簡(jiǎn)介：華東師范大學(xué)碩士學(xué)位論文在高中生命科學(xué)教學(xué)中開(kāi)展生命教育的理論和實(shí)踐研究姓名郝秀堯申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)課程與教學(xué)論（生物教育學(xué)）指導(dǎo)教師俞佩芳20070501ABSTRACTNOWADAYS，WITHTHERISINGOFTHEAMOUNTOFADOLESCENTCRIMEANDCASESOFKILLINGOTHERS’LIFEORTHEMSELVES，MOREANDMOREPEOPLETENDTONOTICETHEPROBLEMOFTREATINGLIFEWITHLOVE。ITHASBEENALONGTIMEFOREDUCATIONTOFOCUSONLIFE，ASEDUCATIONISNOTONLYPARTOFLIFE，BUTALSOGOINGTHROUGHTHEWHOLECOURSEOFLIFEWHILELIFEEDUCATIONHASBEENATTRACTINGTHECOMMONATTENTION，ITSUPPLIESAPLATFORMFOREDUCATIONTODISCUSSANDCOMPREHENSIVECONCERNINGONLIFE，ANDITISTHECOMPLETELYCARINGFORLIFELIFEEDUCATION，WITHALLKINDSOFEDUCATIONALWAYS，ISMEANTOHELPSTUDENTSTAKECORRECTKNOWLEDGEOFLIFE，APPRECIATELIFE，TAKECAREOFLIFEANDIMPROVELIFBTOHELPTHEMPLAYTHEINFINITEPOTENTIALOFLIFE，F(xiàn)INDENTERTAINMENTANDVALUEOFLIFE，INLIMITEDTIMEWITHLIFEIDEASPENETRATINGDURINGTHESTAGEOFSCHOOLEDUCATIONTIMETHEGOALOFLIFEEDUCATIONINALLISLEADINGAKINDOFSPIRITTHATLOVINGLIFEANDAKINDOFATTITUDETHATBEACTIVEINLIVINGTHISPAPERCANBEDIVIDEDINTOTWOPARTS，THEORYRESEARCHANDPRACTICERESEARCHTHEPARTOFTHEORYDISCUSSESTHEORIGIN，MEANINGS，BACKGROUND，PROGRESSINGSITUATIONOFBOTHINSIDEANDOUTSIDE，ANDEDUCATIONBASISANDPSYCHOLOGYBASISOFLIFEEDUCATIONTHEPARTOFPRACTICEISDIVIDEDINTOTEXTPAPERINVESTIGATIONANDHAVINGLIFESCIENCECLASSESFORTARGETSTUDENTS，WHICHIS，INOTHERWORD，LAUNCHINGLIFEEDUCATIONINLIFESCIENCECLASSESINSENIORMIDDLESCH001THEPURPOSEOFTHISRESEARCHISTOPROVEITTOBEEFFECTIVETOPENETRATELIFEEDUCATIONINLIFESCIENCECLASSES，ALSOSTIMULATETHEUNITEOFLIFEEDUCATIONTHEORYANDLIFEEDUCATIONPRACTICETHISRESEARCHTAKESNORTHCITYMIDDLESCHOOLASTHEEXPERIMENTBASETEXTPAPEROF“INVESTIGATIONOFMIDDLESCHOOLSTUDENTS’REALIZATIONFORLIFE”FIEATTACHMENTONEISDISTRIBUTEDTOTENCLASSESOFGRADEONE，TOGETSOMEREFERENCEFORPRACTICELATERWHENTHESESTUDENTSGOUPIILGRADETWO，THEAUTHORCHOOSESFOURCLASSESOFTHESAMELEVELTOBETHETARGETOFEXPERIMENT，ANDDIVIDETHECLASSESINTOTWOGROUPSWHICHONEISNAMEDEXPERIMENTGROUPANDTHEOTHERISNAMEDCONTROLLEDGROUPFORTHECONTROLLEDGROUPHAVECLASSESASUSUAL；FOREXPERIMENTGROUP，PENETRATELIFEEDUCATIONINLIFESCIENCECLASSESANDDEVELOPACTIVITIESAIMEDATLIFEEDUCATIONⅡ

簡(jiǎn)介：南京師范大學(xué)碩士學(xué)位論文美國(guó)初中科學(xué)教材PROPERTIESOFMATTER中化學(xué)部分的研究姓名陶亞奇申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)課程與教學(xué)論化學(xué)指導(dǎo)教師馬宏佳200351課程與教學(xué)論化學(xué)碩士學(xué)位論文美國(guó)初中科學(xué)教材PROPERTIESOFHATTER中化學(xué)部分的研究美國(guó)初中科學(xué)熬材中化學(xué)部分的研究_一、～，’、＼摘要、心美國(guó)初中科學(xué)教材PROPERTIESOFMATTER是配合美國(guó)國(guó)家科學(xué)教育標(biāo)準(zhǔn)具體實(shí)施的、由美國(guó)國(guó)家科學(xué)資源中心NSRC組織編寫(xiě)的STC／MS計(jì)劃中四套初中科學(xué)教材中的一套。該教材將探究放在學(xué)習(xí)過(guò)程的中心，鼓勵(lì)學(xué)生的好奇心，貼近學(xué)生的實(shí)際生活，強(qiáng)調(diào)科學(xué)技術(shù)社會(huì)STS之間的聯(lián)系，本研究的研究對(duì)象是美國(guó)初中科學(xué)教材PROPERTIESOFMATTER}中的化學(xué)部分。為了建立本研究的理論基礎(chǔ)，研究者首先對(duì)國(guó)內(nèi)外科學(xué)教育的歷史和現(xiàn)狀進(jìn)行了分析和梳理，對(duì)比較有代表性的課程理論進(jìn)行了學(xué)習(xí)和歸納，并將建構(gòu)主義課程理論的觀點(diǎn)和后現(xiàn)代主義課程理論的部分思想、科學(xué)探究理論以及泰勒的目標(biāo)達(dá)成模式及CIPP評(píng)價(jià)理論作為本研究的基本理論依據(jù)。為了能全面、系統(tǒng)的研究教材，在研究教材之前，研究者首先提出了一個(gè)研究教材的模型，模型從目標(biāo)、內(nèi)容、策略、教師以及學(xué)生等五個(gè)方面描述和分析教材，該模型的特點(diǎn)是不僅研究教材本身，而且還研究教師對(duì)教材的評(píng)價(jià)和學(xué)生對(duì)教材的反饋，通過(guò)問(wèn)卷調(diào)查、教學(xué)實(shí)驗(yàn)等實(shí)證方法研究教材。之后研究者將此模型具體化為一個(gè)實(shí)施研究的流程圖，并根據(jù)這個(gè)研究的流程來(lái)具體描述和分析教材中的化學(xué)部分，得到以下結(jié)論1教材的培養(yǎng)目標(biāo)是為了提高全體學(xué)生的科學(xué)素養(yǎng)2教材的內(nèi)容符合學(xué)生心理、有利于學(xué)生的發(fā)展；3教材體現(xiàn)了科學(xué)探究的教學(xué)策略4教材注意到科學(xué)性與可接受性的統(tǒng)一；5教材有利于教師開(kāi)展教學(xué)。、＼通過(guò)對(duì)美國(guó)初中科學(xué)教材{PROPERTIESOFMATTER中化學(xué)部分的研究，研究者發(fā)現(xiàn)了一些能為當(dāng)前的新一輪課程改革提供借鑒的美國(guó)科學(xué)教材編寫(xiě)的成功經(jīng)驗(yàn)。在研究教材的過(guò)程中提出的模型和流程是研究者的嘗試，也許能給教材研究者們提供一些幫助和借鑒朱、，關(guān)鍵詞科學(xué)教育PROPERTIESOFMATTERIC教材化學(xué)音眵爭(zhēng)F、＼、

簡(jiǎn)介：分類(lèi)號(hào)’●■■■■■■■■■■■■■■■■■■■■■●■一UDC密級(jí)劣多凄理歹大學(xué)位論題目世晝登堂主堂接整量塞塞生國(guó)疊堂發(fā)展契扭查狃窒英文HERESEARCHONTHESHIFTOFTHEWORLDSCIENCECENTERSANDTHEMOMENTFORTHEFUTURESCIENTIFIC題目旦盟皇QP坐曼壘主I塾堡壘I壘壘研究生姓名盜邊指導(dǎo)教師姓名J趁盟這一職稱(chēng)』韭篷L學(xué)位亟一430063申請(qǐng)學(xué)位級(jí)別亟學(xué)科專(zhuān)業(yè)名稱(chēng)登堂技盔塹堂論文提交日期2QQ生LQ月論文答辯日期2QQ生月學(xué)位授予單位武這理王太堂學(xué)位授予日期答辯委員會(huì)主席2010年11月穿文武漢理工大學(xué)碩士學(xué)位論文摘要和平與發(fā)展被定義為世界的主題已經(jīng)有相當(dāng)長(zhǎng)一段時(shí)間了，科學(xué)技術(shù)被定義為第一生產(chǎn)力也已有很長(zhǎng)的一段時(shí)間了。當(dāng)人類(lèi)進(jìn)入21世紀(jì)，這兩個(gè)定義更是被詮釋和追加得更為明顯與緊要，淋淋盡職。世界要發(fā)展，科學(xué)就要發(fā)展；中國(guó)要發(fā)展，科學(xué)就要發(fā)展。這便是我們這個(gè)時(shí)代及未來(lái)最大的主題。本文的研究?jī)?nèi)容便是和科學(xué)發(fā)展息息相關(guān)的近現(xiàn)代世界科學(xué)中心轉(zhuǎn)移及中國(guó)科學(xué)發(fā)展所擁有的契機(jī)。首先從世界科學(xué)中心和世界科學(xué)中心轉(zhuǎn)移的概念出發(fā)，詳細(xì)地論述了自十六世紀(jì)的意大利開(kāi)始的近五個(gè)世紀(jì)中五個(gè)國(guó)家是如何先后發(fā)展成為世界科學(xué)中心和失去世界科學(xué)中心地位的。隨之從科學(xué)自身與科學(xué)家隊(duì)伍素質(zhì)、思想文化、政治、經(jīng)濟(jì)、教育、國(guó)家政策與科技體制、信仰、價(jià)值觀與創(chuàng)造精神等方面展開(kāi)了對(duì)成為世界科學(xué)中心因素與一般規(guī)律的探求。以期發(fā)現(xiàn)和找尋中國(guó)成為下一個(gè)世界科學(xué)中心的契機(jī)點(diǎn)和可能性。在得出肯定結(jié)論的同時(shí)，也尋找出一些中國(guó)科學(xué)技術(shù)發(fā)展所面臨的問(wèn)題。最后從中華文明之所以延續(xù)至今的原因和現(xiàn)實(shí)社會(huì)、經(jīng)濟(jì)、文化、教育以及具體的科技政策等不同角度尋找解決我國(guó)科學(xué)發(fā)展面臨的問(wèn)題的或具體或概念性的方法與措施。探究歷史終究不只是為了探究歷史，它是一種前瞻性的行為。研究過(guò)去的和現(xiàn)在的世界科學(xué)中心及其轉(zhuǎn)移，研究其究竟，并不只為知曉那段輝煌的歷史。正如科學(xué)中心不可能永遠(yuǎn)停留在某一個(gè)國(guó)家永遠(yuǎn)不變，歷史從不塵封。我們探究世界科學(xué)中心的話題，為了是在歷經(jīng)這四次轉(zhuǎn)移后，了解、抓住世界科技中心轉(zhuǎn)移的脈搏。雖然成為世界科學(xué)中心也必然會(huì)包含許多不可預(yù)計(jì)會(huì)產(chǎn)生良好效果也不可復(fù)制的關(guān)鍵因素在其中，但是，人為可控制和掌握的因素和規(guī)律是我們必須窮盡和抓重的。正因?yàn)榇?，本文的宗旨一是，從世界科學(xué)中心轉(zhuǎn)移的因素和規(guī)律總結(jié)中發(fā)掘、證明中國(guó)成為下一個(gè)世界科學(xué)中心是存在契機(jī)和可能的；二是，發(fā)現(xiàn)對(duì)中國(guó)科學(xué)發(fā)展產(chǎn)生負(fù)面作用和需要更加完善的問(wèn)題，以期尋找出良策解決并加以完善，使得為未來(lái)的中國(guó)發(fā)展成為世界科學(xué)中心增加更多更重的砝碼。所謂創(chuàng)造機(jī)遇、抓住機(jī)遇，不再錯(cuò)過(guò)時(shí)代所賦予的機(jī)會(huì)。在瞬息萬(wàn)變的世界環(huán)境中，努力讓自己的國(guó)家在新的機(jī)遇和競(jìng)爭(zhēng)中脫穎而出，站得更高。關(guān)鍵詞世界科學(xué)中心科學(xué)中心轉(zhuǎn)移中國(guó)契機(jī)

簡(jiǎn)介：浙江師范大學(xué)碩士學(xué)位論文初中科學(xué)教學(xué)中引入科學(xué)史的作用研究姓名施群芬申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)學(xué)科教學(xué)（生物）指導(dǎo)教師方紅峰陳秉初20040501THERESEARCHOFTHEROLESOFSCIENCEHISTORYINTRODUCEDINTOSCLENCETEACHINGINTHEJUNIORMIDDLESCHOOLSABSTRACTSCICNCEMSTORYISAKINDOFPRECIOUSEDUCATIONALRESOURCE，謝MITSSPECIALRESEARCHMA群LITUDEANDPLENDFHLCONTENTS如LLOFNMCHEDUCA矗ONALVALUEASAKINDOFMEANSREFO倆NGSCIENCETEACMNG，SCIENCE11ISTORYIN訂ODUCEDINTOSCIENCETEACMNGISMORE鋤DINOREDRAWINGINTOUNIVERSALATTEN矗ONINTHEINTEMATIONALSCIENCEEDUCATIONEXTENSIVELYBUTSOMECHINESESCHOLARSA11DTEACHERSHAVE1ACKEDSYSTEM弧ICANDDEEPSTILMESONIT，ESPECIALLY1ACKOFRESEARCHCSONMER01ESOFSCIENCE11ISTO叮IN仃ODUCEDINTOSCIENCETEACHJILGI11協(xié)EJUILIORTNIDMESCH001SIN姐【YRESEARCH，WIMACO塒【BINATIONⅡLEORYWIMPRACTICE，IHAVEASYSTEMATICRESEARCHOFTHER01ESOFSCIENCEHISTO巧INNODUCEDINTOSCIENCETEACHINGINMEJU血ORLILIDMESCH001STHEKCYRESE砌LINETHODSI11CLUDEAMETHODOFHISTORICALDOC吼瑚TS，OFC唧ARADVERESEARCH，0FQUESTIONINVESTIGATION，OFEXP面NEMALRESEARCHANDOFEXPEFIERKESU如MARY，ETCIHA、EDONE戧LEFONOWINGRESEARCHWORKS。FIRSTLY，IMADEANAN“YSISOF仕圮ORETICALBASI8ONSCIENCEHISTOUIN仃ODUCEDINTOSCIENCETEACLLJ】唱INMEJUNIORMDDLESCH001S；SECONDLY，IMADEA11A11ALYSISOFTHECU玳MTC∞MTIONSOFSCIENCEHJSTORYIN仃ODUCED證TOSCI印CETEACHINGI11MEJUJLIOR瓶DDLESCH001SANDMETEACHEFS’UNDERSTALLDINGABOLLTIT；T11JRDLY，IMADEASYSTEIRLATICEXPOUNDINGOFIT8R01ESONTHEMLLYDEVELOPINGSTLLDENTS’SCI％DFIC雙心W曬ONFROMMEIIULERVALUEINSCIELLCE11ISTO呵；F刪Y，IMDEASUILLD1A盯OFMEMODSOFSCIENCEHISTORYINTRODUCEDIMOSCIENCETEACHINGINMEJ吼IORIMDDLESCH001STHROUGHTEACKNGPRACTICE；FINALLY，IMADEANEXP嘶MENTALSTUDY0NSCIENCEMSTORRIN扛ODUCEDINTOSCIENCETEACKNGINTHEJUNIORMIDDLESCHOOLSWJTHTHISRESEARCKIMAKE廿1ECONCLUSIONSASF01LOWS1THEIILVESTIGATIONDEMONS廿ATESMAT瑚OSTTEACHERSA毋EETOI11TRODUCESCIENCEHISTORYINT0SCIENCETCACHII塢IILMEJUNIORNLIDDLESCH001S，BUTMEY11AVEIN

簡(jiǎn)介：東北師范大學(xué)碩士學(xué)位論文新課程下初中歷史學(xué)科學(xué)生評(píng)價(jià)情況研究姓名孫麗紅申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)教育指導(dǎo)教師董小川20050501ABSTRACTSINCETHEMIDDIEOF80’SIN20CENTURIES．OURCOUNTRYFOUNDATIONEDUCATIONCARRIEDONTHEREFORMANDTHETRIALOFASERIESINTHEASPECTSOFEDUCATINGTOEVALUATE，EVALUATETHEREFORMIS”BOTTLENECK”THATTHEOURCOUNTRYFOUNDATIONEDUCATIONREFORMMUSTBREAK，STUDENTSEVALUATIONISEDUCATIONALCOREINSCH001．DECIDINGTHEEVALUATIONOFTHETEACHERANDTHERESTILTOFTHESCHOOLEVALUATIONSTOALARGEEXTENT．FACETHENEWREQUESTOFNEWCOURSESTANDARDTOTHEHISTORYLESSON，WEHAVETOCHANGETHEPASTHISTORYCOURSETHATKINDOFTAKEIDENTIFYINGMESELECTIONAST贍MAINPURPOSETOEVALUATETHEFORM，INITIATEWITHTHESTUDENT’SDEVELOPMENTISINTOTHECORE，PAYATTENTIONTOTHESTUDENTOFTHEEVALUATIONVIEWOFTHECHARACTERDIFFERENCE，SOINVESTIGATEANDSTUDYTHENEWEVALUATIONSYSTEMTHATTHEHISTORYCOURSEPROMOTESSTUDENTDEVELOPCOMPLETELYISPUTINTHELARGEHISTORYEDUCATORINFRONTOFONEOFTHEIMPORTANTTOPICS．SAYUPFROMTHEREALISTICMEANING，THEFOUND撕ONEDUCATIONREFORMOFTHEOURCOUNTRYTHEABILITYOBTAINSTHESUCCESSINHAVINGANOTHERTHEB培DEGREE；THEKEYSTILLISDECIDEDBYUSABILITYATMANYTHEBIGDEGREEFULL．GENERALEVALUATIONLEADTOREASONABLEOFORBIT，LEADTOPROMOTETHEAREATHATOUREDUCATIONAIMCANCARRYOUT．MYREGIONUNDERTAKESTHENATIONALCLASSTOPICOF‘PEOPLEEDUCATIONISUBLISHER“NEWCOURSENEXTTHEJUNIORHIGHSCHOOLHISTORYCOURSESTUDENTEVALUATIONOFTHEORIESANDINVESTIGATEOFSUBTOPICNEWCOURSENEXTTHEJUNIOR確咖SCHOOLHISTORYCOURSETHEINQUISITIONANDRESEARCHESTHATSTUDENTEVALUARESTHEPRESENTCONDITIONOFAPART,THERESEARCHMISSIONOFTHISSTAGEISCOLLECTTHEJUNIORHIGHSCHEELHISTORYSTAGESTUDENTTHEEVALUATIONEXPERIENCEANDWAYOFDOING．STUDYTHEDYNAMICSTATEOFTHEDOMESTICANDINTEMATIONALEVALUATIONTHEORIESANDTHECOURSEREFORMCURRENTLY,FORMYPROVINCEJULYOF2006一DRAWUPSEPTEMBEROFTHEWHOLEPROVINCEJUNIORHIGHSCHOOLHISTORYCOURSESTUDENTTHEEDUCATIONEVALUATIONSTANDARD，ANDTHEJUNIORHIGHSCHOOLHISTORYCOURSESTUDENTEVALUATIONDETAILEDREGULATIONS，PROVIDEANDALLALONEDATA．WEEVALUATETHEEXPERIENCE，WAYOFDOINGTOGIVETHECOLLECTIONSORTINGTOWARDSEVALUATINGTHETHEORIESANDCOURSESTOREFORMTHEDYNAMICSTATETODOTHEINTRODUCTION砒HOMEANDABROAD，ONTHISFOUNDATIONTOTHEHISTORYCOURSESTUDENT,INDUCINGCONCERNINGTHEHISTORYCOURSETHESTUDENTEVALUATESSONICVIEWPOINTS．KEYWORDSHISTORYCOURSEREFORM；THEORIESOFEVALUATION；EDUCATIONALEVALUATION；STUDENTS。EVALUATION

簡(jiǎn)介：上海師范大學(xué)碩士學(xué)位論文中學(xué)生科學(xué)素養(yǎng)現(xiàn)狀與培養(yǎng)對(duì)策研究姓名黃東有申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)課程與教學(xué)論指導(dǎo)教師卜宅成吳祥興20040401IIABSTRACTITISAHISTICALPROBLEMTHATWEROUNDLYIMPROVETHECIVICSCIENTIFICLITERACYWHICHTHENATIONALINTERNATIONALGOVERNMENTSAREENDLESSLYQUESTINGFINTHENEWCENTURYTHISTHESISTHINKSDEEPLYHOWTOCULTIVATETHESENIHIGHSCHOOLSTUDENTS’SCIENTIFICLITERACYACCDINGTOTHETHEMEOFSCIENTIFICLITERACYFROMTHEPOINTSOFVIEWOFITSTHEETICALANALYSISITSSURVEYTHEINTEGRATIONOFTWOFMERANALYSISESTHISPAPERHASTHREEPARTSINTHEFIRSTPARTITDISCUSSESTHEQUALITYOFTHESENIHIGHSCHOOLSTUDENTS’SCIENTIFICLITERACYITSSTRUCTUREITLENGTHWAYSHACKLESTHENOTIONOFSCIENTIFICLITERACYBREADTHWISEANATOMIESTHESENIHIGHSCHOOLSTUDENTS’SCIENTIFICLITERACYFROMTHEANGLEOFTHEETICALANALYSISONTHISBASISITFIRSTLYGIVESAARGUMENTATIONABOUTAQUALITATIVEDEFINITIONAOPERATIONALDEFINITIONOFTHESCIENTIFICLITERACYTOANALYZETHESTRUCTURALSYSTEMTHENITCONFIRMSTHEDIMENSIONALITYOFSCIENTIFICLITERACYANALYZESTHEACTERISTICSOFSCIENTIFICLITERACYINTERMSOFTHESENIHIGHSCHOOLSTUDENTS’DEVELOPMENTSUCHASITSBASICACTERISTICITSTIMEACTERISTICITSCONTINUABLEDEVELOPMENTALACTERISTICINTHESECONDPARTTHEPAPERANALYZESTHEACTUALITYOFSENIHIGHSCHOOLSTUDENTS’BASICSCIENTIFICLITERACYRELATIVELYITMOSTLYDISCUSSESTHEPROBLEMFROMTHEPRACTICEANGLEOFSURVEYFIRSTLYITANALYZESTHESURVEYOFSENIHIGHSCHOOLSTUDENTS’SCIENTIFICLITERACYFROMSOMEPHYSICS’TESTQUESTIONSWHICHWEREIMPLEMENTEDBYTHECHINESETEACHINGCOMMITTEEOFPHYSICALSOCIETIESSECONDLYITDETAILEDLYANALYZESTHESURVEYOFSHANGHAISENIHIGHSCHOOLSTUDENTS’SCIENTIFICLITERACYFROMTHEALLAROUNDSCIENTIFICCONTENTLASTLYITPUTSQUESTIONSTOCURRENTSTATUSOFSENIHIGHSCHOOLSTUDENTS’SCIENTIFICLITERACYINTHELASTPARTTHETHESISMAKESADEEPLYTHINKINGABOUTHOWTOIMPROVETHESENIHIGHSCHOOLSTUDENTS’SCIENTIFICLITERACYONTHEBASISOFTHETWOFENAMEDPARTSITESTABLISHESTHETRIDIMENSIONALFRAMEFROMTHEMULTIDIMENSIONALSTRUCTURESOFSCIENTIFICEDUCATIONTORAISEASYSTEMOFSTRATEGYWHICHCANHELPSENIHIGHSCHOOLSTUDENTSTOIMPROVETHEIRSCIENTIFICLITERACYKEYWDSSENIHIGHSCHOOLSTUDENTSSCIENTIFICLITERACYCULTURECOUNTERMEASURE

簡(jiǎn)介：學(xué)校代號(hào)10532學(xué)密號(hào)S09261105級(jí)湖南大學(xué)碩士學(xué)位論文科學(xué)時(shí)報(bào)與科技日?qǐng)?bào)國(guó)家自然科學(xué)基金報(bào)道比較研究堂僮蟲(chóng)請(qǐng)厶姓名；墾LJ邈昱』巫娃名壁驅(qū)整；囪賢都副數(shù)援一一埴羞望僮；麴聞筐搔墨顯塑羔翻蘭刳筮一童些名趁；塹聞佳搔堂詮窒提童旦期；2Q生』業(yè)且』韭且一迨窒筌進(jìn)旦期；2Q生衛(wèi)』L絲』L一筌進(jìn)委員會(huì)主虛；簽建潿二教塑二一THERESEARCHOFCOMPARINGTHEREPORTSOFTHENATIONALNATURALSCIENCEFUNDSFROMTHE＆ZP所CE竹，卯PSANDTHESCZG刀CP以刀D死C辦以D，DG，D嘶LVBVQIURUIBAHUNANUNIVERSITY2009ATHESISSUBMITTEDINPANIALSATISFACTIONOFTHEREQUIREMENTSFORTHEDE鏟EEOFMASTEROFLITERATURE1NJOUMALISMCONLNLUNICATIONGRADUATESCH001OFHUNANUNIVERSITYSUPERVLSORASSOCIATEPROFESSORTAOXIANDUNOVEMBER‘2011帥4㈣9眥7㈣2Ⅲ7●I2㈣Y

簡(jiǎn)介：西北師范大學(xué)碩士學(xué)位論文小學(xué)科學(xué)課堂教學(xué)評(píng)價(jià)研究姓名伏衡一申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)課程與教學(xué)論指導(dǎo)教師許潔英200807IABSTRACTTHESCIENCEOFELEMENTARYSCHOOLISANENLIGHTENINGSCIENCECURRICULUMWHICHAIMSATCULTIVATINGSCIENTIFICMAKINGTHEASSESSMENTFTHECURRICULUMOFSCIENCESHOULDPROMOTEFMINGDEVELOPINGSCIENTIFICMAKINGHOWEVERTHEASSESSMENTRESEARCHONTEACHINGINSCIENCECLASSROOMOFELEMENTARYSCHOOLISSHTOFAVAILABLECRITERIONSYSTEMINPRACTICALTEACHINGPROCESSDEEPACTUALOBSERVATIONISTHEDIRECTPATHWAYTOUNDERSTTHEASSESSMENTRESEARCHONTEACHINGINSCIENCECLASSROOMOFELEMENTARYSCHOOLINTHEPROCESSOFTEACHINGINSCIENCECLASSROOMOFELEMENTARYSCHOOLTEACHER’SAPPRAISEMENTWITHSTUDENTSHASALWAYSBEENAFFECTEDBYTRADITIONALMETHODOFASSESSMENTSUCHASASSESSMENTEMPHASIZESPARTICULARLYONVERBALLINGUISTICINTELLIGENCEBODILYKINESTHETICINTELLIGENCELOGICALMATHEMATICALINTELLIGENCEBOTHSELFAPPRAISEMENTMUTUALAPPRAISEMENTINSTUDENTSTEACHERSARENOTEMPHASIZEDENOUGHTOCONTRASTTHETABLEOFASSESSMENTRESEARCHONTEACHINGINSCIENCECLASSROOMOFELEMENTARYSCHOOLWEFINDEITHERTHEAPPRAISINGINDEXOUTLINETHEWAYOFAPPRAISEMENTMARKINGRANKINGTHEREAREMANYDIFFERENCESINEACHPROVINCECAPITALBUTTHEYAREINCLINEDTOMANAGEMENTCOMMONLYTHEFACTOFSTUDENTRARELYBECONSIDEREDMANYTEACHERSDISSATISFYTHEPROJECTOFASSESSMENTONCLASSROOMTEACHINGMOSTSTAFFSUPERFINETEACHERDON’TUSETHETABLEOFCLASSROOMASSESSMENTWHICHISSUPPLIEDFROMSCHOOLFAPPRAISINGTHEIRTEACHINGTHEGOALOFASSESSMENTISDEVELOPMENTHOWEVERTHEPROJECTOFASSESSMENTWHICHPRACTICENOWADAYSISLAPSINGFROMITSGOALBECAUSEITCANNOTPROMOTETHEDEVELOPMENTOFTEACHERSTUDENTEVENTHOUGHITCOULDJUDGECLASSROOMTEACHINGIS“GOOD”“BAD”THISSITUATIONHASLARGESOMETHINGWITHTHESTATUSOFPROJECTCONSTITUTMANYSCHOOLS’PROJECTOFCLASSROOMASSESSMENTAREDRAWBYTHESCHOOLDEPARTMENTSHTOFPARTICIPATIONWITHTEACHERSSTUDENTSTHESYSTEMOFCLASSROOMTEACHINGASSESSMENTMUSTCONSTRUCTWITHTWOTHEMES“TEACHING”“LEARNING”WHOLEASSESSINGSYSTEMSHOULDPAYPOSITIVEATTENTIONTO“REFLECTIVETEACHING”ADDTHE“ADVICEABOUTASSESSMENT”THEREFETHETWOBODIESOF“TEACHING”“LEARNING”COULDCOMBINEINNERREFLECTIONWITHOUTERSUGGESTIONTHEMUTUALDEVELOPMENTOFTEACHERSSTUDENTSCANBEPROMOTEDEFFECTIVELYKEYWDSSCIENCEOFELEMENTARYSCHOOL；ASSESSMENT；ASSESSMENTOFCLASSROOMTEACHING

簡(jiǎn)介：東北師范大學(xué)碩士學(xué)位論文中學(xué)生物教科書(shū)中科學(xué)探究能力訓(xùn)練的比較研究姓名劉楠申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)課程與教學(xué)論指導(dǎo)教師王永勝20050501ABSTRACTTHECURRICULUMREFORMISALWAYSGREATRESEARCHTASKOFTHEEDUCATIONREFORM，THENEWCURRICULUMSYSTEMOFELEMENTARYEDUCATIONINOURCOUNTRYINITIATEDINQUIRY’LEARNINGSTYLE．THECURRICULUMCRITERIONDEFINITELYPOINTEDOUTTHATSCIENCEINQUIRYWASNOTONLYAKINDOFIMPORTANTLEARNINGSTYLE，BUTALSOIMPORTANTSUBSTANCESOFBIOLOGYINCOMPULSORYEDUCATION．ASSIGNIFICANTMEANSOFTHESCIENCESTUDY，ATTHESAMETIME，INQUIRYISALSOSIGNIFICANTCULTIVATIONTARGETINTHECURRICUHUNSTIPULATION．ANDALLOFTHESECALLBEACHIEVEDTHROUGHINQUIRY．NOINQUIRYACTIVITY,THEABILITYOFSCIENCEINQUIRYLOOKSLIKETHETREEWITHOUTROOTSANDWATERWITHETITSOI．IICES．11LETEXTBOOKSWERETHEMAINORIGINTHATSTUDENTSOBTAINEDINFORMATION，ANDMAINCURRICULUMRESOURCESTOIMPLEMENTINQUIRYACTIVITY．ASTOINQUIRYLEARNING，WESTUDIEDALOT，BATRELATIVELYLITTLETOINQUIRYACTIVITYOFTHETEXTBOOKS．THEREFORE，ILAIDASTRONGEMPHASISONTHESTUDYOFINQUIRYACTIVITYOFTEXTBOOKS．THEARTICLEMADEACOMPARATIVERESEARCHINTHEINQUIRYACTIVITYANDCULTIVATESTUDENTS’INQUIRYABILITYOFSEVERALBIOLOGYTEXTBOOKSINCOMPULSORYEDUCATIONOFOURCOUNTRY,ANDCLARIFIEDTHESCIENCEINQUIRY’IMPLICATION、FEATUREANDFUNDAMENTALSEGMENT，DISCUSSEDSOMEPROBLEMSINTHENEWTEXTBOOKS’IMPLEMENTATIONANDSOMEFACTORSWHICHINFLUENCEDTHESCIENCEINQUIRY’IMPLEMENTATION，ANDEVALMTEDTHEACTIVITYSETUPOFTHREEVERSIONTEXTBOOKS，PUTFORWARDSOMEVIEWPOINTSINLAYINGEMPHASISONVALIDITYOFINQUIRYACTIVITY“DESIGNANDFORMINGCONSTRUCTSTHEPROBLEMSITUATIONANDEXPLORINGINIDEOLOGY．THECONCLUSIONSCALLGIVETEACHERSAREFERENCEINTEACHINGWITHTHETEXTBOOKS，ANDIALSOHOPETHATTHECONCLUSIONSCAN0疏RAASSISTTOTEXTBOOKS，EDITORSWHOREVISETHEMINTHEFUTURE．KEYWORDSSCIENCEINQUIRYBIOLOGYTEXTBOOKSBIOLOGYCURRICULUMCURRICULUMREFORMMIDDIESCHOOLII

簡(jiǎn)介：西南師范大學(xué)碩士學(xué)位論文中學(xué)歷史學(xué)科學(xué)生探究能力的培養(yǎng)研究姓名謝章芳申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)學(xué)科教學(xué)歷史指導(dǎo)教師潘洵20040501具有創(chuàng)新開(kāi)放的意識(shí)和能力。中學(xué)歷史學(xué)科探究能力培養(yǎng)過(guò)程中應(yīng)堅(jiān)持系統(tǒng)性原則、過(guò)程性原則、實(shí)踐性原則、開(kāi)放性原則和適宜性原則；它主要包括對(duì)歷史探究意識(shí)、探究技能和探究品質(zhì)的培養(yǎng)。三、中學(xué)歷史學(xué)科探究能力的培養(yǎng)途徑和方法。強(qiáng)調(diào)要培養(yǎng)學(xué)生的主體意識(shí)；培養(yǎng)學(xué)生的歷史思維能力加強(qiáng)課堂教學(xué)的互動(dòng)啟發(fā)；開(kāi)展專(zhuān)題性探究活動(dòng)建立有效的運(yùn)行機(jī)制創(chuàng)設(shè)良好的探究環(huán)境。四、中學(xué)歷史學(xué)科探究能力培養(yǎng)應(yīng)注意處理好幾個(gè)關(guān)系。包括學(xué)生豐體與教師主導(dǎo)的關(guān)系；探究能力培養(yǎng)與夯實(shí)基礎(chǔ)知識(shí)的關(guān)系；課堂探究教學(xué)與課外專(zhuān)題性探究活動(dòng)的關(guān)系；歷史學(xué)科探究能力培養(yǎng)與其他學(xué)科探究能力培養(yǎng)的關(guān)系。關(guān)鍵詞中學(xué)歷史學(xué)科探究能力培養(yǎng)

簡(jiǎn)介：Y1088868學(xué)校代碼10475學(xué)號(hào)104753040180河南大學(xué)研究生碩士學(xué)位論文科學(xué)發(fā)展觀的核心“以人為本”思想研究ASTUDYOFTHETHOUGHTOFTHE“PEOPLEORIENTED’’_THECOREOFTHESCIENTIFICDEVELOPMENTOUTLOOK專(zhuān)業(yè)名專(zhuān)業(yè)代研究方正碼墮絲墮向主璺壁魚(yú)塾金圭墨塹塞級(jí)二OO四級(jí)研究生姓名蔡丹導(dǎo)師姓名、職稱(chēng)墨撾麴塾握墊墊查塾撞完成日期二OO七年五月論文主題詞屯思主J【／從榭歷史刪豐富澍觸娥ABSTRACTAFTERENTERINGTHENEWCENTURYTHE1HIRDPLENUMOF16THCENTRALCOMMITTEEOFTHECOMMUNISTPARTYOFCHINACPCPUTFORWARDFINEWCONCEPTTHATWEWILLEFECTTHESCIENTIFICDEVELOPMENTOUTLOOKOF‘INS／STING0NPEOPLEORIENTEDBUILDINGUPTHEDEVELOPMENTOUTLOOKWITHCOMPREHENSIVENESS，COORDINATIONANDCONTINUITYACCELERATINGTHEDEVELOPMENTOFECONOMYANDSOCIETYANDTHECOMPREHENSIVEDEVELOPMENTOFPEOPLE”THISINDICATETHATTHEBRANNEWDEVELOPINGCONCEPTOFECONOMYANDSOCIETYOFOURPARTYWASFORMALLYESTABLISHEDAMONGTHESCIENTIFICDEVELOPMENTOUTLOOK，“PEOPLEORIENTED’ISTHEESSENCEANDTHECOREOFTHESCIENTIFICDEVELOPMENTOUTLOOKTHETEXTWILLEXPLOREASERIESOFBASICQUESTIONSOFTHETHOUGHTOF‘PEOPLEORIENTED’THEDEVELOPMENTPROCESSOFTHETHOUGHTOFPEOPLEORIENTEDINTHEREALMOFMARXISMTHESCIENTIFICANDFRUITFULTHOUGHTOFHUMANISMOFMARXISM，THECOMPLETEANDSYSTEMED‘‘THOUGHTOFTHEMASSES’OFMAOZEDONG‘THEVIEWSONTHEPEOPLE’OFDENGXIAOPINGINTHENEWPHASETHETHOUGHTOF‘RULINGFORTHEPEOPLE“OFJIANGZEMINTHEPUTTINGFORWARDOFTHETHOUGHTOFPEOPLEORIENTEDOFHUJINTAOTHEBACKGROUNDOFTHETIMESOFRAISINGTHETHOUGHTOFPEOPLEORIENTEDINTHENEWCENTILRYTHETHOUGHTOFPEOPLEORIENTEDISTHEESSENTIALNECESSITYOFOURSOCIALISMTHENEGATIONOFTHETRADITIONALDEVELOPMENTOUTLOOKOF“MATERIALORIENTED’，THENATURALNECESSITYOFTHECONSTRUCTIONOFOURSOCIALISMMODERNIZATIONTHECURRENTOFTHEDEVELOPMENTOFCONTEMPORARYTIME；THESCIENTIFICABUNDANTMEANINGSOFTHESCIENTIFICCONCEPTOF“PEOPLEORIENTED“OFWHICHTHEMOSTIMPORTANTTHINGWEMUSTEXPLICITISTHATTHE“PEOPLEOR／ENTED”ISORIENTEDTOTHEFUNDAMENTALINTERESTSOFTHEOVERWHELMINGMAJORITYOFTHEPEOPLE；缸LASTTHEFULFILLMENTOFTHETHOUGHTOFPEOPLEORIENTEDINPRACTICEWESHOULDINSISTTHATTHEMASS骼ISTHEINVENTORANDTHEMAINBODYOFII

簡(jiǎn)介：東北師范大學(xué)碩士學(xué)位論文中學(xué)生命科學(xué)“綜合實(shí)踐活動(dòng)課程”的研究初探姓名李賀功申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)教育指導(dǎo)教師段曉剛20050501ABSTRACTCOMPLETELYPUSHAHEADWITHQUALITYEDUEATIONISTHEBASICTASKOFREFORMANDDEVELOPINGINFUNDAMENTALEDUCATIONINORDERTOBRINGUPMOREANDMORETALENTEDPERSON，ANEWREFORMINCURNITULUMSHASALREADYBEENCAMIEDOUTALLOVERTHECOUNTRY，AMONGTHEMSYTHESIZETHEFULFILLMENTTHEMOVABLECOURSEISONEOFTHEIMPORTANTCOMENTSBEINFLUENCEDBYTHETRADITIONALKNOWLEDGEIDEAS，PEOPLETHINKTHEMOSTVALUABLEKNOWLEDGEISJUSTGOTFROMTEXTBOOK，ANDMAKEITABSOLUTELYWHILESCHOOLEDUCATIONPAYATTENTIONTOSINGLEABSTRACTCOURSEANDNEGLECTEVENREJECTTHEOTHERCOURSESSOINSCHOOLEDUCATIONITCAUSEDTHEPHENOMENONWITHOUTHUMANISM，INTHISCASE，TECOVERTHESCHOOLEDUCATION’SHUMANISMANDPROMOTETHESTUDENTS’HEALTHYDEVELOPMENTISANIMPORTANTMISSIONOFSYTHESIZETHEFULFILLMENTTHEMOVABLECOURSETODEVELOP“MOVABLEREALM”ISKEYTOFULFILSYTHESIZETHEFULFILLMENTTHEMOVABLECOURSE’SPRINCIPLESANDTARGETSSYTHESIZETHEFULFILLMENTTHEMOVABLECOURSESHOULDPIERCETHROUGHINEACHCOURSE，ESPECIALLYINLIFESCIENCEWHICHHASCOLSERELATIONWITHHUMANBINGINTHISARTICLE，THEWRITERINQUIREINTHECONCEPT，F(xiàn)UNCTION，THEORY，AIM，CHARACTEROPERATIONANDSOON，ALSPMAKESYTHESIZETHEFULFILLMENTTHEMOVABLECOURSEANDLIFESCIENCECONNECTTOGETHERACCORDINGTOTHESCHOOL’SRESOURSANDSTUDENTS’ABLITIESJUSTFORONEPURPOSETOENLIVENTHESTUDENTS’EXTRACURRICULARLIFE，LIVENTEACHINGMATERIALUP，IMPROVESTUDENTS’ACHIEVEMENTSANDALLROUNDDEVELOPMENTSKEYWORDSINTEGRATEDCURRICULUMSYTHESIZETHEFULFILLMENTTHEMOVABLECOURSEII

簡(jiǎn)介：學(xué)位論文獨(dú)創(chuàng)性聲明本人鄭重聲明所提交的學(xué)位是本人在導(dǎo)師指導(dǎo)下進(jìn)行的研究工作和取得的研究成果。本論文中除引文外，所有實(shí)驗(yàn)、數(shù)據(jù)和有關(guān)材料均是真實(shí)的。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(xiě)過(guò)的研究成果。其他同志對(duì)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。學(xué)位論文作者簽名狳彬版曰期勱7R≥弓學(xué)位論文使用授權(quán)聲明研究生在校攻讀學(xué)位期間論文工作的知識(shí)產(chǎn)權(quán)單位屬南京師范大學(xué)學(xué)校有權(quán)保存本學(xué)位論文的電子和紙質(zhì)文檔，可以借閱或上網(wǎng)公布本學(xué)位論文的部分或全部?jī)?nèi)容，可以采用影印、復(fù)印等手段保存、匯編本學(xué)位論文。學(xué)?？梢韵驀?guó)家有關(guān)機(jī)關(guān)或機(jī)構(gòu)送交論文的電子和紙質(zhì)文檔，允許論文被查閱和借閱。保密論文在解密后遵守此規(guī)定保密論文注釋本學(xué)位論文屬于保密論文，保密期限為年。學(xué)位論文作者簽名給啦段指導(dǎo)教師簽名Q象豺2，日期WJ“弓日期參M籮砂夕摘要摘要現(xiàn)代學(xué)習(xí)觀認(rèn)為，人們建構(gòu)新知識(shí)和深入理解新知識(shí)是基于已有知識(shí)的。學(xué)習(xí)不是簡(jiǎn)單的信息積累，而是將已有知識(shí)經(jīng)驗(yàn)與從學(xué)習(xí)環(huán)境中吸收的知識(shí)重組的過(guò)程。學(xué)生在正式學(xué)習(xí)生物知識(shí)之前頭腦并不是一片空白，這要求教師不能無(wú)視學(xué)生的已有知識(shí)經(jīng)驗(yàn)，即“前科學(xué)概念”。為降低教學(xué)的盲目性和低效性，促進(jìn)中學(xué)生物真實(shí)課堂的教學(xué)，教師需要用多種探查方法更準(zhǔn)確更及時(shí)地獲取學(xué)生的前科學(xué)概念，并對(duì)其進(jìn)行轉(zhuǎn)變。本研究結(jié)合國(guó)內(nèi)外已有的相關(guān)研究，致力開(kāi)展對(duì)蘇教版八年級(jí)上冊(cè)第十五章生物的遺傳和變異中的前科學(xué)概念的探查及其轉(zhuǎn)變的實(shí)踐研究。首先，搜集和整理前科學(xué)概念及概念轉(zhuǎn)變的相關(guān)文獻(xiàn)，提出自己對(duì)前科學(xué)概念的理解。其次，利用訪談法探查一線生物教師對(duì)生物前科學(xué)概念的看法及其獲取生物前科學(xué)概念的方法，并用問(wèn)卷調(diào)查法二段式測(cè)驗(yàn)法和確定性系數(shù)法相結(jié)合對(duì)生物的遺傳和變異中的前科學(xué)概念做探查，統(tǒng)計(jì)學(xué)生在這一章中的前科學(xué)概念，區(qū)分學(xué)生到底是“知識(shí)的缺乏”還是擁有“錯(cuò)誤概念”，揭示不同層次的學(xué)校在生物前科學(xué)概念上的差異性。再次，針對(duì)生物的遺傳和變異的前科學(xué)概念，參照NN三步概念轉(zhuǎn)變模式提出一個(gè)三個(gè)步驟的以學(xué)生為主體的前科學(xué)概念轉(zhuǎn)變策略揭示前科學(xué)概念；引進(jìn)新概念，產(chǎn)生認(rèn)知沖突評(píng)論新概念，形成新概念圖式。對(duì)生物的變異～節(jié)內(nèi)容進(jìn)行概念轉(zhuǎn)交，并檢驗(yàn)和評(píng)價(jià)镢念轉(zhuǎn)變的效果。最后建議廣大一線生物教師更新教育觀念，充分認(rèn)識(shí)前科學(xué)概念存在的客觀性，關(guān)注學(xué)生的主體性，充分利用前科學(xué)概念進(jìn)行概念轉(zhuǎn)變。關(guān)鍵詞前科學(xué)概念，概念轉(zhuǎn)變，生物教學(xué)實(shí)踐，生物的遺傳和變異

簡(jiǎn)介：中國(guó)科學(xué)技術(shù)大學(xué)碩士學(xué)位論文前沿科學(xué)研究中的科研不端行為研究作者姓名學(xué)科專(zhuān)業(yè)導(dǎo)師姓名完成時(shí)間’蔡甜馬克思主義基本原理潘正祥二O一二年五月岫E咖做；EME砌№池。。叫一ADISSERTATIONFORMASTER，SDEGREEONTHERESEARCHOFMISCONDUCTINTHEFRONTIEROFSCIENCEAUTHORSNAMESPECIALITY●SUPERVLSOR1一‘●●●O上MTSHEDTLL／LE’“。CAIL1ALLTHEBASICPRINCIPLEOFMARXISBPRINCIPLESMZHENGXIANGPANMAY14M2012

簡(jiǎn)介：小學(xué)科學(xué)課教師的技術(shù)教學(xué)法內(nèi)容知識(shí)TPACK研究鐘洪蕊指導(dǎo)教師焦建利教授未來(lái)教育研究中心華南師范大學(xué)教育信息技術(shù)學(xué)院中國(guó)廣州二。一。年五月