簡(jiǎn)介：湖南師范大學(xué)碩士學(xué)位論文我國(guó)體育教育訓(xùn)練學(xué)碩士研究生課程體系探究姓名譚廣申請(qǐng)學(xué)位級(jí)別碩士專業(yè)體育教育訓(xùn)練學(xué)指導(dǎo)教師馬衛(wèi)平20070601ABSTRACTTHESYSTEMOFCURRICULUMISTHECALTINGOFCOURSESWHICHHAVEINTERRELATEDCOLLECTIVELYTHECOURSESWHICHAREBASEDONACADEMICCONTENT，TRAININGMODELS，TRAININGOBJECTIVESANDARECOMBINEDWITHCHARACTERISTICSOFTHEINSTITUTIONSSETUPFORTHEPROFESSIONALDISCIPLINESTHECOURSESOFPOSTGRADUATEAREGENERALLYCLASSIFIEDTONONDEGREECOURSESANDGRADUATECOURSES，COMPULSORYCURRICULUMANDELECTIVECOURSES，DEGREECOURSESSHOULDBECOMPULSORYCOURSESBUTCOMPULSORYCURRICULUMARENOTALWAYSDEGREECOURSESTHECOURSESOFGRADUATECOURSESISTHEMOSTIMPORTANTPARTOFTHEIRPOSTGRADUATEDEGREE，ISTHEMOSTBASICANDSTABLECONTENTINTHEIRPROFESSIONALCAREERINFUTUREWHICHREFLECTTHEPROFESSIONALMEANINGFORSPECIFICPROFESSIONALDISCIPLINESTHEQUALITIESOFPOSTGRADUATEDEGREEAREDIRECTLYAFFECTEDBYGRADUATECOURSESTHUS，AGRADUATECOURSEOCCUPIESANIMPORTANTPOSITIONINPOSTGRADUATEEDUCATIONPOSTGRADUATECURRICULUMHASITSOWNSPECIFICITYBASICTHEORETICALKNOWLEDGE，EXPERTISE，ANDKNOWLEDGEOFRELEVANTDISCIPLINESINFOREFRONT，CAPACITYOFSCIENTIFICRESEARCHTHEREASONABLEOPENINGOFPOSTGRADUATECURRICULUMINPHYSICALEDUCATIONANDTRAININGDIRECTLYIMPACTTHETRAININGANDDEVELOPMENTOFPOSTGRADUATE，POSTGRADUATEEDUCATIONINPHYSICALEDUCATIONANDTRAININGHAVEITSOWNUNIQUEPROFESSIONALFEATURESIRESEARCHTHECHARACTERISTICSANDTHEFACINGPROBLEMSINTHESYSTEMOFPHYSICALEDUCATIONANDTRAININGCURRICULUM，F(xiàn)ROMTHEPERSPECTIVEOFSOCIOLOGYANDEDUCATION，TOEXPLORETHEBASICⅢ

簡(jiǎn)介：北京體育大學(xué)碩士學(xué)位論文“導(dǎo)學(xué)學(xué)導(dǎo)”教學(xué)法在普通高校武術(shù)課程教學(xué)中的應(yīng)用研究姓名遲明莉申請(qǐng)學(xué)位級(jí)別碩士專業(yè)體育教育訓(xùn)練學(xué)指導(dǎo)教師劉玉萍2005100141、問(wèn)題的提出、問(wèn)題的提出1、1選題依據(jù)江澤民總書記在全國(guó)教育工作會(huì)議上指出“推行素質(zhì)教育要堅(jiān)定不移，要拿出措施，狠抓落實(shí)”。1“實(shí)施素質(zhì)教育是迎接二十一世紀(jì)挑戰(zhàn)，提高國(guó)民素質(zhì)，培養(yǎng)跨世紀(jì)人才的戰(zhàn)略舉措”。新世紀(jì)基礎(chǔ)教育的緊迫任務(wù)是走向素質(zhì)教育，實(shí)施素質(zhì)教育的主渠道是教學(xué)的基本組織形式課堂教學(xué)。這就要求我們必須切實(shí)轉(zhuǎn)變教育觀念，改進(jìn)課堂教學(xué)方法，優(yōu)化教學(xué)過(guò)程。要使科學(xué)合理的教學(xué)模式成為學(xué)生牢固掌握的知識(shí)系統(tǒng)和熟練技能的手段，就要靠科學(xué)的、符合學(xué)生身心特點(diǎn)和接受能力的教學(xué)方法來(lái)達(dá)到。隨著素質(zhì)教育改革浪潮的興起，教學(xué)方法改革的潮頭也相隨而來(lái)。武術(shù)是學(xué)校體育中不可缺少的民族傳統(tǒng)體育項(xiàng)目，它具有健身性、防身性、娛樂(lè)性、可觀賞性，練習(xí)不受場(chǎng)地限制等特點(diǎn)，因此倍受女大學(xué)生的喜愛(ài)。本研究選擇在武術(shù)項(xiàng)目教學(xué)中，對(duì)學(xué)生終身體育鍛煉更有轉(zhuǎn)移價(jià)值的太極拳教學(xué)進(jìn)行“導(dǎo)學(xué)學(xué)導(dǎo)”教學(xué)法在普通高校武術(shù)選修課中的嘗試性研究。目前，我國(guó)普通高校的武術(shù)教學(xué)基本上都采用單一的“講解→示范→練習(xí)”的教學(xué)模式。其特點(diǎn)是（1）以教師傳授知識(shí)、技能為主，突出教師的主導(dǎo)作用；2學(xué)生以學(xué)習(xí)規(guī)定的套路動(dòng)作、技能為主，注重基本知識(shí)、技能的掌握。這種“講解→示范→練習(xí)”的教學(xué)模式，屬于“接受學(xué)習(xí)”類的教學(xué)模式，存在著很大的缺陷和不足。這種教學(xué)模式從總體上看，是把所有的教學(xué)內(nèi)容，通過(guò)教師的講解、示范，以定論的形式，“注入式”地給予學(xué)生，不需要學(xué)生去做獨(dú)立的思索和發(fā)展，只需要他們按照教師的講解、示范進(jìn)行練習(xí)，掌握動(dòng)作技術(shù)就可以了。從而影響了學(xué)生的主體作用和學(xué)習(xí)主動(dòng)性的發(fā)揮，限制了學(xué)生創(chuàng)造思維和個(gè)性的發(fā)展，不利于學(xué)生的創(chuàng)新精神和能力的發(fā)展。傳統(tǒng)單一的“講解→示范→練習(xí)”的教學(xué)模式已經(jīng)不能適應(yīng)培養(yǎng)面向21世紀(jì)的開(kāi)拓、創(chuàng)造型人才模式的需要。我們應(yīng)該探索一種有利于學(xué)生的能力培養(yǎng)、適應(yīng)素質(zhì)教育的教學(xué)模式在武術(shù)課教學(xué)中運(yùn)用。貴州教育學(xué)院教育管理系江華勛在當(dāng)代國(guó)內(nèi)外教育改革的特點(diǎn)和發(fā)展趨勢(shì)中認(rèn)為教學(xué)方法的改革要重視學(xué)生在學(xué)習(xí)中的主體地位，鼓勵(lì)學(xué)生在學(xué)習(xí)1王磊，實(shí)施創(chuàng)新教育培養(yǎng)創(chuàng)新人才訪中央教學(xué)科學(xué)研究所所長(zhǎng)閻立欽教授教育研究19997

簡(jiǎn)介：內(nèi)蒙古師范大學(xué)碩士學(xué)位論文新課程理念下高中生物學(xué)的探究式教學(xué)策略研究姓名王俊霞申請(qǐng)學(xué)位級(jí)別碩士專業(yè)學(xué)科教學(xué)生物指導(dǎo)教師李玉玲20070605班，師生的綜合探究能力均有明娃提高，表明探究式教學(xué)策略的改進(jìn)對(duì)全面提高學(xué)生的科學(xué)素養(yǎng)確實(shí)是十分有效的。在毅課程理念糖導(dǎo)下，在高中生物教學(xué)中實(shí)旌搽突式教學(xué)，是瓣我鍵廣大中學(xué)生物教師的磨練和挑戰(zhàn)，機(jī)遇與挑戰(zhàn)并存，我們?cè)撊绾蝺蓪?duì)機(jī)遇，迎接挑戰(zhàn)，是值得我們每位教師深思的問(wèn)題。關(guān)鍵詞新課程理念探究式教學(xué)教學(xué)策略高中生物學(xué)必修模塊

簡(jiǎn)介：學(xué)號(hào)2010023032姓名王鵬聯(lián)系方式15006411336所在院系外國(guó)語(yǔ)學(xué)院郵箱OURFAMILY2008

簡(jiǎn)介：河海大學(xué)碩士學(xué)位論文我國(guó)高等教育學(xué)專業(yè)課程設(shè)置研究姓名陳時(shí)高申請(qǐng)學(xué)位級(jí)別碩士專業(yè)高等教育學(xué)指導(dǎo)教師姜曉平20060301ABSTRACTTHESEIENEEOFHIGHEREDUCATIONISANEWSCIENCEINOURCOUUTTY,YETITISINTHEUNDERDEVELOPEDPHASEINCONTRASTWITHOTHERHUMANESTUDIESANDSOCIALSCIENCES．THESEAENCEOFHIGHEREDUCATIONHASBEENESTABLISHEDASASPECIAHTYOFPOSTGRODUATEEDUCATION．POSTGRADUATEEDUCATIONISTHEBIGBESTLEVELOFHIGHEREDUCATIONANDITISOFTHEMOSTIMPORTANCEAMONGALLLEVEISOFEDUCATIONINOURCOUNTRY,ITSDEVELOPMENTWILLDEEPLYINFLUENCEOTHERLEVEISOFEDUCATIOU，F(xiàn)ORRESEARCHCHARACTERAZEDPOSTGRADUATEEDUCATIONDECIDESTHEWHOLEABILITYOFSCIENTIFICRESEARCHANDINNOVATIONOFOURCOURTLY．THEPROGRESSOFPOSTGRADUATEEDUCATIONDEPENDSGREATLYONTHECOURSESOFFERED，TOESTABLISHASETOFREASONABLEANDSCIENTIFICCURRICALAWMENSURESUCCESS．DURINGTHEPASTTWENTYYEARS．THESPECIALITYOFHIGHEREDUCATIONHASGOTGREATPROGRESSTHESCALEOFENROLMENTHASBEENGREATLYEXPANDED；THECURRICULARSYSTEMISGETTINGRATIONAL；THEEMPLOYEDWHOWORKEDINTHISFIEMISINCREASINGYEARBYYEAR．ANDTHEIRWHOLEEHARAETERISALSOINCREASINGCONTINUOUSLY；RELATEDSCHOLARSHIPPERIODICALCATEGORYDIVERSITIESGREATTY，ANDTHEESSAYSTHATHASBEENPUBLISHEDISMOREANDMORE，THEYHASACHIEVEDGREATSUCCESSES；WEHAVEALSOTRAINEDSOMANYFAMOUSSPECIALISTSANDSCHOLARSINTHEFIELDOFHIGHEREDUCATIONWHOAREWORKINGONEVELYFRONTOFENDEAVOLYET，THEREARESOMANYISSUESEXPOSEDINTHESPECIALITYOFPOSTGRADUATEEDUCATION，F(xiàn)OREXAMPLE，WITHTHEEXPANSIONOFTHEENROLMENTSCALE，THEQUALITYOFTHEPOSTGRADUATEISGETTINGMOREQUERY,THECURRICULARSYSTEMISOBSOLETE．THEIMPORTANEEOFTHECURRICULARSTUDYMAKESITATTRACTSMOREATTENTION．THEEURRIEULARSYSTEMWASFORMEDINTHEBEGINNINGOFTHEESTABLISHMENTOFTHISSPEEIALITY,SOITISHARDTOAVOIDTHATITWILLNOTABLETOBECOMPETENTTOTHEDEVELOPMENTOFTHESPECIALITYANDTHESEIEUCEOFHIGHEREDUCATION，THEMAINISSUESINCLUDETHEEXISTINGCURRICULARSYSTEMATTACHESMOREIMPORTANCETOBOOKLEARNINGANDBELITTLESTHESTUDYOFMETHODOLOGY；THECONTENTOFTHECURRICULUMISDUPLICATEDANDOUTOFDATE；THESTRUCTUREOFTHECURRICULAISIRRATIOHAL；THECURRICULARSYSTEMISEXCESSIVELYSPECIALIZED；ANDSOON．THERESEARCHORIENTEDCBRRIEULUMISWHATWEAREWORKINGHARDTOREALIZE．ANDITISAISOTHEREQUIREMENTOFTHESPECIALITYOFHI疊HEREDUCATION，INTHATITBREAKSTHEHMITATIONSOFTHETRADITINNALCURRICULA．THERESEARCH．ORIENTEDCURRICULUMISBASEDONTHECHARACTERISTICSOFTHEGRADUATESTUDENTSANDDRAWSOUSOMEMAINCONCEPTIONSONCURL“ICULUMWHICHHAVEAGREATANTIUENCEDURINGTHEHISTORYOFTHERESEARCHONEURRICULUM；ITWILLCENTREONTHEDEVELOPMENTOFTHEGRADUATESTUDENTS’UNDERSTANDINGANDCREATIVEPOWERTOIMPROVETHEGRADUATESTUDENTS’WHOLECHARACTER．KEYWORDSTHESPECIALITYOFHIGHEREDUCATION，CURRICULUM，POSTGRADUATEEDUCATION，RESEARCHORIENTEDCURRICULUM．

簡(jiǎn)介：‘●K嚆{學(xué)位論文獨(dú)創(chuàng)性聲明本人承諾所呈交的學(xué)位論文是本人在導(dǎo)師指導(dǎo)下所取得的研究成果。論文中除特別加以標(biāo)注和致謝的地方外，不包含他人和其他機(jī)構(gòu)已經(jīng)撰寫或發(fā)表過(guò)的研究成果，其他同志的研究成果對(duì)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(xué)位論文作者簽名墜亟亟。學(xué)位論文版權(quán)的使用授權(quán)書本學(xué)位論文作者完全了解遼寧師范大學(xué)有關(guān)保留、使用學(xué)位論文的規(guī)定，及學(xué)校有權(quán)保留并向國(guó)家有關(guān)部門或機(jī)構(gòu)送交復(fù)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(xué)，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)并進(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，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(xué)位論文在解密后使用本授權(quán)書。學(xué)位論文作者簽名塑二墼指導(dǎo)教師簽名出＆盤1猩簽名日期勾FF年R碉瑚嘎嚏；囊1■，O審‘；0．，乏一0，◆、、P，飛，¨膏0≤薹王一．～，I參3．4．1前期測(cè)試成績(jī)對(duì)照表????????????????????123．4．2“學(xué)案導(dǎo)學(xué)刀教學(xué)實(shí)施中學(xué)生學(xué)習(xí)情況調(diào)查問(wèn)卷結(jié)果000000000900000Q0133．4．3后期測(cè)試成績(jī)對(duì)照表????????????????????134．研究結(jié)果分析?????????????????????????“4．1采用“學(xué)案導(dǎo)學(xué)“與常規(guī)教學(xué)效果存在差異的原因?????????144．2教學(xué)反思及對(duì)策???????????????????????15附錄”””””””””?”””“”””””””“””一”16伶慷參考文獻(xiàn)????????????????????????????33譬◆●致謝????”””””””””?””””””””””””?”342

簡(jiǎn)介：我國(guó)正在進(jìn)行著新一輪基礎(chǔ)教育課程改革，在這次課程改革中，教師的專業(yè)發(fā)展也越來(lái)越受到重視，而且新課程改革為教師專業(yè)發(fā)展提供了廣闊的實(shí)踐舞臺(tái)，教師作為課程改革的主體，要在改革中尋求教師專業(yè)發(fā)展的契機(jī)，努力實(shí)現(xiàn)自主專業(yè)發(fā)展。通過(guò)對(duì)一位中學(xué)音樂(lè)教師在新課程中的成長(zhǎng)展開(kāi)敘事研究，發(fā)現(xiàn)影響教師自主專業(yè)發(fā)展的有利因素主要包括良好的個(gè)性品質(zhì)、強(qiáng)烈的自主專業(yè)發(fā)展意識(shí)和明確的發(fā)展目標(biāo)，以及在新課程中能夠自主學(xué)習(xí)、勇于實(shí)踐和創(chuàng)新，善于自我反思等內(nèi)在因素為教師的自主專業(yè)發(fā)展提供了動(dòng)力；而新課程、學(xué)校、教研員和同伴等外在因素為教師發(fā)展提供了有力的保障，新課程為教師提供了自主專業(yè)發(fā)展的契機(jī)，使教師可以自主地實(shí)施新課程，進(jìn)行教學(xué)改革、開(kāi)展課題研究和開(kāi)發(fā)課程資源，學(xué)校、教研員和同伴的支持與幫助有利于教師的發(fā)展。在新課程中，教師要實(shí)現(xiàn)自主專業(yè)發(fā)展，不僅要加強(qiáng)自主專業(yè)發(fā)展意識(shí)，制訂自主發(fā)展規(guī)劃，主動(dòng)學(xué)習(xí)、不斷自我更新，而且要在新課程中勇于實(shí)踐和反思，成為教學(xué)研究者，改革教育，成為課程的建設(shè)者和開(kāi)發(fā)者。而且，教師的自主專業(yè)發(fā)展不是教師單方面努力的結(jié)果，而是教育管理部門、學(xué)校和個(gè)體等多種因素相互作用的結(jié)果，因此，學(xué)校和教育管理部門要重視教師自主專業(yè)發(fā)展，建立教師自主專業(yè)發(fā)展的保障制度，為教師提供良好的外部條件和支持。師范院校也要幫助和指導(dǎo)教師實(shí)現(xiàn)自主專業(yè)發(fā)展；教育管理部門要改革傳統(tǒng)的教師培訓(xùn)，賦予教師自主選擇權(quán)。

簡(jiǎn)介：西北師范大學(xué)碩士學(xué)位論文教育技術(shù)學(xué)專業(yè)非線性編輯系統(tǒng)姓名王曉玲申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育技術(shù)學(xué)指導(dǎo)教師張?bào)闾m20080320ＡＢＳＴＲＡＣＴIIIABSTRACT“NONLINEAREDITINGSYSTEM”COURSEOFEDUCATIONALTECHNOLOGYINTHESPECIALIZEDUNDERGRADUATE,THECURRICULUMISCOMPREHENSIVEITISINCLUDINGCOMPUTERTECHNOLOGY,AUDIOVISUALTECHNOLOGYANDTHEARTSOFTELEVISIONTHISCOURSEFOCUSESONTHENONLINEAREDITINGSYSTEMANDTHEUSEOFTHEBASICKNOWLEDGEOFNONLINEAREDITINGSYSTEMSINTHEPRODUCTIONOFTELEVISIONTEACHINGBASICSKILLSTHECOURSESINALLPROFESSIONALCOURSESINTHEDIRECTIONOFTHELINKBETWEENTHEPASTPLAYEDAROLE,BOTHINFRONTOFSOMEOFTHEBASICCOURSEFORPROFESSIONALIMPROVEMENTFORTHEFUTUREANDACOMPREHENSIVEVIDEOLAIDTHEFOUNDATIONFORTHEPRODUCTIONHOWEVER,IFEELMOREDIFFICULTABOUTTHECOURSEOFTEACHINGINTHEYEARSBYTHECONTEMPORARYCOLLEGESTUDENTSLEARNINGWAYANDLEARNINGSTRATEGIESRELATEDRESEARCH,THEAUTHORISTRYINGTOPUTONTHISCOURSEINTEACHINGSTRATEGIESSOWECANEXCHANGEOURIDEASWITHPEERSTHEMAINCONCLUSIONSOFTHISRESEARCHAREASFOLLOWS1CURRENTCOLLEGESTUDENTSLEARNINGSTRATEGIESARELOW2THEMAINTYPEOFSTUDENTS’LEARNINGWAYISTHEINDEPENDENT,COLLABORATIVEANDPARTICIPATORYTYPE3THERELEVANCEOFLEARNINGWAYANDLEARNINGSTRATEGIESAVOIDANTLEARNINGWAYANDLEARNINGCOMPONENTOFTHESTRATEGYHAVEHIGHERRELEVANCE,PARTICIPATORYLEARNINGWAYANDLEARNINGSTRATEGIESSCALEINTHEATTITUDE,MOTIVATION,TIMEMANAGEMENT,CONCENTRATION,INFORMATIONPROCESSING,SELECTINGPOINTS,LEARNINGANDSELFTESTWERESIGNIFICANTLYPOSITIVERELEVANCE,INDEPENDENTTYPEOFCOLLABORATION,DEPENDENTANDCOMPETITIVELEARNINGSTYLEANDLEARNINGCOMPONENTOFTHESTRATEGYHAVEVARYINGDEGREESOFCORRELATION4TEACHINGSTRATEGIESOF“NONLINEAREDITINGSYSTEM”COURSEACCORDINGTOCOLLEGESTUDENTSLEARNINGSTRATEGIESANDTHERELEVANCEOFLEARNINGWAY,TEACHINGNONLINEAREDITINGCOURSESISMAINLYINTHEFORMOFORGANIZEDCLASSESWITHSMALLGROUPTEACHING,COMBININGINDIVIDUALTEACHINGASMAJORITYOFCOLLEGESTUDENTSUSEPARTICIPATORYLEARNINGMETHODS,TEACHINGMETHODSUSETHE

簡(jiǎn)介：中圖分類號(hào)中圖分類號(hào)單位代碼單位代碼10231學(xué)號(hào)號(hào)52008138在高中生物學(xué)課程的探究性學(xué)習(xí)中提高學(xué)生的創(chuàng)新能力學(xué)科專業(yè)教育碩士教育碩士研究方向?qū)W科教學(xué)（生物）學(xué)科教學(xué)（生物）作者姓名張姝指導(dǎo)教師井樂(lè)剛井樂(lè)剛教授教授哈爾濱師范大學(xué)二〇一二年六月ATHESISSUBMITTEDFTHEDEGREEOFMASTERIMPROVINGSTUDENTS’INNOVATIONABILITYBYINQUIRYBASEDLEARNINGINSENIHIGHSCHOOLBIOLOGYCURRICULUMCIDATEZHANGSHUSUPERVISPROFJINGLEGANGSPECIALITYMASTEROFEDUCATIONDATEOFDEFENCEJUNE2012DEGREECONFERRINGINSTITUTIONHARBINNMALUNIVERSITY

簡(jiǎn)介：天津師范大學(xué)碩士學(xué)位論文數(shù)學(xué)新課程理念下的學(xué)案導(dǎo)學(xué)教學(xué)模式研究姓名國(guó)佳申請(qǐng)學(xué)位級(jí)別碩士專業(yè)課程與教學(xué)論數(shù)學(xué)指導(dǎo)教師王延文20090301ABSTRACTATPRESENT，THENEWCOURSESTANDARDSHAVEBEENFULLYIMPLEMENTEDEVERYTIMEWITHTHEREFORMTIDEOFEDUCATION，TEACHINGMODELOFMATHEMATICSCANNOTBESEPARATEDFROMTHEMAINTHEMEOFREFORMTHEREFORMOFTEACHINGMODELWILLBRINGABOUTGREATCHANGESINTEACHINGPROCEDURES，SOTHATITWILLHAVEDEEPINFLUENCEONEDUCATIONALIDEASANDTHEORIESSOITISMORETHANSIGNIFICANTANDDIFFICULTTHANTHEREFORMINTEACHINGMETHODANDTEACHINGMEANSTHECORESTRATEGYOFANEWROUNDOFCURRICULUMREFORMISTO”STUDENTORIENTED”，ANDSTRIVINGTOCHANGETHESTUDENTS’LEARNINGSTYLESINOURMIDDLESCHOOLCLASSES，THETRADITIONALTEACHINGMODESARESTILLDOMINANTBECAUSEMANYSCHOOLSHAVEPLACEDTOOMUCHEMPHASISONTHEPROPORTIONOFSTUDENTSENTERINGANDTHEQUALITYOFEXAMORIENTEDEDUCATION，THETEACHINGMETHODISMOSTLYTHEINTEGRATIONOFPRELECTIONANDEXERCISETHESESCHOOLSONLYATTACHIMPORTANCETOTEACHINGANDHAVEIGNOREDTHELEARNINGOFSTUDENTS”THETEACHINGMODELGUIDEDBYTHELEARNINGPLAN”INSISTONTHATTHESTUDENTSSHOULDBEINCENTRALANDITSSOULLIESIN”THELEARNINGPLAN”PLUS”GUIDEDLEARNING”THISTEACHINGMODELREQUIRSTHATTEACHERSSHOULDNOTONLYCONSIDERHOWTOTEACH，BUTALSOTOGIVEMORECONSIDERATIONTOHOWSTUDENTSLEAMINTHETEACHINGPROCESSTHISFULLYEMBODIESTHEESSENCEOFTHENEWTHEMATHEMATICSTEACHINGMODELGUIDEDBYTHELEARNINGPLANISSYSTEMATICALLYSTUDYEDTHROUGHCASESSTUDIESETCTHISPAPERISDIVIDEDINTOSEVENPARTSINTHEFIRSTPARTPROBLEMSAREPUTFORWARDPARTTWOINTRODUCESTHEHISTORYANDSTATUSOFMATHEMATICSCURRICULUMREFORMPARTTHREEMAKESADEEPERDESCRIPTIONONTHECONTENT，STRUCTURE，DEVELOPMENT，CLASSIFICATIONCHARACTERISTICSOFTHEMATHEMATICSTEACHINGMODELPARTFOUREXPLAINSTHECONTENTANDTHETHEORETICALBASISOFTHETEACHINGMODELGUIDEDBYTHELEARNINGPLAN，THECONTENTOFLEARNINGPLANANDHOWTOWRITELEARNINGPLANANDHOWTOCARRYOUTTHETEACHINGMODEPARTFIVEINTRODUCESANDANALYSESTHETHREETYPICALTEACHINGEXPERIMENTSWHICHHAVEOUTCOMEPARTSIXLISTSDIFFERENTMATHEMATICSLEARNINGPLANSACCORDINGDIFFERENTMATHEMATICSCLASSTHELASTPARTISTHINKINGANDPROSPECTIVE

簡(jiǎn)介：THEDESIGNRESEARCHOFENHANCEMENTOFSTUDENTS’PARTICIPATIONINEXPANDINGCOURSEADISSERTATIONSUBMITTEDFORTHEDEGREEOFMASTERCANDIDATEGUOXINYANSUPERVISORLISHUNBAOBAOXIANQINGCOLLEGEOFMATHEMATICS＆SCIENCESHANGHAINORMALUNIVERSITYSHANGHAI，CHINAAPRIL，2012摘要LUIII1111111IIII1111LY2096740拓展型課程是對(duì)基礎(chǔ)型課程的補(bǔ)充，是一種開(kāi)放性的課程，其培養(yǎng)目標(biāo)多元化，關(guān)注學(xué)生的主體意識(shí)，以促進(jìn)學(xué)生的個(gè)性化發(fā)展為宗旨。關(guān)注學(xué)生的主體意識(shí)離不開(kāi)關(guān)注課堂上學(xué)生的參與情況，學(xué)生的課堂參與度與其主體意識(shí)的體現(xiàn)是密不可分的?；诖耍P者探索了在拓展型課程設(shè)計(jì)中提高課堂參與度的方法，本文主要從以下幾個(gè)方面進(jìn)行研究第一，對(duì)拓展型課程和課堂參與度的研究現(xiàn)狀進(jìn)行了綜述，在研究綜述的基礎(chǔ)上闡述了本研究的研究?jī)r(jià)值。第二，分析了目前主要的課程設(shè)計(jì)模式，在此基礎(chǔ)上從提高課堂參與度的視角提出了拓展型課程設(shè)計(jì)的框架。第三，以思維導(dǎo)圖課程為例，依據(jù)提出的拓展型課程設(shè)計(jì)框架，設(shè)計(jì)了思維導(dǎo)圖課程，并選取其中的兩個(gè)課時(shí)在上?？禈蚬び研W(xué)進(jìn)行實(shí)施，實(shí)施過(guò)程中對(duì)整個(gè)課堂教學(xué)進(jìn)行錄像，并分析實(shí)施效果，運(yùn)用基于設(shè)計(jì)研究的方法迭代修正課程的設(shè)計(jì)，以達(dá)到提高課堂參與度的目的。最后，本文總結(jié)了本研究主要的研究成果以及有待進(jìn)一步研究的問(wèn)題。關(guān)鍵詞拓展型課程，課堂參與度，課程設(shè)計(jì)論文類型應(yīng)用研究

簡(jiǎn)介：華東師范大學(xué)碩士學(xué)位論文高中英語(yǔ)學(xué)案導(dǎo)學(xué)教學(xué)模式探討姓名周銀斌申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育（英語(yǔ)）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(jiǎn)介：L單位代碼10415L學(xué)號(hào)200232661分類號(hào)G424易緣備缸大學(xué)Y76471S教育碩士學(xué)位論文論文題目初中地理“分組學(xué)導(dǎo)”教學(xué)模式實(shí)驗(yàn)研究學(xué)科專業(yè)名稱申請(qǐng)人姓名導(dǎo)師姓名論文提交時(shí)間學(xué)科教學(xué)地理芻】屯峨孫鶘釬2005年4月12日采麓辨蠢勿全文公布一山東師范丈學(xué)碩士學(xué)位論文的施展，學(xué)生的品德、意志和學(xué)習(xí)行為也得以提高，其實(shí)施還提高了學(xué)生學(xué)習(xí)其他學(xué)科的積極性。實(shí)踐證明，“分組學(xué)導(dǎo)”教學(xué)模式是學(xué)生主動(dòng)參與課堂教學(xué)全過(guò)程的重要模式是全面推進(jìn)素質(zhì)教育，貫徹新課標(biāo)、新理念的突破口是形成課堂教學(xué)最佳結(jié)構(gòu)、產(chǎn)生課堂教學(xué)最優(yōu)效果的新嘗試，是學(xué)生自主、主動(dòng)、健康發(fā)展的非常有效的教學(xué)模式。關(guān)鍵詞“分組學(xué)導(dǎo)”教學(xué)模式地理課堂教學(xué)課程改革探究性學(xué)習(xí)學(xué)習(xí)方式分類號(hào)G424H

簡(jiǎn)介：寧夏大學(xué)碩士學(xué)位論文初中英語(yǔ)“導(dǎo)學(xué)探究”教學(xué)模式研究姓名楊曉偉申請(qǐng)學(xué)位級(jí)別碩士專業(yè)課程與教學(xué)論指導(dǎo)教師周福盛20100401ABSTRACTWE砌℃NOWIMPLEMENTINGELEMENTARYEDUCATIONCURRICULUMREFORMNATIONWIDE．TEACHERSMUSTUPHOLDNEWTEACHINGIDEOLOGY,GRASPTEACHINGSTRATEGYOFTHENEWCURRICULUMINORDERTOCARRYOUTTHENEWCURRICULUMSCIENTIFICALLYANDEFFECTIVELY．UTILIZINGTHETEACHINGMODELFORMEDUNDERTHEGUIDANCEOFEFFECTIVETEACHINGTHEORYISONEMETHOD．BASEDONANALYSISOFTHEDEFINITIONANDNATUREOFTEACHINGMODEL，ATFIRST,THISPAPERGIVESABRIEFSUMMARIZATIONANDEVALUATIONOFPRESENTRESEARCHSITUATIONONENGLISHTEACHINGMODELINJUNIORMIDDLESCH001．ITBRIEFLYANALYZESTHEPROSANDCONSOFCURRENTTEACHINGMODELDEVELOPEDINJUNIORMIDDLESCHOOL，COMBINEDWITHMODERNEDUCATIONTHEORY,THECONSTRUCTIONOFTEACHINGMODEL“GUIDEDTOLEARNEXPLOREAUTOMATICALLY”INJUNIORMIDDLESCHOOLWASDISCUSSEDAFTERWARDS．ACCORDINGTOTHEMODEMEDUCATIONTHEORY,THEMODELAIMSTOPROMOTESTUDENTS’ABILITYOFKNOWLEDGEANDSKILLS，PROCESSESANDMETHODS，EMOTIONSANDA仕IMDESFORTHEHARMONIOUSDEVELOPMENTOFTHETHREEGOALSINTHECLASSROOMTEACHING．NETEACHERSHOULDDESIGNASUITABLEENVIRONMENT,NUDGEANDENCOURAGETHESTUDENTSTOTAKEPARTINTHEACTIVITIES，USETHEVARIETYEVALUATIONWAYSINORDERTOMAKEANEFFICIENTTEACHINGMODEL．FINALLY,THEAUTHORPUTTHEMODELOF“GUIDEDTOLEARNEXPLOREAUTOMATICALLY“INTOJUNIORMIDDLESCHOOLENGLISHCLASSFORATERMOFTEACHINGPRACTICE．BYTHERESULTSOFANALYSISOFTEACHINGPRACTICE，STUDENTSHAVEGAINEDABETTERTHREEDIMENSIONALTARGETDEVELOPMENT，WHICHSHOWSTHATTHISMODELOFENGLISHTEACHINGINJUNIORMIDDLESCHOOLAPPLICATIONISFEASIBLE，BUTTHEMODELINPRACTICALAPPLICATIONSSTILLHAVEMANYPLACESNEEDTOBECORRECTED．ANDALLTHESEARERETHINKINGANDTOSTIMULATETHEAUTHORTOHAVETHERUINERRESEARCHONTHETHEORYANDPRACTICE．KEYWORDSJUNIORMIDDLESCHOOLENGLISH，TEACHINGENVIRONMENT，TEACHINGMODELOF“GUIDEDTOLEARNEXPLOREAUTOMATICALLY’

簡(jiǎn)介：分類編號(hào)密級(jí)Y840岳20單位代碼。IQQ鰱學(xué)號(hào)；天滓I幣苊大掌研究生學(xué)位論文論文題目直蟲物理竺昱堂二拯究式堂生塞驗(yàn)教堂的塞踐班塞學(xué)’生姓名越申請(qǐng)學(xué)位級(jí)別教直硒申請(qǐng)專業(yè)名稱堂抖教堂研究方向物堡教直指導(dǎo)教師姓名；割掛苤專業(yè)技術(shù)職稱耋L撞提交論文日期三QQ五生二目ABSTRACTRIKQUALITYEDUCATIONADVOCATESRAISESSTUDENTSEOMPREHEUSIVEABILITYTHELNIDDLESCHOOLPHYSICSSTUDENTTESTSTEACHINGISTHEMAINPLACETOENHANCETHESTUDENT’SSYNTHESIZESABILITYHOWEVERTHETRADITIONALPHYSICSEXPERIMENTALTEACHINGMETHODHASALOTOFSHORTCOMINGSFOREXAMPLE，THESTUDENTSACCEPTEDTHEKNOWLEDGENEGATIVELYNOTTAKINGALLACTIVEPARTINTHECLASSROOMACTIVITIES，THISNEGLECTEDSTUDENFSMAINBODYSTATUS。ITWASNOTEXTREMELYSYMMETRICTOTHEQUALITYEDUCATIONANDTHEREQUESTOFEDUCATIONREFORMSITUATIONINORDERTORAISETHESTUDENTS’PHYSICEXPERIMENTALABILITYTOCHANGETHESHORTCOMINGSOFTRADITIONALPHYSICSSTUDENTTESTSTEACHINGTHISRESEARCHTESTSIN出ETEACLLILLGINTHEHIGLLSCHOOIPHYSICSSTUDENTCARRIEDON‘LEADINGINQUIRY‘THETYPETEACHINGPRACTICEANDTHERESEARCHTLLISRESEARCHHASADOPTED“11坨EXPERIMENTALMODULOOFEQUAIGROUPBEFOREANDAFTEREXAMINATION’’ATTHESAMETIMETHEINVESTIGATIONANDSTATISTICSHASBEENCARRIEDOUTTOMAKETHISRESEARCHBEFEASIBLETLLISRESEARCHCHOOSESTOCHASTICALLYTWOPARALLELCLASESINSENIORTWOINSHIHUANO1MIDDLESCHOOLASSUBJECTS，THEONECLASSISTHEEXPERIMENTALCLASS。THEOTHERCLASSFORTHECOMPARISONCLASSTHECOMPARISONCLASSADOPTSTHETRADITIONALWAY；THEEXPERIMENTALCLASSADOPTS‘LEADINGINQUIRY”WAYCARRIESONTHESTUDENTDIVIDEDGROUPSEXPERIMENTALTEACHING”LEADINGINQUIRY”，ISUNDERTEACHER’SINSTRUCTION，THESTUDENTSTHROUGHSTUDIESINDEPENDENTLYFORMAND50OILDISCUSSIONINQUIREINTOEXPERIMENTPOSITIVELYONOWNINITIATIVESTUDIESANDSELECTEDTHENEWEXPERIMENTALTEACHINGAPPRAISALMETHOD。DISTRIBUTED也EEXPERIMENTALCLASSROOMRECORDINGCARDINTHECLASS，CONCERNEDONSTUDENTS’PERFORMANCEJNTHEEXPERIMENTALPROCESSINTHISWAYTEACHERSCARLPROMOTESTUDEMS’EXPERIMENTALTECHNIQUEANDTHEINNOVATIONABILITYTISERESEARCHPROCEDUREASFCILLOWSPREPARINGALESSONTESTS，THEDESIGNPROPOSALOPTIONALEQUIPMENTTHEINDEPENDENTOPERATIONTEACHERSANDSTUDENTSDELIBERATES，THEREVISIONPLANEXCHANGESUBTOTALTHEINNOVATIONEXPLORATIONPROCESSSBNUMARIZCS，THEREASONABLEAPPRAISALINTHEEXPERIMENTALPCOCESS，THESTRICTCONTROLIRRELEVANTVARIABLE，THERESEARCHERWILLUNIFYGRADESTHERESULTINPUTCOMPUTERCARRIEDONTHESTATISTICALANALYSISWITHEXCELSOFTWARE，THEIUDGMENTSEXPERIMERITCLASSANDTHECOMPARISONELSSS’SEXPERIMENTALABILITYDEVELOPMENTHORIZONTALDIFFERENCEUTILIZESTHEZEXFL／NINATIONTHEFINDINGSINDICATESTHETEACHINGINTHEHIGHSCHOOLPHYSICSSTUDENTUSES”LEADINGINQUIRY”WAYSTUDENTTESTSTHETEACHINGISADVANTAGEOUSTORAISETHESMDANTS’PHYSICSEXPERIMENTALABILITY；ISADVANTAGEOUSTOENHANCESTHESTUDENTPHYSICSEXPERIMENTALRESULTS；ISADVANTAGEOUSTOENHANCESTHEEFFICIENCYOFPHYSICSSTUDYTLLISTEACHINGMETHODCANFULLYMANIFESTTEACHER’8LCADINGROLEANDSTUDENT’SMAINBODVSTATUS’HARMONIOUSUNIFICATIONBECAUSETHEEXPERIMENTALPROCESSSTUDYISSTRESSEDTHISCAUSEDSTUDENTSNOTONLYT0GRASPTHEKNOWLEDGESIMULTANEOUSLYALSOLEARNEDTHEGAINKNOWLEDGEMETHODMANIFESTEDTHEREQUESTWHICHTHEQUAIIVYEDUCATIONANDTHENEWTURNOFCURRICULUMREFORMEDTLISNEWEXPERIMENTALTEACHINGMETHODHASTHEFEASIBII畸ANDTHEACTUALEFFECT；ITISTHEBENEFICIAIEXPLORATIONTOCARRYONTHEQUALITYEDUCATIONINTHEEXPERIMENTALTEACHING。ITCANPROVIDETHEBENEFICIALREFERENCEFORTHEPHYSICALEXPERIMENTEDUCATIONALREFORMKEYWORDSHIGHSCHOOLPHYSICSLEADINGINQUIRYTHEEXPERIMENTALABILITYPRACTICESTUDIES