簡介：三先街腳籠女爹碩士學(xué)位論文題目基于視頻案例的師范生課堂教學(xué)技能培養(yǎng)模式研究培養(yǎng)單專業(yè)名指導(dǎo)教J日寸勺久研究完成時兀從目、J位教育技術(shù)學(xué)院稱教育技術(shù)學(xué)師李兆君生宮賀問2011年3月沈陽師范大學(xué)研究生處制基于視頻案例的師范生課堂教學(xué)技能培養(yǎng)模式研究中文摘要2001年，我國啟動新一輪基礎(chǔ)教育課程改革，隨著課程改革的不斷深入，對末來教師提出了新的更高的要求。我國師資的主要來源是各高等師范院校培養(yǎng)的師范生，兇此，要想從根源上提升教師的教學(xué)能力，就必須將著眼點(diǎn)放到師范生的培養(yǎng)上，而現(xiàn)行的師范生培養(yǎng)形式大多數(shù)以理論教學(xué)為主，忽視了師范生的教學(xué)實(shí)踐過程，不利于師范生對默會知識的學(xué)習(xí)，理論和實(shí)踐相脫離。視頻案例可以為師范生提過一個不受空間和時FHJ限制的真實(shí)的教學(xué)情境，將教學(xué)理論與其體的教學(xué)實(shí)踐桐結(jié)合。本文采用文獻(xiàn)法、理論研究法、訪談法和觀察法作為主要的研究方法。全文共分五章第一章為引言，主要闡述本課題研究的課堂教學(xué)技能和視頻案例的國內(nèi)外研究背景、現(xiàn)狀以及研究目的和意義；第二章，主要概述了課掌教學(xué)技能的含義和分類，分析了課掌教學(xué)技能的特點(diǎn)和形成的具體條件，同時對師范生的認(rèn)知特點(diǎn)和我國師范生教學(xué)技能培養(yǎng)中存在問題的進(jìn)行研究分析，并結(jié)合案例教學(xué)的發(fā)展尋找解決當(dāng)前師范生教育培養(yǎng)問題的方法，即視頻案例。第三章，主要是視頻案例對課堂教學(xué)技能培養(yǎng)的可行性分析。在這一章中闡述了視頻案例的相關(guān)概念，介紹了視頻案例的組成形式，基于相關(guān)的學(xué)習(xí)理論，對課堂教學(xué)技能和視頻案例的適用性進(jìn)行分析。第四章，在基于前兩章的理論基礎(chǔ)上構(gòu)建歷種基于視頻的師范生課堂教學(xué)技能培養(yǎng)模式。第五章，在具體的師范生教學(xué)中應(yīng)用兩種教學(xué)模式，了解兩個具體的模式在教學(xué)中的應(yīng)用效果以論證視頻案例對于師范生課堂教學(xué)技能的培養(yǎng)有著重要的作用。最后一部分是本文的結(jié)論部分，研究表明，視頻案例教學(xué)是師范生課章教學(xué)技能培養(yǎng)的一種全新的形式，具有相關(guān)理論支撐，符合師范生教學(xué)技能培養(yǎng)的目標(biāo)，具有較強(qiáng)的可行性和實(shí)用性。通過視頻案例進(jìn)行師范生課堂教學(xué)技能的培養(yǎng)可彌補(bǔ)教學(xué)理論與實(shí)踐的脫節(jié)，有利于隱性知識和默會知識的表征，引起反思，促進(jìn)師范生教學(xué)技能的提高。關(guān)鍵字課堂教學(xué)技能，視頻案例，師范生

簡介：上海師范大學(xué)碩士學(xué)位論文案例教學(xué)與職前音樂教師的課堂教學(xué)技能培養(yǎng)姓名陳怡申請學(xué)位級別碩士專業(yè)課程與教學(xué)論音樂指導(dǎo)教師張蔭堯20080401通過案例教學(xué)對職前音樂教師進(jìn)行課堂教學(xué)技能培養(yǎng)的問題。筆者從案例教學(xué)實(shí)施的指導(dǎo)思想及實(shí)踐應(yīng)用兩方面進(jìn)行闡述，其指導(dǎo)思想為促進(jìn)職前音樂教師的課堂教學(xué)技能與實(shí)踐智慧的共同發(fā)展、體現(xiàn)中小學(xué)音樂課堂教學(xué)情境、提高職前音樂教師間的交往與合作能力、強(qiáng)化職前音樂教師個性的發(fā)展。在案例教學(xué)實(shí)踐應(yīng)用過程中需要考慮三方面要點(diǎn)，即教學(xué)目標(biāo)的確定、案例的選擇、教學(xué)實(shí)施形式?；谶@三方面要點(diǎn)的論述，最后筆者列舉了三則案例教學(xué)實(shí)例。關(guān)鍵詞案例教學(xué)，職前音樂教師，課堂教學(xué)技能論文類型理論研究II

簡介：2010年度在職人員申請碩士專業(yè)學(xué)位論文I9I832學(xué)校代碼10269學(xué)號61070204108任務(wù)型語言教學(xué)在初中英語教學(xué)中應(yīng)用的案例研究院系窆適堂陵墓適丕一類別熬直亟領(lǐng)域堂型教堂墓適2指導(dǎo)教N(yùn)毖逸副數(shù)握申請人選憝羞2010年10月完成DISSERTATIONFORTHEOFMASTER’SDEGREEOFEDUCATION2010UNIVERSITYCODE10269STUDENTNUMBER61070204108EASTCHINANORMALUNIVERSITYTHECASESTUDIESOFTHEAPPU拾TIONOF1’ASKBASEDLANGUAGE眥CHINGINJUNIORHIGHSCHOOLSDEPARTMENTSCHOOLOFFOREIGNLANGUAGESMAJORMASTEROFEDUCATIONENGLISHRESEARCHAREAENGLISHTEACHINGSUPERVISORZHANGYIAPPLICANTSHENYANFANGFINISHEDINOCTOBER2010

簡介：⑩一MASTER讎STH丈E螂碩士學(xué)位論文基于案例教學(xué)的課程教學(xué)資源庫系統(tǒng)設(shè)計與實(shí)現(xiàn)一以信息技術(shù)與課程整合案例研究課程為例論文作者麻小麗指導(dǎo)教師王忠華副教授學(xué)科專業(yè)教育技術(shù)學(xué)研究方向_教育信息資源設(shè)計與開發(fā)華中師范大學(xué)信息與新聞傳播學(xué)院2013年5月⑩碩士學(xué)位論文MASTER’STHESIS華中師范大學(xué)學(xué)位論文原創(chuàng)性聲明和使用授權(quán)說明原創(chuàng)性聲明本人鄭重聲明所呈交的學(xué)位論文，是本人在導(dǎo)師指導(dǎo)下，獨(dú)立進(jìn)行研究工作所取得的研究成果。除文中已經(jīng)標(biāo)明引用的內(nèi)容外，本論文不包含任何其他個人或集體已經(jīng)發(fā)表或撰寫過的研究成果。對本文的研究做出貢獻(xiàn)的個人和集體，均已在文中以明確方式標(biāo)明。本聲明的法律結(jié)果由本人承擔(dān)。作者簽名琦貳J、麗日期2013翱習(xí)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學(xué)校有關(guān)保留、使用學(xué)位論文的規(guī)定，即學(xué)校有權(quán)保留并向國家有關(guān)部門或機(jī)構(gòu)送交論文的復(fù)印件和電子版，允許論文被查閱和借閱。本人授權(quán)華中師范大學(xué)可以將本學(xué)位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫進(jìn)行檢索，可以采用影印、縮印或掃描等復(fù)制手段保存和匯編本學(xué)位論文。同時授權(quán)中國科學(xué)技術(shù)信息研究所將本學(xué)位論文收錄到中國學(xué)位論文全文數(shù)據(jù)庫，并通過網(wǎng)絡(luò)向社會公眾提供信息服務(wù)。作者簽名J；；KJ、雨日期3。7弓年5月261日導(dǎo)師簽名衫巴軍日期加哆年R月27日本人已經(jīng)認(rèn)真閱讀“CALIS高校學(xué)位論文全文數(shù)據(jù)庫發(fā)布章程“，同意將本人的學(xué)位論文提交“CALIS高校學(xué)位論文全文數(shù)據(jù)庫”中全文發(fā)布，并可按“章程”中的規(guī)定享受相關(guān)權(quán)益。回童詮塞握交卮進(jìn)卮；日圭生；旦二生；旦三生筮查作者簽名力KRJ、麗日期207多年5月刀日導(dǎo)師簽名藝寶繹日期砂，；年F月27日

簡介：分類號密級單位代碼學(xué)號063071336天I和幣應(yīng)大學(xué)研究生學(xué)位論文利用學(xué)案式教學(xué)引導(dǎo)初中生開展生物學(xué)自主學(xué)習(xí)的研究ELUCIDATIONOFGUIDINGJUNIHIGHSCHOOLSTUDENTSTOBIOLOGYAUTONOMOUSLEARNINGBYLEARNINGPLANTEACHING研究生吳謙謹(jǐn)指導(dǎo)教師潘寶平申請學(xué)位類別碩士專業(yè)領(lǐng)域名稱教育碩士研究方向?qū)W科教學(xué)生物所在學(xué)院生命科學(xué)學(xué)院提交論文日期2011年3月一ABSTRACTNOWADAYS，WITHTHEIMPLEMENTATIONOFNATIONALNEWHIGHSCHOOLCU幣CULULNSTANDARDANDTHEDEVELOPMENTOFPRIMARYEDUEATIONREFMINCHINA，ANUMBEROFTEAEHERSHAVEFULLYREALIZEDTHATEDUCATIONSHOULDNOTONLYFOEUSONIMPARTINGKNOWLEDGEBUTALSOGUIDINGSTUDENTSHOWTOSTUDY“LEARNINGPLANTEACHING，，IN15ANEWTEACHINGMODERNINTHISEDUEATIONEONEEPTITTAKESTHELEARNINGPLANSFTHEEA幣ER，ANDEOMBINESLEARNINGPLANWITHTEAEHINGPLANANDTEACHINGMATERIALSEFFICIENTLYINTHISPROEESSOFTEAEHING，STUDENTS’AUTONOMICLEARNINGANDTEAEHER，5GUIDANEEEOULDBESIGNIFICANTLYCOMBINED，ANDITSTRENGTHENSTHESTUDENTS，SUBJECTIVESTATUS，MAKESSTUDENTSLEAMTOLEARN，INTHISSTUDY，REFERRINGTOLOTSOFDO坦ESTIEANDINTE鄺ATIONALMATENALLITERATURES，THERESEARCHERSDESIGNEDANDAPPLIEDTHREETYPESOF“LEARNINGPLANTEAEHING，，BASEDONTHEEHARAETERISTICSOFBIOLOGYANDTHESTUDENTS，COGNITIVEINJUNIHIGHSEHOOL50ASTOGUIDETHESTUDENTSESTABLISHGOODLEARNINGBEHAVI，IMPROVETRADITIONALTEAEHINGMETHODSTHERESEARCHERREGARDEDSTUDENTSFROMAELASSINGRADEEIGHTOFTIANJINNANKAIDISTRICTEXPERIMENTALSEHOOLASTHESUBJECTS，ROMLYDIVIDEDINTOEONTROLELASSCOMPAREDELASSINTERFERENCEELASSEXPERIMENTALCLASSOBSERVEDTHEDIFFERENCESINLEARNINGINTEREST，AEADEMIEPERFORMANEEANDLEAMINGANTONOMYBETWEENEXPERIMENTALCLASSANDCONTROLELASSAFTERONETERMTHERESULTOFSTUDYSHOWEDTHATTHELEANINGINTERESTEOULDBESIGNIFIEANTLYIMPROVEDINTHEEXPERIMENTALCLASSMUCHMORETHANTHOSEINEOMPAREDELASSP00550THEEFFECTOF“LEARNINGPLANTEAEHING，，ONUNDERAEHIEVERS’LEARNINGANTONOMYNEEDSTOBEFURTHERSTUDYAEEORDINGTOTHEANALYSISOF“LEARNINGPLANTEACHING，，，IT15PRAETIEALTOIMPLEMENT“LEARNINGPLANTEACHING，，WHIEH15THEEFFEETIVEWAYTOENHANEESTUDENTS，LE姍INGINTEREST，AEADEMIEPERFMANEEANDLEAMINGAUTONOMYINBIOLOGY，ESPEEIALLYHASAPOSITIVEEFFEETONLEARNINGAUTONOMYTHISSTUDYPROVIDEUSEFULINFMATIONEFFECTIVEMETHODF“LEARNINGPLANTEAEHING，，OFBIOLOGIEALTEAEHINGINJUNIHIGHSCHOOLKEYWORDSLEARNINGPLANTEAEHINGJUNIORHIGHSCHOOLBIOLOGYLEARNINGINTERESTAUTONOMOUSLEARNING

簡介：美國數(shù)學(xué)探究式教學(xué)案例特點(diǎn)研究DD25666ASTUDYONTHECHARACTERISTICSOFTHECASESCONCERNINGUSMATHEMATICSEXPLORATORYTEACHING指導(dǎo)教師學(xué)科專業(yè)研究方向?qū)W位類型作者沙婷婷王曉輝教授韓繼偉副教授課程與教學(xué)論數(shù)學(xué)教育學(xué)歷碩士東北師范大學(xué)學(xué)位評定委員會2010年5月●，?！鯥一}I孿瓷LE獨(dú)創(chuàng)性聲明本人鄭重聲明所提交的學(xué)位論文是本人在導(dǎo)師指導(dǎo)下獨(dú)立進(jìn)行研究工作所取得的成果。據(jù)我所知，除了特別加以標(biāo)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(xiàn)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(dān)。學(xué)位論文作者簽名邊碴塑疊日期學(xué)位論文使用授權(quán)書本學(xué)位論文作者完全了解東北師范大學(xué)有關(guān)保留、使用學(xué)位論文的規(guī)定，即東北師范大學(xué)有權(quán)保留并向國家有關(guān)部門或機(jī)構(gòu)送交學(xué)位論文的復(fù)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(xué)可以采用影印、縮印或其它復(fù)制手段保存、匯編本學(xué)位論文。同意將本學(xué)位論文收錄到中國優(yōu)秀博碩士學(xué)位論文全文數(shù)據(jù)庫中國學(xué)術(shù)期刊光盤版電子雜志社、中國學(xué)位論文全文數(shù)據(jù)庫中國科學(xué)技術(shù)信息研究所等數(shù)據(jù)庫中，并以電子出版物形式出版發(fā)行和提供信息服務(wù)。保密的學(xué)位論文在解密后適用本授權(quán)書學(xué)位論文作者簽名量坳EL期塑竺壘蘭學(xué)位論文作者畢業(yè)后去向工作單位通訊地址指導(dǎo)教師簽名蘊(yùn)燃日期趔絲』電話郵編

簡介：東北師范大學(xué)碩士學(xué)位論文高中新課程必修段有機(jī)化學(xué)教學(xué)策略案例研究姓名張穎申請學(xué)位級別碩士專業(yè)課程與教學(xué)論（化學(xué)）指導(dǎo)教師李楨20090501ABSTRACTTHENEWCHEMISTRYCURRICULUMFORSENIORHIGHSCHOOLISTHEPARTANDPARCELOFSCIENTIFICEDUCATION．THEMAINKNOWLEDGEOFCHEMISTRY,THEMINDFORMEDINTHETHEEDUCATIVEPROCESSANDTHEVALUEOFTHESCIENCEPERFORMANIMPORTANTFUNCTIONFORRAISINGSCIENTIFICQUALITIES．SINCETHESTRUCTUREOFTHECOURSEOFTHESENIORHIGHSCHOOLHASCHANGED，HOWTOTEACHNEWCURRICULUMISTHEFOCALPOINTOFDISCUSSION，ANDTHEORGANICCHEMISTRYISBOUNDUPWITHOUL“LIVES，SOTHERESEARCHOFORGANICCHEMISTRYTEACHINGSTRATEGIESHAVEPLACEDONTHEAGENDA．．INALLUSIONTOTHEDIFFICULTIESOFTEACHINGCOVERAGE，THEESSAYRESEARCHONTHEUSEOFTHETEACHINGSTRATEGYOFTHREEDIMENSIONALSTRUCTURE，THEUSEOFTHESTRATEGYWHICHISCONJOINTWITHOURLIVESINTHETEACHINGOFTHECHARACTEROFTHEORGANICMATTER，THECOMPARISONWHICHHASUSEDINTHETEACHINGOFTHEORGANICCO．NCEPTIONANDTHEESSAYRESEARCHTHEUSINGOFTHESTRATEGY，EFFECT，THEADVANTAGEANDFAULTANDTHEUSINGAREA，THISARTICLEISGOINGTOPROVIDESOMECONSULTATIONFORTHETEACHERSANDPREPARATORYTEACHERSINTHEASPECTOFORGANICTEACHINGSTRATEGIESFIVEPARTSAREINCLUDEDINTHISESSAY,ANDHEREARETHECONTENTAND．ACHIEVEMENTOFEACHTHEFOREWORDOFTHISESSAYGIVEABRIEFINTRODUCTIONTOTHEORIGINOFTHEESSAY,THERESEARCHINGVALUEANDTHERESEARCHINGOBJECT．THESECONDPARTISABOUTTHETHEORIESOFTHETEACHINGSTRATEGIES，INCLUDINGTHEMEANINGOFTHETEACHINGSTRATEGIES，THECONSTITUTION，THEFEATURESANDTHECLASSIFICATIONOFTHETEACHINGSTRATEGIES，THEDISTRIBUTIONOFRELATEDDOMAIN。THETHIRDPARTOFTHEARTICLEPROPOUNDSTHREETEACHINGSTRATEGIESACCORDINGTHECHARACTERISTICOFTHEORGANICCHEMISTRY，THECONTENTOFTHESTANDARDOFTHECOURSEANDTHETEACHINGMATERIALS，ANDTHEMENTALITYOFTHESTUDENTS．THEFORTHPARTISTHECOREOFTHEESSAY,WHICHRESEARCHTHETHREETEACHINGSTRATEGIESWHICHISPROPOUNDEDINTHESECONDPART．THELASTPARTANALYSISANDDISCUSSTHERESEARCHINGRESULT．KEYWORDSTEACHINGSTRATEGIES；ORGANICCHEMISTRY；ACASESTUDYII

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簡介：東北師范大學(xué)碩士學(xué)位論文基于案例教學(xué)的網(wǎng)絡(luò)交互學(xué)習(xí)環(huán)境研究姓名趙艷申請學(xué)位級別碩士專業(yè)教育技術(shù)學(xué)指導(dǎo)教師趙蔚20070501ABSTRACTWITHTHEDEVELOPMENTOFMULTIMEDIATECHNICALANDNETWORKTECHNOLOGY。THEWEBBASEDDISTANCEEDUCATIONBECOMEMOREPOPULARMOROANDMORESCHOLARSEXPRESSESTREMENDOUSCONCERNONTHISREALMBECAUSETHEDISTANCEEDUCATIONHASTHESECHARACTERISTICSSUCHASTHETEACHERANDTHESTUDENTARESEPARATEINTEACHINGBECAUSEOFTHECHARACTERISTICSOFTEACHINGINTHENETWORKENVIRONMENTMAKEINTERACTIONTHATGUIDETHETEACHINGBETWEENTEACHERSANDTHESTUDENTSINTHETRADITIONALCLASSROOMHAVENOEXISTENCETHEENVIRONMENTTHATESTAHLISHEAWITHTHETECHNIQUETOOKPLACEITTHEREFOREANEFFECTIVEENVIRONMENTFORINTERACTIONBETWEENTHETEACHERSANDSTUDENTSBECOMEVERYIMPORTANCEHOWEVER，PRACTICEEXPRESSEDTHATTHERESULTSOFTHEINTERACTIONISNOTVERYIDEAL，ALTHOUGHWEPROVIDEDMANYDETOOLSITEVENMAKESSOMELEARNERSCAN’TCARRIEDONTHEIRLEARNINGNORMALLYSOITBFA2AMEMUCHIMPORTANTTOBUILDUPAREASONABLEANDVALIDINTERACTIVENETWORKLEAMINGENVIRONMENTFORLEARNERSHOWCVERSOMECHARACTERISTICSOFCASEMETHODSOFTEACHINGMAKEITCANCOMBINEWITHINTERACTIONOFNETWORKENVIRONMENTANDTHISCOMBINATIONWILLHAVEMOREADVANTAGESTHUSITWILLMAKEOURWEBBASEDDISTANCEEDUCATIONNOTONLYPROVIDEINTERACTIVETOOLSFORSTUDENT，BUTCREATEAGOODENVIRONMENTFORINTERACTIONSOTHISTHESISPUTSFORWARDTOTHERESEARCHOFWEBBASEDINTERACTIVELEARNINGENVIRONMENTBASEDONCASEMETHODSOFTEACHINGANDSTUDIESTHELEARNINGENVIRONMENTFORFURTHERTHISTHESISANALYZESTHEPROBLEMSTHATEXISTINMODEMWEBBASEDDISTANCEEDUCATIONFIRSTLYANDPUTFORWARDTOWEBBASEDINTERACTIVELEARNINGENVIRONMENTBASEDONCASEMETHODSOFTEACHINGTHENTHECONCEPTIONANDCHARACTERISTICSWEREINTRODUCEDBYTHEPAPERABOUTCASEMETHODSOFTEACHING，CASE，CASELIBRARY，INTERACTIONANDSOONTHCNTHEFURTHERRESEARCHESWEREDONEINTHEPAPERABOUTWEBBASEDINTERACTIVELEARNINGENVIRONMENTBASEDONCASEMETHODSOFTEACHING，ANDTHEDISCUSSIONANDRESEARCHWEREDONEABOUTWEBBASEDINTERACTIVELEARNINGENVIRONMENTBASEDONEASEMETHODSOFTEACHINGCOMBININGWITHTHEEXISTINGTEACHINGTHEORIESANDTHESTUDYTHEORIESATLAST，THEAPPLICATIONRANGEWASANALYZEDEOMBININGWITHTHECHARACTERISTICOFCASETEACHINGMETHODKEYWORDSCASETEACHINGMETHODS；EASC；CASELIBRARY；MUTUALN

簡介：曲阜師范大學(xué)碩士學(xué)位論文中小學(xué)教師課堂教學(xué)行為性別差異研究基于四位特級教師的案例分析姓名劉文娟申請學(xué)位級別碩士專業(yè)課程與教學(xué)論指導(dǎo)教師李允20090401ABSTRACTTEACHINGBEHAVIORASANIMPORTANTPARTOFTEACHINGTHEORY，HASBEENBASEDONEXPERIENCEINTEACHINGANDRESEARCHINTHEFORMOFEXISTENCEFORALONGTIME，ANDTHEREISSTILLNOINDEPENDENTSPECIALIZEDRESEARCHFIELDNOWUNTILTHEMID20THCENTURYWITHTHEEDUCATIONANDTEACHINGREFORMINDEPTH，THERESEARCHERSWILLINCREASINGLYFOCUSATTENTIONONTHECLASSROOM，ANDCLASSROOMTEACHINGBEHAVIORAPPEARSANDCOMESINTOEDUCATIONRESEARCHERSANDPRACTITIONERS’ATTENTIONSTUDIESONCLASSROOMTEACHINGBEHAVIORATHOMEORABROADHAVEFOCUSEDONTEACHERS’BEHAVIORANDTEACHERSTUDENTINTERACTIONANDTHEYWILLBENEWFIELDOFTHESTUDYOFTEACHINGTHEORYWITHFURTHERINDEPTHSTUDY，RESEARCHERSPAYMOREANDMOREATTENTIONONGENDERDIFFERENCESAMONGTEACHERS’BEHAVIOR，SUCHASLANGUAGETEACHINGINTHEEARLYTERMWITHFURTHERINDEPTHSTUDY，RESEARCHERSPAYMOREANDMOREATTENTIONONGENDERDIFFERENCESAMONGTEACHERS’BEHAVIORMEARLYSTUDYCAMEFROMLANGUAGETEACHING，ITFOCUSEDONTHEDIFFERENCEAMONGTHESTYLESOFTEACHINGS’SPEAKINGLANGUAGE，BUTTHEREAREFEWSTUDIESONTHECLASSROOMTEACHINGBEHAVIORDIFFERENCEBETWEENMALEANDFEMALETEACHERSBECAUSEOFPHYSICAL，PSYCHOLOGICALDIFFERENCES，MENANDWOMEN’SBEHAVIORAREALSODIFFERENTGROUPSOFTEACHERSSHOWMAINDIFFERENCEONCLASSROOMTEACHINGPERFORMANCE，ANDITSINFLUENCEONSTUDENTS’PHYSICALANDMENTALHEALTHDEVELOPMENTTHEREFORE，THESTUDIESONTHEGENDERDIFFERENCEBETWEENMALEANDFEMALETEACHERSOFPRIMARYANDSECONDARYRESEARCH，HAVEATHEORETICALANDPRACTICALSIGNIFICANCE。THISPAPERHAVESEVENPARTS111EPARTIISTHEPREAMBLEINCLUDINGTHEREASONSANDMETHODSOFTHESTUDYTHEPARTIIISTHEMEANINGOFTHESTUDYONTHEGENDERDIFFERENCEBETWEENMALEANDFEMALETEACHERS’BEHAVIORFIRSTOFALL，THEWRITERANALYZEDTHECURRENTGENDERSTRUCTUREOFMALEANDFEMALETEACHERSINPRIMARYANDSECONDARYSCHOOLSFACINGASERIOUSIMBALANCEINTHEGENDERSTRUCTURE，THEWRITERFINDTHERELEVANCEOFRESEARCHEVIDENCETHENTHEWRITERANALYZESTHERESEARCHFINDINGSABOUTGENDERDIFFERENCESASWELLASTHESHORTAGESOFTHESERESEARCHES，ANDELICITTHISSTUDYSUBJECTNLEPARTIIIISABOUTTHERELEVANCEOFTEACHINGCONDUCTRESEARCHANDDEFINITIONOFTHEMEANINGOFTHETEACHINGBEHAVIORINTHEPARTIV，THEWRITERSUMMARIZESTHEBASICTHEORIESABOUTTHESTUDYONTHEGENDERDIFFERENCEOFTEACHERS’TEACHINGBEHAVIORFROMPHYSIOLOGY，PSYCHOLOGYANDPHILOSOPHYANDTHEORETICALVIEWOFPOINTTHEPARTVISTHEANALYSISANDSUMMARYOFTEACHERS’BEHAVIOR，BASEDONTHERECORDOFFOURSUPERFINETEACHERSANDLESSONPLANSITISMAINLYABOUTACOMPARATIVEANALYSISOFTHETEACHINGCONTENT，TEACHINGMETHODS，THEUSEOFEXPRESSIONANDTEACHINGASPECTS，WHICHSHOWGENDERDIFFERENCESBETWEENMALEANDFEMALE’STEACHINGBEHAVIORPARTVIISTHEREVELATIONFORPROFESSIONALDEVELOPMENTOFTEACHERSANDTHETEAMCONSTRUCTIONOFTEACHERSAFOCUSONSEXUALTEACHINGANDENCOURAGETHEDEVELOPMENTEDGE；BPAYMOREATTENTIONTOGENDERDIFFERENCESINTEACHERSANDGENDERSTRENGTHS；

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簡介：學(xué)位論文獨(dú)創(chuàng)性聲明本人鄭重聲明1、堅持以“求實(shí)、創(chuàng)新”的科學(xué)精神從事研究工作。2、本論文是我個人在導(dǎo)師指導(dǎo)下進(jìn)行的研究工作和取得的研究成果。3、本論文中除引文外，所有實(shí)驗、數(shù)據(jù)和有關(guān)材料均是真實(shí)的。4、本論文中除引文和致謝的內(nèi)容外，不包含其他人或其它機(jī)構(gòu)已經(jīng)發(fā)表或撰寫過的研究成果。5、其他同志對本研究所做的貢獻(xiàn)均已在論文中作了聲明并表示了謝意。作者簽名￡金登三L日期垃量蘭學(xué)位論文使用授權(quán)聲明本人完全了解南京師范大學(xué)有關(guān)保留、使用學(xué)位論文的規(guī)定，學(xué)校有權(quán)保留學(xué)位論文并向國家主管部門或其指定機(jī)構(gòu)送交論文的電子版和紙質(zhì)版；有權(quán)將學(xué)位論文用于非贏利目的的少量復(fù)制并允許論文進(jìn)入學(xué)校圖書館被查閱；有權(quán)將學(xué)位論文的內(nèi)容編入有關(guān)數(shù)據(jù)庫進(jìn)行檢索；有權(quán)將學(xué)位論文的標(biāo)題和摘要匯編出版。保密的學(xué)位論文在解密后適用本規(guī)定。作者簽名縋蘭生日期竺L至三J摘要摘要LIIIEIIIIILULLIIIIIILY1726380教學(xué)設(shè)計是現(xiàn)代課堂教學(xué)中的核心環(huán)節(jié)，也是實(shí)現(xiàn)高效課堂的關(guān)鍵。在基礎(chǔ)教育課程改革中，教學(xué)設(shè)計的理論與應(yīng)用研究受到亟大關(guān)注，其中“同課異構(gòu)”的研究成為熱點(diǎn)。在化學(xué)新課程實(shí)施中，實(shí)驗教學(xué)的有效性直接影響著化學(xué)教學(xué)的成效。論文將“同課異構(gòu)”教育比較研究方式引入中學(xué)化學(xué)定量實(shí)驗教學(xué)研究中，對教學(xué)設(shè)計系統(tǒng)要素、“同課異構(gòu)”、“迪克一凱瑞”教學(xué)設(shè)計模型和化學(xué)實(shí)驗教學(xué)要求從教學(xué)論層面上作出了理論闡述和分析；調(diào)查分析了高中化學(xué)教師教學(xué)設(shè)計及實(shí)驗教學(xué)的現(xiàn)狀，提出了有待改進(jìn)的問題；借鑒“迪克一凱瑞“教學(xué)設(shè)計模型進(jìn)行“同課異構(gòu)“的課例選擇與分析。實(shí)證研究選取了三個不同類型的教師，以“一定物質(zhì)的量濃度溶液的配制及分析”為案例，就教學(xué)設(shè)計實(shí)施過程、教學(xué)目標(biāo)、學(xué)習(xí)結(jié)果等要素進(jìn)行課例的對比分析，提出了“同課異構(gòu)“課例評價的原則，確立了評價的出發(fā)點(diǎn)、標(biāo)準(zhǔn)、重心及方法，修正了“迪克一凱瑞“教學(xué)設(shè)計模型，創(chuàng)設(shè)了適合本校實(shí)際的實(shí)驗教學(xué)設(shè)計模型，并提出高中化學(xué)實(shí)驗教學(xué)的建議，以期縮小教師教學(xué)的差距。理論與實(shí)踐研究結(jié)果表明，“同課異構(gòu)”研究在化學(xué)實(shí)驗教學(xué)中是有效的，可以提高高中化學(xué)實(shí)驗教學(xué)質(zhì)量，為深入實(shí)施化學(xué)新課程，培養(yǎng)學(xué)生科學(xué)能力和素養(yǎng)提供借鑒和途徑。關(guān)鍵詞教學(xué)設(shè)計模型，同課異構(gòu)，化學(xué)實(shí)驗教學(xué)，定量實(shí)驗

簡介：華東師范大學(xué)碩士學(xué)位論文高中英語學(xué)案導(dǎo)學(xué)教學(xué)模式探討姓名周銀斌申請學(xué)位級別碩士專業(yè)教育（英語）指導(dǎo)教師梁超群20091001ABSTRACTLEARNINGANISJUSTSTUDENTS’LEARNINGPROGRAMMECORRESPONDENTWITHTEACHERS’TEACHINGPLANITISAKINDOFTEACHINGMATERIALWHICHISCAREFULLYDESIGNEDBYTEACHERSTO嘶DESTUDENTS’SELFSTUDYONTHECONDITIONTHATTEACHERSSTUDYSTUDENTS’LEARNINGSITUATIONANDSOMEFACTORSREGARDINGSTUDENTS’CONSTRUCTIONOFSELFSTUDYANDITSPOSSIBILITYINEFTHEPATTERNOFLEARNINGPLANGUIDEDTEACHINGISONEWHERESTUDENTSFIRSTLEARNTEACHERSTHENTEACHANDFINALLYTEACHERSANDSTUDENTSAREINVOLVEDINCOMPLETINGTEACHINGTASKSCONSISTINGOFSEVERALSTEPSTHEREFORE_THISARTICLEPUTSFORWARDALLENGLISHLEARNINGPLANGUIDEDTEACHINGPATTERNANDTHEDESIGNOFLEARNINGPLANBASEDONTHETHEORYOFCONSTRUCTIVISMANDTHECONCEPTANDTHESTANDARDSOF‘‘THENEWCOBRS08’’ITATTEMPTSTOCHANGETHEWAYSTUDENTSACQUIRETHEENGLISHLANGUAGEANDTURNPASSIVESTUDENTSINTOACTIVEONESTHISPATTERNISCARDEDOUTWITHTEACHINGPLANANDLEARNINGPLANSIDEBYSIDEITENCOURAGESSTUDENTSTOACTIVELYPARTICIPATE，COOPERATEANDEXPLOREIN。ENGLISHCLASSESUNDERTHEGUIDANCEOFLEARNINGPLANSITALSOAIMSTOFULLYPLAYTEACHERS’LEADINGROLESANDSTUDENTS’PARTIEIPATINGROLESTHUS，THESPIRITOFREFORMOF“THENEWCOBRSES”ISEXPECTEDTOBEREALIZEDBYPRACTISINGTHISTEACHINGPATTERN，WEHOPETOHELPSTUDENTS’MENTALANDINTELLECTUALGROWTHANDTHEIRACQUISITIONOFENGLISHANDDEVELOPSTUDENTS’LEARNINGABILITIES，COOPERATIONANDCREATIONAWARENESSANDTHEIRABILITYTOPUTWHATTHEYLEARNINTOPRACTICETHESTUDYBASEDONINVESTIGATIONANDEXPERIMENTSSHOWTHATTHETEACHINGPATTERNPLAYSAPOSITIVEROLEINACHIEVINGTHEGOALKEYWORDSLEARNINGPLAN，THEDESIGNOFLEARNINGPLANTHEPATTERNOFLEARNINGPLANGUIDEDTEACHINGLL

簡介：山東師范大學(xué)碩士學(xué)位論文高中校本課程中生物教育雙語教學(xué)及案例研究姓名陳泰梅申請學(xué)位級別碩士專業(yè)學(xué)科教學(xué)（生物）指導(dǎo)教師苑壽澤20040429中文摘要入世后，我國與世界政治、經(jīng)濟(jì)、文化等方面的交流日益頻繁，既有豐富專業(yè)知識又精通外語的人才逐漸走俏。在這樣的時代背景下，“雙語教學(xué)”、“校本課程”已經(jīng)成為我國教育教學(xué)改革中的一個全新領(lǐng)域，對這一領(lǐng)域的理論研究與實(shí)踐探索已逐漸成為素質(zhì)教育的又一個熱點(diǎn)。因此，在筆者準(zhǔn)備本篇論文的過程中，深感“雙語教學(xué)”和“校本課程”研究的前沿性。因為，就目前而言，在我國教育教學(xué)研究成果中，對如何更好地開設(shè)雙語課，如何更好地發(fā)揮學(xué)校課程的主體功能至今尚無固定的模式和實(shí)踐。本文將雙語教學(xué)立足于校本課程中的實(shí)踐和理論研究也只是探索和嘗試性質(zhì)的，其根本目的是抓住課程改革這個核心提高中學(xué)教育質(zhì)量，全面推進(jìn)素質(zhì)教育，培養(yǎng)開拓創(chuàng)新的復(fù)合型人才，探索人才培養(yǎng)的國際化標(biāo)準(zhǔn)和與之相配的人才培養(yǎng)模式。這是本文立論的基礎(chǔ)，也是本文研究的初衷。全文共分五部分第一部分為研究背景，簡要介紹了本文研究的理論出發(fā)點(diǎn)、寫作意義以及研究的對象；第二部分主要簡述校本課程開發(fā)與雙語教學(xué)的內(nèi)容，包括四方面內(nèi)容，首先從理論層面上提出校本課程的開發(fā)其次介紹雙語教學(xué)提出的時代背景以及雙語教學(xué)的內(nèi)容再次討論在校本課程中實(shí)施雙語教學(xué)的切入點(diǎn)；最后簡要分析我國生物雙語教學(xué)發(fā)展現(xiàn)狀。第三部分闡述本文研究過程中應(yīng)用的主要研究方法。第四部分是本文的中心所在，以個案形式闡述了江蘇省錫山高級中學(xué)校本課程開發(fā)的流程與技術(shù)，即在校本課程中開發(fā)高中生物雙語教學(xué)的具體實(shí)踐過程的研究，詳述了在校本課程中開發(fā)生物雙語教學(xué)的課程方案，以及實(shí)施生物雙語教學(xué)的具體過程。第五部分指出目前在校本課程雙語教學(xué)中存在的問題及對策。這部分包括兩個問題，一個是當(dāng)前我國校本課程開發(fā)所面臨的主要問題及對策探討，另一個是當(dāng)前我國雙語教學(xué)面臨的問題及對策研究。本文對校本課程中開發(fā)雙語教學(xué)問題的討論和實(shí)踐還只是初步的探討。因此，對該問題的理解還遠(yuǎn)非完美和深刻，但我始終相信，所有這些問題都將在筆者以后的學(xué)習(xí)、工作、研究生涯中不斷地去完善，這將對中國的基礎(chǔ)教育具有十分重要的理論和實(shí)踐意義。關(guān)鍵詞生物學(xué)教學(xué)雙語教學(xué)校本課程科學(xué)教育分類號G63391