本，真正把當(dāng)今社會(huì)人的情感需求放在重要的位置。關(guān)鍵詞關(guān)鍵詞關(guān)鍵詞關(guān)鍵詞情感類電視談話節(jié)目；講述者；受眾；心理

簡(jiǎn)介：湖南師范大學(xué)碩士學(xué)位論文認(rèn)知心理學(xué)、物理科學(xué)理論與中學(xué)物理教學(xué)研究姓名容青艷申請(qǐng)學(xué)位級(jí)別碩士專業(yè)物理課程與教學(xué)論指導(dǎo)教師黃生訓(xùn)20040401ABSTRACTTRAININGPEOPLEISTHEBASIC如NCTIONOFEDUCATION，ANDTHEDEVELOPMEMOFHUMALLBEINGACCELERATESTHEADVAILCEMENTOFSOCIETYTHEREFORE，MEESSENTIALCONDITIONOFCONTINUINGCIVILIZATIONISEDUCATIONTHEDEVELOPMENTOFPHYSICALSCIENCEMAKESTHECIVILIZATIONOFMANKINDGOINGINTOANEWEPOCHITHASDEEPLYRELATEDWITLLALLASPECTSOFHUMANBEING’SPRACTICEITISNOTONLYTILEMODELOFALLNATURALSCIENCE，BUTALSOISTHEIMPONAILTSOURCEOFALLSCIENTIFICVIEWPOINTOFUNIVERSEANDISTHESCIENTI矗CBASEOFALLMODEMSCIENCEOBVIOUSLY，THEPHYSICALEDUCATIONBECOMESMEESSENTIALCONDITIONOFCONTINUINGMODEMCIVILIZATIONITRYMYBESTTOMAKEAMROUGHINQUIRYIMOTHECOGNITIVEPSYCHOLOGYTHEPHYSICALTHEORIESA11DT11EX

簡(jiǎn)介：浙江大學(xué)外國(guó)語(yǔ)言文化與國(guó)際交流學(xué)院碩士學(xué)位論文兒童英語(yǔ)教學(xué)游戲的教育和心理學(xué)潛能姓名何飛英申請(qǐng)學(xué)位級(jí)別碩士專業(yè)學(xué)科教學(xué)（英語(yǔ)）指導(dǎo)教師吳宗杰20080501ABSTRACTENGLISHIS觚IMPONMTARLDSPECIALTOOLFORCOMMUILICATION110WINCLLINAT11ERELLASBEENATI。ENDINENGLISHEDLLCATIONATYOUILGERAGEMROUGHOUTMEWHOLENATION、，HENMENATIONAJEDUCATIONALDEP矧MENTSETUPTHEPOLICYOFTEAC№GENGLISH丘0MGFADE3ATT11E砸MAR，SCH001CHILDREN’SLEANLINGENGLISHLLASBEC鋤EA毓LLIONFORMEWH01ESOCIE夠TLLETHESISBEGINSWITHALITTLEKIDWHOHASLE鋤TENGLISHFORSOMEYEARSBUTLATERLOSTIMERESTINENGLISHTHEREFOREWEWOULDLIKETOSEEKAMOREEMCIENTWAYTOTEACHYOUNGLEAHLERSENGLISH、ⅣEUATPRIMAR，SCH001DUETOCLLILDREN’SCOGNITIVE砒LDPSYCHOLOGICALNATURE，、ⅣESHOULDFOLLOWTLLEGROWINGCAPACITYOFLITTLECLLILDREN缸LDTAKEMEME也0D印PROPRIATETOTHEIRPERSONALDEVELOPMENTWEBELIEVETHATEN酉ISHTEACLLINGT11ROU曲GAMESISAVE巧E伍CIENTMETHODTOAROUSETHEIRINTERESTINLEARLLIN＆HELPMLTODEVELOPCHILDREN’SPHYSIOLOGICALCHARACTERISTICSAILDMOTIVATJ血GFORTHEMTOSEEKMOREKNOWLEDGETHETHESISANALYZESSEVERALEPISODESOFCLASSROOMOBSEⅣATIONAILDRECORDS誠(chéng)HTLLEPU印OSEOFIIⅣESTIGATINGTLLEPEDAGOGICNAJTUREOFGAMEITAKETLLERESEARCHMEMODSBYINTERVIEW，CL邪SROOMOBSERVATION，AILDQUESTIOMLAJRET0COLLECTDA協(xié)INEEDEDNLEDA_TA、VEREC01LECTED盤OMMANYCL豁SESI11DI丘ERENTSCHOOLS，RNOSTOFWILICHWERE丘DMHANGZHOUQIUSLLIEDUCATIONGROUPTHETHESISALS印ONSASURVEYOFGENERALSI眥IONOFG鋤ETEACLLINGINT11EPUPILSOFG川E3ANDGRADE6BYUSINGMEQUESTIONNAIRETHETHESISPRESENTSTHEHISTO巧A11DTHEPRESENTCONDITIONOFTLLEG鋤ETEACLLING，ANDTHENANALYSESTHECLASSROOM№FBMTHEFOLLOWINGPERSPECTIVESOFINVESTIGATIONCROSSSUBJECTS，COINPETITION，INTEREST砒1DLE鋤LINGBYDOIILGT、ⅣOC嬲ESUSINGI11PUTH，POTHESIS療OMSTEPHEN心邪HENWEREALSOILLVESTIGATEDBYLOOKINGATTHELEVELSOFDIMCULTRAILDTHEDISCOURSECON_TROLINTLLEG鋤EINTLLECONCLUSION，TLLEAUTHOR哪EST11ATG鋤EISNOTJUSTAMEMODFOR缸THCYOUNGLE觚LERSARETHCCENTEROFⅡLECL硒SMEAI【W(wǎng)TLILEMEG鋤ESHOULD印PLYTHEVII

簡(jiǎn)介：河北大學(xué)碩士學(xué)位論文一位現(xiàn)代心理學(xué)家對(duì)教育的思考與探求朱智賢教育思想研究姓名張霞申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育史指導(dǎo)教師吳洪成20071201ABSTRACTABSTRACTZHUZHIXIANISAFAMOUSPSYCHOLOGISTANDEDUCATIONISTINMODERNSOCIETY,THEFOUNDEROFTHESCIENTIFICCHILDPSYCHOLOGYANDTHELEADINGSCHOLAR．INTHEFIELDOFPSYCHOLOGYINOURCOUNTRY．HEHASNOTONLYESTABLISHEDTHESCIENTIFICANDSYSTEMATICTHEORETICALFRAMEFORTHEDEVELOPMENTOFPSYCHOLOGYINCHINAANDCULTIVATEDTHOUSANDSOFPSYCHOLOGICALWORKERSANDEDUCATIONALTHEORETICALWORKERSBUTALSOHASMADEBRILLIANTANALYSESOFEDUCATIONANDFORMEDDEEPANDORIGINALEDUCATIONALTHOUGHT．HEHASMADEREMARKABLECONTRIBUTIONTOTHEMODEMEDUCATIONINCHINA．ZHUZHIXIANHASHISDEEPTHOUGHTANDORIGINALVIEWONTHENATUREOFEDUCATION，CHILDEDUCATION，TEACHEREDUCATIONANDPUBLICEDUCATIONASWELL．HEHASMADEANALYSISONTHECRUXOFSCHOOLEDUCMIONANDHASMADERESEARCHONTHEPROBLEMSANDREFORMOFTEACHEREDUCATIONANDONTHEPROBLEMSANDCOUNTERMEASURESOFPUBLICEDUCMION．HISCONCEPTOFCHILDRENEDUCATIONISQUITEUNIQUE．WECANSTILLEXPERIENCETHEORIGINALITYANDDEEPREALISTICSIGNIFICANCEOFHISIMPORTANTTHOUGHT，WHICHCANGIVEUSGREATENLIGHTENMENT．THEREFORE，THESTUDYONZHUZHIXIAN’SEDUCATIONTHOUGHTHASNOTONLYACADEMICVALUEBUTCRUCIALPRACTICALSIGNIFICANCEASWELL．THEPURPOSEOFTHISTHESISISTOMAKEELABORATION，ANALYSISANDEVALUATIONOFZHUZHIXIAN’SRICHEDUCATIONTHOUGHTINFIVEASPECTSONTHEBASISOFREVIEWINGHISEDUCATIONALACTIVITIES．INTHEFIRSTPART，THEBRIEFINTRODUCTIONOFZHUZHIXIAN’SLIFEANDEDUCATIONALPRACTICEPROVIDESAREALANDA11．ROUNDEMBODIMENTOFHISIMAGEASANEDUCMIONIST．INTHESECOND，THIRDANDFOURTHPARTS，WHICHARETHEMAINBODYOFTHETHESIS，THEAUTHORSYSTEMATICALLYANALYZESZHUZHIXIAN．’SMAJOREDUCATIONTHOUGHT．THISTHESISFOCUSESONTHEANALYSIS，INDUCTIONANDSUMMARYOFTHENATUREOFEDUCATION，CHILDEDUCATIONTHOUGHT，TEACHEREDUCATIONANDPUBLICEDUCATIONTHOUGHT．THEFIFTHPARTMAKESHISTORICALREFLECTIONOFZHUZHIXIAN’SEDUCATIONTHOUGHT，SUMMARIZESITSMAINCHARACTERISTICSANDITSSIGNIFICANCEOFREFERENCEANDENLIGHTENMENTTOTHECURRENTEDUCATIONREFORMANDDEVELOPMENTINCHINA．KEYWORDSZHUZHIXIANTHENATUREOFEDUCATIONCHILDEDUCATIONTEACHEREDUCATIONPUBLICEDUCATIONII

簡(jiǎn)介：遼寧師范大學(xué)碩士學(xué)位論文對(duì)運(yùn)動(dòng)選材的生物學(xué)、心理學(xué)和社會(huì)學(xué)三結(jié)合模式的探索姓名張俊峰申請(qǐng)學(xué)位級(jí)別碩士專業(yè)體育教育訓(xùn)練學(xué)指導(dǎo)教師宋繼新20090501

簡(jiǎn)介：華中師范大學(xué)碩士學(xué)位論文榜樣教育的心理學(xué)分析姓名李述永申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育指導(dǎo)教師劉華山20040601ABSTRACTTHEROLEOFMODELEDUCATIONISIRREPLACEABLEINAPERSON’SSOCIALIZATIONPROCESS，AMERICANFAMOUSPSYCHOLOGISTALBERTBANDURAHASMADEAMPLEDEMONSTRATIONSFORTHISPOINTBANDURAINSISTSTHATANUMBEROFGOALSCANBEATTAINEDTHROUGHTHEOBSERVATIONANDIMITATIONOFMODELS，F(xiàn)ROMTHEMIMICRYOFACTIONSTOMASTERYOFALANGUAGE，F(xiàn)ROMACQUISITIONOFBEHAVIORTOTHEFORMATIONOFPERSONALITYTHEPROCESSOFMODELEDUCATIONISTHEINTERACTIONAMONGPERSON，BEHAVIORANDENVIRONMENT，THECONDITIONSOFMODELEDUCATIONALAREFACTORSSTIMULATINGPERSON，BEHAVIORANDTHEENVIRONMENTTHESUBSTITUTIVEREINFORCEMENTANDINTERMEDIARYROLEMUSTBEFULLYDEVELOPEDTOMAKEPEOPLEMOREREASONABLYUNDERSTANDTHESPIRITUALSUBSTANCEANDEPOCHALINTENSIONOFMODELS，SELECTIVELYBRINGTHEMINTOTHEIROVENVALUESYSTEMASAPARTOFSELF蜘T11ANDTURN‘‘Ⅱ1EEXIGENCEOFIDEA”INTO’’THEEXISTENCEOFREALITY”THROUGHPRACTICETHISPAPERPROBESTHEREGULARITYOFMODELEDUCATIONBYDISCRIMINATINGCONCEPTSSUCHASMODELEDUCATIONOBSERVATIONSTUDYANDIMITATIONANDANALYZINGTHEPROCESSANDCONDITIONSOFMODELEDUCATIONGUIDEDBYTHEREGULARITYOFMODELEDUCATION，THEPAPERUNDERTAKESATHOMUGHANALYSISANDCOMPARISONBETWEENACTIVITIESOFLEARNINGFROMLEIFENGINNINETEENSIXTIESANDACTIONSOFFOREIGNVOLUNTEERSBASEDONTHEFULLANDACCURATEDATACOLLECTEDTHROUGHONLINEINQUIRYQUESTIONNAIREINVESTIGATIONANDDEPTHINTERVIEWETC，ITANALYSESTHECURRENTSITUATIONOFMODELEDUCATIONINOURCOUNTRYPOINTSOUTPROBLEMSTHATNEEDTOBESOLVEDSUCHASTHESUBSTITUTIONOFPLURALISTICVALUEORIENTATION、，ITHTHESINGLEVALUE

簡(jiǎn)介：東北師范大學(xué)碩士學(xué)位論文認(rèn)知心理學(xué)框架中的大學(xué)俄語(yǔ)語(yǔ)篇教學(xué)分析姓名張彥穎申請(qǐng)學(xué)位級(jí)別碩士專業(yè)課程與教學(xué)論俄語(yǔ)指導(dǎo)教師高鳳蘭20040501第四部分，歸納憨結(jié)語(yǔ)籀教學(xué)的教學(xué)法建議。教師應(yīng)該立足于微觀結(jié)構(gòu)，建立語(yǔ)篇教學(xué)宏觀結(jié)構(gòu)，動(dòng)森處理語(yǔ)篇理解，使理解活動(dòng)與問(wèn)題鵝決相一致，從聰發(fā)揮語(yǔ)篇系統(tǒng)掇各種技能訓(xùn)練中的作殿。關(guān)鍵詞語(yǔ)言學(xué)認(rèn)知心理學(xué)語(yǔ)篇教學(xué)大學(xué)俄謠

簡(jiǎn)介：德育過(guò)程中人的心理活動(dòng)是客觀存在的。無(wú)論是進(jìn)行系統(tǒng)的德育還是日常的德育，其中都有人的心理活動(dòng)及其規(guī)律。從一定意義上說(shuō)，人的思想形成過(guò)程，也是知、情、意統(tǒng)一的活動(dòng)過(guò)程。人的思想和心理是相互作用的。要取得良好的德育效果，必須遵循人的認(rèn)知、情感和意志活動(dòng)的規(guī)律。將心理學(xué)原理應(yīng)用于高校德育過(guò)程之中，就可以自覺(jué)地全面地分析大學(xué)生在道德認(rèn)識(shí)、道德情感、道德意志和行為習(xí)慣方面的狀況，有針對(duì)性地進(jìn)行教育與引導(dǎo)，進(jìn)而為高校德育提供有益補(bǔ)充。本文選取了大學(xué)生個(gè)體道德心理因素中的認(rèn)知、情感、意志三個(gè)主要環(huán)節(jié)，以此為主線，在現(xiàn)狀特點(diǎn)的分析和應(yīng)用過(guò)程中的制約因素、作用等方面深入分析的基礎(chǔ)上，提出對(duì)策并總結(jié)歸納相關(guān)實(shí)踐經(jīng)驗(yàn)。目的在于傳達(dá)以關(guān)注受教育者心理為起點(diǎn)和歸宿的德育理念，提倡以實(shí)現(xiàn)受教育者道德人格的發(fā)展為高校德育培養(yǎng)目標(biāo)之一。同時(shí)，希望本文從關(guān)注大學(xué)生道德心理過(guò)程的視角所進(jìn)行的分析論證，能夠在具體的德育實(shí)施過(guò)程中，為德育教研人員特別是工作在一線的廣大輔導(dǎo)員，起到一些提示和參考作用。

簡(jiǎn)介：1廣西師范大學(xué)碩士研究生學(xué)位論文認(rèn)知心理學(xué)與閱讀教學(xué)COGNITIVEPSYCHOLOGYTHETEACHINGOFREADING院、系中文系年級(jí)2000級(jí)專業(yè)課程與教學(xué)論研究方向語(yǔ)文教學(xué)論導(dǎo)師黃漢清副教授研究生徐壯麗完成時(shí)間2001年4月3認(rèn)知心理學(xué)與閱讀教學(xué)內(nèi)容摘要近年來(lái)，我國(guó)不少中、小學(xué)開(kāi)展了閱讀教學(xué)的改革，強(qiáng)調(diào)了對(duì)學(xué)生進(jìn)行學(xué)法指導(dǎo)，取得了一定的效果，同時(shí)也存在不少問(wèn)題，存在問(wèn)題主要是忽略了對(duì)學(xué)生策略性閱讀的指導(dǎo)。筆者認(rèn)為，重視認(rèn)知心理學(xué)理論的研究成果，能使閱讀方法的教學(xué)富有成效，把閱讀教學(xué)的效果提高到一個(gè)新的水平。認(rèn)知心理學(xué)興起于二十世紀(jì)中期，它主張研究心理活動(dòng)的結(jié)構(gòu)和過(guò)程，重視個(gè)體與環(huán)境的相互作用，認(rèn)為學(xué)習(xí)是個(gè)體與其環(huán)境相互作用的結(jié)果。教學(xué)是認(rèn)知心理學(xué)探討的重要領(lǐng)域，認(rèn)知心理學(xué)為當(dāng)代的閱讀教學(xué)研究提供了理論依據(jù)。本文從認(rèn)知心理學(xué)的角度談?wù)剬W(xué)會(huì)閱讀的實(shí)質(zhì)及其對(duì)教學(xué)的啟示。文章首先從閱讀及閱讀教學(xué)的地位開(kāi)始說(shuō)明了中學(xué)語(yǔ)文閱讀教學(xué)的重要性。閱讀是每個(gè)人在信息日益更新的現(xiàn)代社會(huì)里必備的能力，而中學(xué)生處于學(xué)習(xí)語(yǔ)言，發(fā)展閱讀能力的黃金時(shí)期，不具備閱讀能力，則很難在未來(lái)的社會(huì)里生存。本文在對(duì)認(rèn)知心理學(xué)的基本理論介紹后，接著是闡明認(rèn)知心理學(xué)與閱讀的關(guān)系并探討其對(duì)閱讀教學(xué)的理解與啟示，把大量的筆墨集中于如何應(yīng)用認(rèn)知心理學(xué)的最新觀點(diǎn)來(lái)改善閱讀教學(xué)。在文章的第三部分，筆者著重論述了閱讀認(rèn)知結(jié)構(gòu)與閱讀策略這兩個(gè)方面。對(duì)閱讀認(rèn)知結(jié)構(gòu)的作用及重要性、影響學(xué)生閱讀的原有知識(shí)的種類進(jìn)行了論述，結(jié)合實(shí)際探討對(duì)如何擴(kuò)展學(xué)生原有的閱讀認(rèn)知結(jié)構(gòu)及建構(gòu)新的認(rèn)知結(jié)構(gòu)。閱讀策略對(duì)于廣大語(yǔ)文教師來(lái)說(shuō)，是一個(gè)既熟悉又陌生的詞語(yǔ)。本文闡述了學(xué)習(xí)閱讀策略的重大意義和影響閱讀策略學(xué)習(xí)的因素，重點(diǎn)針對(duì)閱讀策略的核心成分元認(rèn)知能力的教學(xué)進(jìn)行理論與實(shí)踐相結(jié)合的探討，以期能對(duì)閱讀教學(xué)有一定的啟發(fā)之功。關(guān)鍵詞閱讀教學(xué)認(rèn)知心理學(xué)閱讀認(rèn)知結(jié)構(gòu)閱讀策略元認(rèn)知

簡(jiǎn)介：四川大學(xué)碩士學(xué)位論文足球與主場(chǎng)效應(yīng)的心理學(xué)分析及實(shí)證研究姓名陳鍇申請(qǐng)學(xué)位級(jí)別碩士專業(yè)體育教育訓(xùn)練學(xué)指導(dǎo)教師趙強(qiáng)20050101四川I大學(xué)碩士學(xué)位論文足球與主場(chǎng)效應(yīng)的心理學(xué)分析及實(shí)證研究員對(duì)所要面臨的主客場(chǎng)比賽中觀眾及社會(huì)支持、場(chǎng)地等信息進(jìn)行分析、判斷，得到相應(yīng)的動(dòng)機(jī)定向，對(duì)即將發(fā)生的比賽產(chǎn)生心理體驗(yàn)和變化，從而使其心理認(rèn)知上的變化在后續(xù)的外在行為中表現(xiàn)出來(lái)，對(duì)整個(gè)比賽進(jìn)程及結(jié)果產(chǎn)生影響。在這種理論假設(shè)的基礎(chǔ)上，通過(guò)對(duì)參加主客場(chǎng)比賽的足球運(yùn)動(dòng)員在主客場(chǎng)認(rèn)知行為以及比賽地點(diǎn)和球隊(duì)水平對(duì)自身行為定向的影響進(jìn)行問(wèn)卷調(diào)查，了解其在主客場(chǎng)比賽情境下的心理體驗(yàn)及比賽動(dòng)機(jī)的確立，旨在解釋主場(chǎng)效應(yīng)產(chǎn)生的心理學(xué)機(jī)制。選擇足球運(yùn)動(dòng)員作為研究被試，一方面是從足球比賽結(jié)果所具有的特點(diǎn)決定的，在現(xiàn)今聯(lián)賽制的足球比賽中，主客場(chǎng)比賽被平均地分配到一個(gè)完整賽季當(dāng)中，且在比賽結(jié)果上足球比賽具有其它項(xiàng)目所不具有的優(yōu)勢(shì)，即可以有平的結(jié)果，這樣更能體現(xiàn)出運(yùn)動(dòng)員對(duì)比賽結(jié)果的期待程度和方向，足球項(xiàng)目有別于其它只論勝負(fù)結(jié)果的競(jìng)賽活動(dòng)，在研究運(yùn)動(dòng)員心理行為的微小差異更具優(yōu)勢(shì)；另一方面，作為集體競(jìng)賽項(xiàng)目，運(yùn)動(dòng)員的個(gè)體行為最終都要通過(guò)集體來(lái)表現(xiàn)出來(lái)，即運(yùn)動(dòng)員更容易趨向于產(chǎn)生一個(gè)較集中的群體理念，一些個(gè)體的偏差行為在整個(gè)群體范圍內(nèi)可以忽略，對(duì)進(jìn)行研究更加有利。通過(guò)調(diào)查問(wèn)卷和理論分析，從主場(chǎng)動(dòng)機(jī)確立這個(gè)角度來(lái)解釋了主場(chǎng)效應(yīng)產(chǎn)生的機(jī)制及發(fā)生時(shí)間；并且對(duì)運(yùn)動(dòng)員的比賽行為進(jìn)行了預(yù)測(cè)，即比賽地點(diǎn)與球隊(duì)水平之間對(duì)比賽結(jié)果存在著交互作用。為了證明該論斷，對(duì)近1372場(chǎng)主客場(chǎng)足球比賽結(jié)果統(tǒng)計(jì)分析，利用檔案數(shù)據(jù)進(jìn)行實(shí)證研究，證明這種主場(chǎng)比賽，山理行為的存在，并且通過(guò)對(duì)該現(xiàn)象的解釋，對(duì)主客場(chǎng)比賽時(shí)運(yùn)動(dòng)員的心理調(diào)節(jié)具有針對(duì)性、目的性，讓運(yùn)動(dòng)員的心理貯備和比賽進(jìn)程按照計(jì)劃進(jìn)行，取得理想的結(jié)果。關(guān)鍵詞主場(chǎng)效應(yīng)比賽地點(diǎn)球隊(duì)水平主場(chǎng)動(dòng)機(jī)

簡(jiǎn)介：南京師范大學(xué)碩士學(xué)位論文網(wǎng)絡(luò)語(yǔ)言的使用動(dòng)機(jī)及其流行的心理學(xué)研究姓名陶麗萍申請(qǐng)學(xué)位級(jí)別碩士專業(yè)心理學(xué)；基礎(chǔ)心理學(xué)指導(dǎo)教師喬建中20090427ABSTRACTIIABSTRACTTHERESEARCHOFINTERLANGUAGEISANIMPTANTTHEMECRESPONDSTOTHEDEVELOPMENTOFTHETIMESITSDEVELOPMENTCHANGESWITHEACHPASSINGDAYITGRADUALLYINFLUENCESTHEMAINSTREAMATTRACTSMEMEATTENTIONTHEREAREBOTHALARGENUMBEROFPEOPLEWHOSUPPTOPPOSEITANEWFMOFLANGUAGEISCERTAINLYTHEPRODUCTIONOFANEWERATHESOCIALMENTALITYIT’SNECESSARYTOREVEALTHEPSYCHOLOGICALCONNOTATIONBEHINDTHEINTERLANGUAGEITSPSYCHOLOGICALRESEARCHHASGREATVALUEPRESENTLYTHEREAREMANYRESEARCHESFROMTHELINGUISTICASPECTBUTNOTSOMANYFROMTHEPSYCHOLOGICALASPECTTHISDISSERTATIONMAINLYDISCUSSESTHREEISSUESFROMTHEPSYCHOLOGICALASPECTTHEFIRSTPARTISTHECURRENTSITUATIONEXISTINGPROBLEMSOFTHERESEARCHTHESECONDPARTISTHETHEETICALDISCUSSOFINTERLANGUAGECONCLUDESTHECONCEPTTHEUSINGMOTIVATIONTHEPSYCHOLOGICALANALYSISOFTHEPOPULARITYOFINTERLANGUAGEITINDICATESTHEAPPEARANCEOFTHEUSINGMOTIVATIONISTHERESULTOFINTERACTIONEFFECTOFINTERLANGUAGEITSELFINTERENVIRONMENTTHEUSERSTHREEASPECTSTHEREAREFIVEMAINUSINGMOTIVATIONSOBTAINCONVENIENCESEARCHFAMUSEMENTPROJECTONESELFRELIEVEONESFEELINGSSOONTHENITANALYSESTHEFMREASONPERIODPSYCHOLOGICALMECHANISMOFTHEPOPULARITYPHENOMENONOFINTERLANGUAGETHETHIRDPARTISTHEEDUCATIONALMEANINGOFINTERLANGUAGETHEINTERLANGUAGEHASPOSITIVEASWELLASNEGATIVEIMPACTONEDUCATIONIT’SIMPTANTTODISTINGUISHTHEUSINGSITUATIONTHEPSYCHOLOGICALCONSIDERATIONOFTHEUSINGMOTIVATIONPOPULARITYHASCERTAINVALUEONEDUCATIONKEYWDSINTERLANGUAGETHEUSINGMOTIVATIONPOPULARITYEDUCATIONALMEANING

簡(jiǎn)介：學(xué)校代碼L絲鯉分類號(hào)Q嬰研究生學(xué)號(hào)Q2QQ2QQL2Q墮密級(jí)玉東北知爺冠大孽碩士學(xué)位論文心理學(xué)理論的發(fā)展與外語(yǔ)教學(xué)法流派的形成作有于洋指導(dǎo)教師學(xué)利專業(yè)研究力向?qū)W位類型高鳳蘭教授課程與教學(xué)論俄語(yǔ)教學(xué)論學(xué)歷碩士東北師范大學(xué)學(xué)位評(píng)定委員會(huì)2006年5月摘要21世紀(jì)足一個(gè)高科技時(shí)代、信息時(shí)代、知T時(shí)代。在這個(gè)時(shí)代，作為人類交流具，外語(yǔ)在L【|界政治、經(jīng)濟(jì)、文化教育等領(lǐng)域的國(guó)際交流中發(fā)揮著越來(lái)越重要的作用。學(xué)習(xí)和掌握一門外語(yǔ)，已是2L世紀(jì)公民的基本素質(zhì)之。社會(huì)的發(fā)展與變化，要求外語(yǔ)教育工作者采用先進(jìn)、科學(xué)的外語(yǔ)教學(xué)方法來(lái)提高外語(yǔ)教學(xué)質(zhì)量，從而培養(yǎng)出符合社會(huì)發(fā)展需求的人量的高素質(zhì)的外語(yǔ)人爿。。外語(yǔ)教學(xué)法的研究有著悠久的歷史，并形成了不同的教學(xué)法流派。LR確地認(rèn)U牙【J借鑒各外語(yǔ)教學(xué)法流派，系統(tǒng)全面地掌握備教學(xué)法流派的理論實(shí)質(zhì)，塒建立具有中國(guó)特色的外語(yǔ)教學(xué)方法體系有著重要的意義。心理學(xué)足外語(yǔ)教學(xué)法的理論基礎(chǔ)學(xué)科之一。歷史上各外語(yǔ)教學(xué)法流派的形成都是以當(dāng)時(shí)的心理學(xué)研究成果作為理論基礎(chǔ)的。劉心理學(xué)理論的深入研究可以使人們從更科學(xué)的角度柬探索外語(yǔ)教學(xué)過(guò)程中的原理和客觀規(guī)律，進(jìn)而為制定更為合理有效的外語(yǔ)教學(xué)方法提供現(xiàn)實(shí)可靠的心理學(xué)依據(jù)。奉淪文運(yùn)用文獻(xiàn)閱讀法、文獻(xiàn)對(duì)比法等研究方法，對(duì)心理學(xué)理淪的發(fā)展進(jìn)行系統(tǒng)全而地論述，并探討心理學(xué)理淪在各外語(yǔ)教學(xué)法流派中的應(yīng)用和體現(xiàn)，從而揭示出外語(yǔ)教學(xué)過(guò)程中的客觀規(guī)律，為外語(yǔ)教育J作者『F確、靈活地運(yùn)用各種外語(yǔ)教學(xué)方法，創(chuàng)建符合我國(guó)特色的外語(yǔ)教育方法體系提供更廣闊的思路和理論支持。本論文共分七個(gè)部分第。部分論述外語(yǔ)教學(xué)法流派形成的背景因素及理淪基礎(chǔ)。第二部分闡述官能心理學(xué)的豐要理論觀點(diǎn)，論述其理論在語(yǔ)法翻澤法的教學(xué)【__|的、教學(xué)原則等方面的具體體現(xiàn)。第三部分闡述聯(lián)想心理學(xué)的主要理論JLL點(diǎn)，論述其理論在直接法的教學(xué)目的、教學(xué)原則等方面的具體體現(xiàn)。第四部分闡述行為主義心理學(xué)的主要理論觀點(diǎn)，論述其理論在昕蛻法和視聽(tīng)法的教學(xué)曰的、教學(xué)原則等方IF|I的具體體現(xiàn)。

簡(jiǎn)介：曲阜師范大學(xué)碩士學(xué)位論文成人社會(huì)性發(fā)展與成人教育創(chuàng)新從心理學(xué)的視角姓名韓樹(shù)杰申請(qǐng)學(xué)位級(jí)別碩士專業(yè)成人教育學(xué)指導(dǎo)教師杜以德20070401ABSTRACTTHERELATIONSHIPBETWEENADULTDEVELOPMENTANDADULTEDUCATIONISANIMPORTANTPROBLEMINTHESTUDIESOFADULTEDUCATIONTHEORYADULTEDUCATIONISONEKINDOFPECULIARENVIRONMENTALEFFECTWHICHCOMBINEWITHTHEPECULIARNEEDSACCORDINGTOTHEDEVELOPMENTOFTHEADULTBODYANDMINDTHATASANIMPOTENTASPECTINTHEDEVELOPMENTOFADULTMENTALITYADULTSOCIALDEVELOPMENTISONEKINDOFKEYFACTORTESTRICTADULTEDUCATIONTHEORYANDPRACTICEATTHESAMETIME，ADULTEDUCATIONALSOOUGHTTOBRINGTHEFUNCTIONTOBOOSTTHEOPTIMIZATIONOFADULTSOCIALDEVELOPMENTINTOPLAYTHEMAINTHEORIESWHICHCONCERNEDTHESOCIALDEVELOPMENTINTHEPERIODOFADULTHOODAREASFOLLOWINGSPSYCHOANALYSISTHEORYBEHAVIOURISMTHEORYHUMANISMTHEORYSOCIALCOGNITIONTHEORYANDSOCIALCULTURETHEORYADULTHOODCANBESEPARATEDINTOTHREEBIGSTAGES，THATALEEARLYADULTHOOD，MIDDLEADULTHOODANDLATEADULTHOOD，ANDHAVEPECULIARDEVELOPMENTCHARACTERISTICS，TASKANDEDUCATIONALNEEDSINTHEEVERYSTAGESFACINGTHEFACTOFIGNORINGTHECURRENTSITUATIONOFADULTSOCIALDEVELOPMEM，ADULTEDUCATIONOUGHTTORENEWTHETHINKING，TESPONSETHECALLINGOFTHEADULTSOCIALDEVELOPMENTOWINGTOTHEADULTSOCIALDEVELOPMENTTHATADMTEDUCATIONSHOULDESTABLISHTHEEDUCATIONALVALUETHATPROMOTEADULTSOCIALDEVELOPMENT；PAYATTENTIONTOBRINGINGTHEADULTEDUCATIONSOCIALIZATIONFUNCTIONINTOPLAY；CONSTRUCTTHECURRICULUMTHATPROMOTEADULTSOCIALDEVELOPMENT；MOLDADULTEDUCATIONPROCESSTHATINTHECENTEROFEXPERIENCINGANDPRACTICEACTIVITY；REINFORCEADULTEDUCATIONTHEORYANDAPPLICATIONSTUDYBASEDOILADULTSOCIALDEVELOPMENTKEYWORDSADULTSOCIALDEVELOPMENT；ADULTEDUCATION；INNOVATION；PSYCHOLOGY2