簡介：江西師范大學碩士學位論文農村高中物理學困生歸因分析及有效轉化的實踐研究姓名黃永江申請學位級別碩士專業(yè)學科教學（物理）指導教師羅開基20070501ABSL骱玎ABSTRACTPHYSICSISAFUNDAMENTAL鯽BJECT，WHICHDEVELOPSANDIMPROVESTHESTUDENTS’SCIENTIFICQUALITY，METHODOFTHINKINGANDATTITUDE勰WELLASRESEARCHINGABILITY111EHI曲SCHOOLPHYSICS，ASTHEFOUNDATIONOFSCIENTIFICEDUCATION，UNDERTAKESEXLR衄AELYIMPORTANTRESPONSIBILITYHOWEVERPHYSICSHASBEENCONSIDERINGTHEMOSTDIFFICULTCURRICULUMFORSENIORHIGHSCH001ANDINSPITEOFTHEBACKWARDANDSERIOI塔TEACHINGCONDITIONSOFTHESENIORHIGHSCHOOLSINVILLAGE，MOREANDMORESTUDENTSALEENROLLEDONABIGSCALEASARESULTMOFEANDMORESTUDENTSFEELITDIFFICULTYTOLEARNPHYSICSWELLINTHERURALMIDDLESCHOOL，WHICHHASALREADYSEVERELYINFLUENCEDTHEREALIZATIONOFPHYSICALTEACHINGTARGETSTHEREFOREITISAHUGEANDHARDMISSIONFORRURALMIDDLESCHOOLTEACHERSTOCARRYOUTTHETRAILSFORMALIONOFTHESTUDENTSWITHSOMEDI佑CURIESINSTUDYINGPHYSICSNMOBJECTOFTHEARTICLEISPLACEDONTHEANALYSISOFATTRIBUTIONANDTHEMEASMESOFTRANSFORMATIONFORTHERURALMIDDLESCHOOLSTUDENTSWITHDIFFICULTYINPHYSICSANDSOMEWAYSAREADOPTEDSUCH勰THEMETHODOFDOCUMENTS’INVESTIGATION，OBSERVATIONMETHODQUESTIONNAIRESURVEYINTERVIEWMETHOD，INDIVIDUALTRACEANDCOMPARATIVEMETHOD，WHICHAIMTOFINDOUTTHEINTERNALANDEXTERNALFACTORSTHATLEADTOLEARNPHYSICSDIFFICULTLYANDTOEXPLOREMANYEFFECTIVECONVERTIBLESTRATEGIESTODIFFERENTATTRIBUTIONSINTHETEACHINGINTHEFIRSTCHAPTERTHEAUTHORINTRODUCESTHEBASISOFRESEARCHINGTOPIC，THESTUDYSITUATIONSOFSTUDENTS謝LHDIFFICULTIESINSTUDY砒HOMEANDABROADTHECONTENTMEANINGANDMETHODOFRESEARCHINCHAPTER2ONTHEBASISOFDOCUMENTS’STUDYTHEDEFINITIONOFTHESTUDENTSWITHDIFFICULTIESINSTUDY’ANDRELATEDCONCEPTSAREMADEELABORATETHETHEORETICBACKGROUNDOFRESEARCHANDRELATEDTHEORETICFOUNDATION；THETHEORYOFRECENTDEVELOPMENTDIS仃ICTSTRUCTURALISMSTIMULANTANDEDUCATIVETHEORYATTRIBUTIONTHEORY；INCHAPTER3THEAUTHORINDUCESTHECHARACTERISTICSOFSTUDENTSWITHLEARNINGDIFFICULTIESANDTHEINTERNALANDEXTERNALFACTO俗THATLEADTOLEARNPHYSICSWITHDIFFICULTICS，ANDENUMERATESCORRESPONDENTCONVERSIONSTRATEGY；INCHAPTER4THEAUTHORINTRODUCESMANYCONVERSIONMEASURESINTHETEACHINGPRACTICEOFTHEVILLAGESENIORHIGHSCHOOL，ANDTHERESULTOFCONVERSION，TEACHINGFEELINGSANDGIVESSOMEADVICEONEFFECTIVEACTIVITIESDURINGTHECOURSEOFTHECONVERSIONOFSTUDENTSWITHDIFFICULTIES；THELASTCHAPTERTHEAUTHORSUMMARIZESTHCRESEARCHINGRESULTS，ANDLOOKFORWARDTOTHISWORKKEYWORDSRURALMIDDLESCHOOLS；STUDENTSWITLLLEARNINGDIFFICULTIES；ATTRIBUTION；PHYSICS；TEACHING2

簡介：河北師范大學碩士學位論文基于多元智能理論的物理學業(yè)不良生研究姓名楊立普申請學位級別碩士專業(yè)學科教學（物理）指導教師苗俊輝20080401ABSTRACTLEARNINGDISABILITYREFERSTOSOCIOLOGYECONOMIES，PSYCHOLOGYEDUCATION，ANDOTHERFIELDSOFSTUDYSCHOLARSFROMDIFFERENTDISCIPLINESWIMDIFFERENTPOINTSWANTTOFINDTHEREASONSFORPOORACADEMICSTUDENTS，ANDPROVIDETHECORRESPONDINGEDUCATIONSTRATEGYINVESTIGATIONISBASEDONTHETHEORYOFMULTIPLEINTELLIGENCESANDOILTHEWAYOFSURVEYOFCLASS2，CLASSII，ANDCLASS20OF203STUDENTSTHERESULTSSHOWEDTHAT，THELOGICOFLEARNINGDISABILITYSTUDENTSISWEAKINLOGICALMATHEMATICALINTELLIGENCE，VISUALSPATIALINTELLIGENCE，INTERPERSONALINTELLIGENCELOGICALMATHEMATICALINTELLIGENCEISALLIMPORTANTINTELLIGENCETOLEARNPHYSICS，STUDENTSDOINGWELLINLOGICAREMOREPROMINENTINPHYSICSANDDISABLEDINLOGICUSUALLYHAVEBADSCOREINPHYSICALSTUDYBECAUSETHEYCANNOTLINKWHATTHEYLEARNWITHTHEKNOWLEDGEOFPHYSICSSTRATEGYFORTHEDISABLEDINPHYSICSSTUDYBASEDONTHETHEORYOFMULTIPLEINTELLIGENCESTOESTABLISHASCIENTIFICCONCEPTOFEDUCATION；BASEDONDIFFERENCESOFPERSONS，PLAYSMARTSTRENGTHSANDWEAKNESSESDRIVENSMART；DEVELOPVISUALSPATIALINTELLIGENCEINPHYSICALEDUCATION；PLAYINTERPERSONALINTELLIGENCE；LETTHEDISSATISFIEDSTUDENTSEXPERIENCESUCCESSFINALLYONTHEBASISOFMULTIPLEINVESTIGATIONS，WETAKETHESTRATEGYOFCHANGINGEVERYDISABLEDSTUDENTSKEYWORDSTHETHEORYOFMULTIPLEINTELLIGENCESLOGICALMATHEMATICALINTELLIGENCELEARNINGDISABILITYSTUDENTSINPHYSICS1LIGHSCHOOLPHYSICSTRANSFORMSTRATEGYIV

簡介：天津師范大學碩士學位論文高中學生物理學習自我監(jiān)控能力的調查與培養(yǎng)姓名趙瑾申請學位級別碩士專業(yè)學科教學指導教師郭龍健20030501ABSTRACTINORDERTOGUARANTEETHESUCCESSOFTHEPHYSICSLEARNINGANDATTAINTHEANTICIPANTSTUDYTARGET，THESTUDENTSMAKETHESTUDYACTIVITYASCONSCIOUSNESSOBJECTINTHEWHOLEPROEASSOFSTUDYATTHESAMETIME，THEYHAVETOOBTAINTHEABILIT3TOCONSTANTLYPROGRAM，CHECK，EVALUATE，REFLECTANDCONTROLTHATOBJECT，ANDTHISABILITYISWHATWECALLSELFREGULATIONABILITYINPHYSICSLEARNINGTHELEARNINGABILITYINPHYSICSSTUDYISIMPORTANTANDCOMPREHENSIVE，OFWHICHTHECOREISTHESELFREGULATIONABILITYINDHYSICSLEARNINGTHATISWHYDOINGARESEARCHONTHESELFREGULATIONABILITYINPHYSICSLEARNINGOFHIGHSCHOOLSTUDENTSPLAYSASIGNIFICANTROLEINDEVELOPINGTHELEARNINGABILITYOFTHESTUDENTSANDACHIEVINGTHEGOALOFPHYSITSTEACHINGINHIGHSCHOOLSTHESURVEYISCARRIEDOUTWITHINQUISITIONMETHOD，QUASIEXPERIMENTALDESIGNMETHODTOGETHERWITHGROUPDISCUSSIONSANDQUESTIONNAIRES450STUDENTSFROMGRADE10TO12ARECHOSENTODOTHESURVEYU口OLLWHICHTHERESEACCHISDONEINORDERTOINQUIREHOWTOIMPROVETHESELFREGULATIONABILITYINPHYSICSLEARNINGASWELLASSTUDYGRADESINPHYSITSDURINGTHEEXPERIMENT，THEFOLLOWINGMEASURESARETAKEN1HELPTHESTUDENTSTOESTABLISHANOBJECTIVEINTLLESTUDYINORDERTOMAINTAINANAIMSYSTETHINPHYSICSLEARNING；2TRYTOMASTERSTUDYSTRATEGYTOACHIEVETHEGOALINPHYSICSLEARNINGBASEDONTHESURVEYANDTHEEXPERIMENT，WECANDRAWTHECONCLUSIONS∞FOLLOWS1THESELFREGULATIONABILITYINPHYSITSSTUDYOFHIGHSCHOOLSTUDENTSCANBECLASSIFIEDINTO9ASPECTSASTARGET，PLAN，CONSCIOUSNESS，STRATEGYMETHOD，IMPLEMENT，F(xiàn)EEDBACK，REMEDYANDSUMMARY；2THESELFREGULATIONABILITYINPHYSICSSTUDYOFHIGHSCHOOLSSTUDENTSISPOSITIVERELATEDWITHTHEIRGRADESINPHYSICSLEARNING；3GENERALLYSPEAKING，THESELFREGULATIONABILITYINPHYSICSSTUDYOFHIGHSCHOOLSTUDENTSISNOTSATISLYINGTHEYDOBETTERINREMEDYBUTAREWEAKESTINIMPLEMENTDUETOTHEAGECHARACTERISTICSANDTHEDIFFERENCEOFTEACHERS’INFLUENCE；4GENDERISNOTADECISIVEELEMENTINSELFREGULATIONABILITYINPHYSICSSTUDYOFHIGHSCHOOLSTUDENTSYETDIFFERENTMETHODSSHOULDBEIMPLEMENTEDACCORDINGTODIFFERENTSCHOOLS，INDIVIDUALSTUDENTANDSTUDENTSOFDIFFERENTSTUDYLEVELS；5CONSCIOUSNESSOBJECTINLEARNINGANDSTUDYSTRATEGYCANHELPIMPROVETHESELFREGULATIONABILITYINPHYSICSSTUDYOFHIGHSCHOOLSTUDENTSASARESULTOFWHICHTHEGRADESOFPHYSICSLEARNINGISALSOIMPROVED；6THESTUDENTSWILLIMPROVETHEIRSELFREGULATIONABILITYINPHYSICSSTUDYWITHTHECONTINUOUSSTUDYOVERTHEYEARSINSCHOOL，BUTIFTHETEACHERSCANGIVETHEMPROPERGUIDANCE，THEYCANSURELYMAKEREMARKABLEPROGRESSTHERESEARCHABOVENOTONLYMAKESUPTHELACKOFTHEORYINTHERESEARCHOFSELFREGULATIONABILITYINPHYSICSSTUDYBUTALSOPROVIDESTHEORETICALFOUNDATIONFORHIGHSCHOOLTEACHERSTOHELPTHEMCARRYOUTTHENEWSTANDARDSINPHYSICSTEACHINGDUETOLIMITEDEXPERIENCEANDTIME，THEEXPERIMENTALSCALEISNOTLARGEENOUGHANDMOREMEASURESCOULDHAVEBEENTAKENTOHELPCONDUCTTHERESEARCHTHECONCLUSIONSMAYNOTCOVERTHEUNIVERSALITYOFTHETOPIC，SOWENEEDTOGOFURTHERWITHTHERESEARCHINTHEFUTUREKEYWORDS“HIGHSCHOOLSTUDENTSPHYSICSLEARNINGONECTIVECOLQSCIOTLSNESSLEARNINGSTRATEGIES

簡介：福建師范大學碩士學位論文初中物理學困生的情感特征及教育對策研究姓名施麗燕申請學位級別碩士專業(yè)學科教學（物理）指導教師林秀敏20090801禍建師范大學教育碩士學位論文中文文摘學生學習困難是普及九年義務教育階段普遍存在的問題，初中階段是普及九年義務教育的最后階段，轉化學習困難學生，有十分重大的現(xiàn)實意義。近來年，國內物理教育工作者在這一領域不斷的研究，人們先是想到了教，如何教才能使學生感到學習物理不困難，但僅僅從教上找答案是片面的解決問題。正如喬際平教授所說“近二三十年來，國內外的物理教育工作者己經不滿足于只對物理教學規(guī)律的探討與掌握，而要求進一步探究這些教學規(guī)律的微觀機理。這就必然要涉及到學科學習心理，因為教學中的很多問題，不從學習者的學習心理進行探究，問題的本質和癥結就很難抓住，研究工作就很難深入?！狙芯繌姆侵橇σ蛩刂械那楦薪嵌热胧郑楦幸蛩卮嬖谟诮虒W之中。在教育中強調情感的價值，在情感領域追求效應，從中找到解決教育、教學的突破口。一本課題研究的必要性和價值情感因素是非智力因素中的一個重要方面。以往觀念認為情感因素只適合于情感內容豐富的學科如語文，英語。而對數理化等學科則“無能為力“。其實情感因素在物理教學中的作用同樣不可忽視。目前，從非智力因素的角度研究物理學困生的形成時，往往側重于學習興趣，，學習動機等方面，而缺乏情感因素對物理學習困難的影響的系統(tǒng)研究。新課程特別提出物理課程對學生科學情感培養(yǎng)的內容，如能保持對自然界的好奇，具有科學的求知欲能體驗戰(zhàn)勝困難、解決物理問題時的喜悅等等。很難想象，物理學習困難的學生能夠產生這些情感。人的認知、情感、意志是相互聯(lián)系，相互影響的，從情感方面研究學習困難，提出教育對策，對初中物理學困生物理學習將會有很大的幫助，因此，本研究是很有必要的。對比物理學優(yōu)生的情感特點，研究學困生的情感特征，尋求轉化學困生的方法、策略。加強學困生的轉化工作等具有一定的理論和現(xiàn)實意義。二本研究的主要內容本研究通過文獻與問卷調查來研究初中物理學困生情感心理特征，并分析及提出教育對策，其主要內容1通過文獻了解學困生國內外的相關研究，對物理學困生進行概述。就情感因素方面，闡述在物理學中的情感功能及初中物理學困生的情感特征。2通過問卷調查了解初中物理學困生情感特征3通過具體分析，得出初中物理學困生的情感特點，進而為轉化工作制定相應的情感培養(yǎng)對策。4制定出培養(yǎng)初中物理學困生積極情感的教學策略三結論本研究調查的對象涉及泉州地區(qū)的八所初中學校，因此具有一定的代表性，通過調查和訪談發(fā)現(xiàn)，初中物理學困生的情感特征如下所述1大部分初中物理學困生對物理課程的情感表現(xiàn)為對物理興趣不濃厚，學習物理的積極性不高，‘不喜歡純粹理論知識的學習，喜歡動手操作的實驗和把理論知識應用III

簡介：學位論文使用授權聲明果。經發(fā)了謝本人完全了解南京師范大學有關保留、使用學位論文的規(guī)定，學校有權保留學位論文并向國家主管部門或其指定機構送交論文的電子版和紙質版；有權將學位論文用于非贏利目的的少量復制并允許論文進入學校圖書館被查閱；有權將學位論文的內容編入有關數據庫進行檢索有權將學位論文的標題和摘要匯編出版。保密的學位論文在解密后適用本規(guī)定。研究生簽名壘篷苤EL期油B川、L鈿ABSTRACTWITHTHEDEVELOPMENTOFSOCIALANDEDUCATIONAL，IMPROVETHEEDUCATIONOFFOREIGNWORKERS’CHILDRENMAKEAPRACTICALSIGNIFICANCETOECONOMICDEVELOPMENTANDH鋤LOLLIOUSSOCIETYINDEVELOPEDREGIONSFTOMMANYYEARSTEACHINGPRACTICE，IRCCOGNIZETHATTOIMPROVETHOSECHILDREN，QUALITYOFTRAININGLSAKEYMETHODTOIMPROVETHETEACHINGEFFECTIVENESSINTHISPAPER，BASEDONTHE伽EON●SOFTRAININGQUALITY，IINVESTIGATEDANDANALYZEDTHESTATUSOFMYSTUDENTSINTHEJURAORSCHOOLPHYSICSTEACHINGPROCESS’IUSEDPHYSICSLEARNINGCONTACTBOOK，HOMEVISITS，MDIVLD刪GULDALLCEFORSTUDENTS，ETC，DESIGNEDTHEPHYSICSTEACHINGANDPRACTICEDPHYSICALEXPJORATLONI2UCHIEVEDGOODRESULTSANDSUMMARIZEDSOMEGOODWAYSFORCULTURINGPHYSICALKEYWORDSFOREIGNWORKERS’CHILDREN，THEQUALITYOFTHEPHYSIC繃LE鋤ING，INTERESTS，WILLPOWER，CONFIDENCEII

簡介：華中師范大學碩士學位論文知識管理在高中物理學習中的應用研究姓名劉宇同申請學位級別碩士專業(yè)物理學科教學論指導教師韓可芳20050401ABSTRACTMANAGEMENTISTHEONEOFTOPICSEVERYONEMUSTFACEINDAILYLIFETEACHERSANDSTUDENTSALETHEMAINBODYOFTHESCHOOLINGTHEMANAGEMENTOFTEACHERSANDSTUDENTSBECOMESCHOOLINGTHEME，ANDKNOWLEDGEMANAGEMENTTOSTUDENTSWILLBECOMETHEMOSTPLEASANTMELODYINSCHOOLINGKNOWLEDGEMANAGEMENTISAKINDOFSILENTTRANSFORMINGEDUCATIONALPOWERAKINDOFSPECIFICCULTURALENVIRONMENT，WHICHFUNCTIONSASAGUIDER，ACONTROLLERANDANEDIFIERTOSTUDENTS’DEVELOPMENTSTUDENTSCANLEARNMORETHANFROMBOOKSBYHISPERSONALKNOWLEDGEMANAGEMENTATPRESENT，THERESEARCHONKNOWLEDGEMANAGEMENTTOSTUDENTSANDTOINSTRUCTIONISSTILLFUNDANLENTAL，ANDITSTHEORYCONSTRUCTIONISSTILLIMPERFECT，SHORTOFSUCCESSFULMODELSINPRACTICALOPERATIONSTHEPURPOSEOFTHISRESEARCHISTOTRYTOMAKETHEKNOWLEDGEMANAGEMENTINTEACHINGPROCESSBECONSCIOUSANDSYSTEMATIC；TOSUPPLYATHEORETICANDPRACTICALREFERENCEFORPHYSICSTEACHERS；TOQUICKENTHEKNOWLEDGEMANAGEMENT’SADVENTTOTHETEACHINGPROCESSMAINLYONTHEBASEOFMYMORETHANTENYEARSEXPERIENCESOFTEACHING，ACCORDINGTOPEDAGOGICALANDPSYCHOLOGICALTHEORY，ANDONTHEGUIDANCEOFHUMANISTICANDCONSTRUCTIVETHEORY，THISTHESISBRINGSFORWARDSOMEMANEUVERABLESTRATE；GIESOFKNOWLEDGEMANAGEMENTINTHETEACHINGPROCESSTHEBODYOFTHISARTICLECONSISTSOFFOURPARTSPARTIEXPOUNDSTHECORRELATIVETHEORIESABOUTKNOWLEDGEMANAGEMENTPARTIIINTEGRATESKNOWLEDGEMANAGEMENTINTOSCHOOLINGPARTⅡIPOINTSOUTSOMESTRATEGIESOFSTUDENT’SPERSONALKNOWLEDGEMANAGEMENTFROMTHEPERSPECTIVEOFPHYSICSLEARNINGPARTⅣPOINTSOUTSOMESTRATEGIESOFTEACHERSANDSTUDENTS’KNOWLEDGEMANAGEMENTINCLASSORGANIZATIONFROMTHEPERSPECTIVEOFPHYSICSTEACHINGKEYWORDSMANAGEMENT，KNOWLEDGEMANAGEMENT，IMPLICITKNOWLEDGE，SUBJECT，CONSTRUCTION，LEARNINGORGANIZATION

簡介：IO’≥≥、二‘蔓『孫。一’。，、≮’毫’，J”’、蠢T?！币?，1?！魅√柣e3苤蘭』戴蔓塹毒潼綴二金；二凌；一。、J’，O。。。一、。。。、“警7，|≥≥‘一J。|。J南索撐赫表，掌J、‘。，。_I高彗警生物趣摹高習碡知晶質的培霧≮。、、T，。ⅣJO?！獼摻|I謄J～”院系。_拶靜教熙。，，≥0擎較≮啦，R；。孫毓琴參二0?！诙訊橁佟荩揪F卷章0“1耢蘧辯學逡技米學院鼉。I～O?！萋癘、__。二_二；_訾三毒弩毒，二一，；、～一T侮捷劐秧壤J_。毫“?！?。一。一R一。、J學科教學。物遴’，～■。J、≤||≯，≯鬻J0≥IJ’乏。|0|||I一≯≥≯|II|JJ_T一、拳、II譬|J●≥J≥0誓≥0_I謄ABSTRACTWHETHERINWESTERNOREASTEMSOCIETIES，THEBASICTASKOFASCHOOLISTOIMPROVESTUDENTS’BASICQUAUTYTHEIMPROVEMENTINFINALLROUNDWAYOFSTUDENTS’QUAUTYLIESINGOODSTUDYINGANDBEHAVIORHABITSGOODSTUDYINGHABITSALENOTONLYALLESSENTIALCONDITIONTOACHIEVEEXCELLENTRESULTS，BUTALSOESTABLISHASOLIDFOUNDATIONFORSTUDENTS’LIFETIMESTUDYANDDEVELOPMENTPHYSICSLEAMINGOFSENIORHI曲SCHOOLCANDOGOODTOTRAINSTUDENTS’THINKINGSTYLE，IMPROVESTUDENTS’SCIENTIFICACCOMPLISHMENTANDCULTIVATESTUDENTS’INITIATIVESPIRITINMYTEACHINGPRACTICE，IHAVEFOUNDTHATCULTIVATINGSENIORHI曲SCHOOLSTUDENTS，ESPECIALLYSTUDENTSOFSENIORHI曲SCHOOLGRADEONE，ISTHEMOSTPRACTICALANDEFFECTIVEBASEDONFOLLOWINGCERTAINPRINCIPLESANDMETHODS，ITRAINEMPHATICALLYSTUDENTS’OBSERVINGANDTHINKINGHABITS，READINGANDSELFLEARNINGHABITS，SUMMINGUPANDARRANGINGHABITS，DISCUSSINGANDPONDERINGHABITS，DISPERSEASSOCIATIONHABITS，THEHABITSOFWORKINGOUTPROBLEMSINAPROPERWAYANDSOONKEYWORDSPHYSICSSTUDYINGHABITSCULTIVATETEACHINGPRACTICEIN

簡介：華中師范大學碩士學位論文高中物理學習策略的研究姓名陳紅飛申請學位級別碩士專業(yè)物理學科教學論指導教師熊水兵20050401ABSTRACTWITHTHECOMINGONOFTHESTANDARDOFHIGHSCHOOLPHYSICS，ITISIMPOTTANTTOBEMORECAREOFTHEPROCESSOFTHEKNOWLEDGEANDCAPABILITYTHENONLYGAININGTHEMITISUSEFULTOSTUDYTHELEARNINGSTRATEGYOFPHYSICSFORSTUDENTS’STUDYINGBYTHEMSELVESANDEFFECTIVESTUDYING．THISARTICLEUTILIZESTHESTRATEGIESOFANALYZINGLITERATURE，TEACHINGEXPERIMENT，SAMPLINGINVESTMENTANDTALKINGTOSTUDYTHELEARNINGSTRATEGYOFSTUDYINGANDTEACHINGINHIGHSCHOOLPHYSICS．ITISORGANIZEDASFOLLOWS．THEFIRSTPARTINTFODUCTIONISAINTRODUCTIONOFBASICTHEORYANDMOMENTEDSTUDYING．THESECONDPARTCHAPTER1GIVESTHEDEFINITIONANDTHESTRUCTUREOFLEARNINGSTRATEGY．THETHIRDPARTCHAPTER2STUDYINGTHESTRATEGYOFRECOGNIZATIONINCLUDINGTHECONCEPT，REGULATION，EXPERIMENT，ETCINPHYSICS．THEFOURTHPARTCHAPTER31STUDYINGTHESTRATEGYOFRESOURCEMANAGEMENTANDMACRORECOGNIZATION．THEFIFTHPARTCHAPTER4TELLSUSHOWTHETEACHERTEACHESTHELEARNINGSTRATEGY．THESIXTHPARTCHAPTER5ANALYZESANDREMARKSTHERESULTSOFPRACTICEANDGIVESAASSUMEOFTHEFUTURE．KEYWORDSTRATEGYLEARNINGSTRATEGYHIGHSCHOOLPHYSICSII

簡介：南京師范大學碩士學位論文在職高物理教學中滲透物理學史教育的理論與實踐姓名王國成申請學位級別碩士專業(yè)學科教學（物理）指導教師仲扣莊20070424ABSTRACTHISTORYOFPHYSICSISTHEHISTORYOFUNDEMANDINGTHEPHYSICALPHENOMENONITRESEARCHESTHEDEVELOPMENTOFCONCEPTS，THOUGHTSANDMETHODSOFPHYSICSTHEHISTORYOFPHYSICSHASMANYFUNCTIONSINPHYSICSTEACHINGEDUCATORSINCHINAANDFOREIGNCOUNTRIESMADEALARGENUMBEROFRESEARCHES，ACQNIDNGAPLENTIFULANDSUBSTANTIALRESULTSINOURCOUNTRYVERYFEWRESEARCHESPENE仃ATEPHYSICSHISTORYININTERMEDIATEEDUCATIONANDOVENLESSINTHEINTERMEDIATEV刪ONALEDUCATIONHEREBYTHISPAPERTAKESTHETOPICOFINVOLVINGPHYSICSHISTORYEDUCATIONINVOCATIONALSENIORMIDDLESCHOOLSTHERESEARCHDISCUSSESANDANALYZESTHEEXIST黜ANDSITUATIONOFTHERESEARCHESONPENETRATIONOFPHYSICSHISTORYINPHYSICSTEACHINGUNDERTHEGUIDANCEOFCONSTRUCTIVISMTHEORYANDHPSEDUCALIONTHEORYATTEMP虹NGTOCOMPOSEAMODELANDSTRATEGYOFPHYSICSTEACHING1ENETRATEDWI也HISTORYOFPHYSICSINTHEVOCATIONALSNIORMIDDLESCHOOLSAPRACTICALRESEARCHISMADEINTHEVOCATIONALSCHOOLTHATTHEAUTHORWORKSINTHEEXPERIMENTALRESULTSPROVEDINVOCATIONALSELLIORMIDDLESCHOOLSTHECONSCIOUSLYPENETRATIONOFPHYSICSHISTORYEDUCATIONINTEACHINGPHYSICSCANEXCITETHESTUDENTSINTERESTTOLEARNPHYSICS，F(xiàn)ACILITATETHESTUDENT’STHILLLDN99FOSTERTHESCIE蚯丘CSPIRITOFTHESTUDENTSANDUPGRADETHESTUDENTSSCIENTIFICACCOMPLISHMENTKEYWORDSHISTORYOFPHYSICSVOCATIONALSENIORMIDDLESCHOOLPHYSICSTEACHINGSCIENTIFICLITERACYⅡ

簡介：華東師范大學碩士學位論文臺州地區(qū)高中學生對物理學習態(tài)度的調查研究姓名楊曉慧申請學位級別碩士專業(yè)教育（物理）指導教師王世濤20070101BSTRACTDEVELOPINGTHEPOSITIVEANDACTIVELEARNINGATTITUDEISONEOFTHEGOALSOFTHENEWCURRICULUMREFORM．POSITIVEANDACTIVELEARNINGATTITUDEWILLLEADTOFORMINGAGOODPHYSICALLITERACY，WHICHISALSOAPROMOTIONOFSTUDENTS’SUSTAINABLEDEVELOPMENT．ITISTHECORECONTENTOFTRAININGTHEFEELINGS，ATTITUDESANDVALUESOFSTUDENTS．BESIDES，ITISMAINTEACHINGCONTENTOFSCHOOLEDUCATION．THEPURPOSEOFTHISSTUDYWASTOINVESTIGATELEARNINGATTIRUDETOWARDSPHYSICSSHORTFORLAPOFSENIORSCHOOLSTUDENTSINTAIZHOU，ANDTOEXPLORETHEINFLUENCEOFFACTORS．BASEDONTHEITSRESULTS，THISSTUDYWASTOOFFERPROPOSALSASHANDYREFERENCESOFPHYSICSTEACHING．THETHESISHADSIXPARTS．THEFOLLOWINGCONTENTWASTHESUMMARYOFEACHPART．INTHETIRSTPART．THEBACKGROUNDANDMEANINGOFLAPWASINTRODUCEDBRIEFLY．MEANWHILE，THESITUATIONSOFTHELEARNINGATTITUDESFIELDFROMHOMEANDABROADWASEXPLAINED．INTHESECONDPART，THEDEFINEDCONCEPTIONANDTHEORYOFATTITUDES，LEARNINGATTITUDESANDLAPRELATEDTOTHERESEARCHWEREDISCUSSEDINTHETHIRDPART。THERESEARCHPLANOFINVESTIGATIONONLAPWASEXPLORED．THEBRIEFINTRODUCTIONTOTHEPLANWASASFOLLOWSTHISRESEARCHWASTOUSEINQUESTIONNAIRESURVEYANDINTERVIEW．THESCALEOFLEARNINGATTITUDETOWARDSPHYSICSOFSENIORSCHOOLSTUDENTSINTAIZHOUSHORTFORSLAPMADEBYTHERESEARCHERWASUSEDASANINSTRUMENTININVESTIGATION。THERESEARCHTARGETSWERETHESENIORSCHOOLSTUDENTSFROMTAIZHOUSENIORSCHOOL，TIANTAISENIORSCHOOL，YUCHENGSENIORSCHOOL，DAXISENIORSCHOOL，YUANQIAOSENIORSCHOOLANDCHENGFENGSENIORSCH001．THEREWERE908STUDENTSOF18CLASSES．THE908SAMPLESWERERECEIVED,AMONGWHICHTHEREWAS803EFFICIENTONES．THEEFFECTIVERATEOFTHESAMPLESWAS88．4％．THESPSSL3WASUSEDTORUNTHEPROCEDURESFORDESCRIPTIVESTATISTICS，ONEWAYAN0VA，PRODUCTMOMENTCORRELATIONETC．

簡介：東北師范大學碩士學位論文研究性學習課程實施與物理學科能力培養(yǎng)的實踐研究姓名潘浩申請學位級別碩士專業(yè)教育指導教師孟昭輝20040401第三部分，闡述實施高中物理研究性學習課程是培養(yǎng)物理學科能力的有效途徑。通過結合研究性學習課程能力培養(yǎng)目標與新課程標準下物理學科能力分層培養(yǎng)目標，根據教學實踐提出分階段進行的高中物理研究性學習課程實施模式。關鍵詞研究性學習PROJECTLEARNING物理學科能力PHYSICSCURRICULUMCOMPETENCE

簡介：貴州師范大學碩士學位論文中學生物理學習能力提高的理論及實驗研究姓名劉寧申請學位級別碩士專業(yè)課程與教學論指導教師令狐榮鋒20080422貴州師范大學碩士學位論文中學生物理學習能力提高的理論及實驗研究ABSTRACTINTODAY’SWORLD，WITHTHERAPIDDEVELOPMENTOFSCIENCEANDTECHNOLOGY，PROGRESSISMADEEVERYDAY，THISHASDRIVENNEWREQUIREMENTSFORCONTEMPORARYSKILLSOFPEOPLE，ATTHESAMETIME，THEEDUCATIONISGIVENANEWCHALLENGETHEHIGHERABILITYTOLEAMHASBECOMEAQUALITYREQUISITETOTHECONTEMPORARYTEENAGERSTHEREFORE，THEIMPORTANTOBJECTIVEOFTHEEDUCATIONMUSTBETODEVELOPTHESTUDENTS’LEAMINGABILITYANDTOTEACHTHESTUDENTSHOWTOLEAMTHISHASRECEIVEDUNIVERSALAPPROVALANDRECOGNITIONFROMALLCOUNTRIESINTHEWORLD，ANDHASBECOMETHETRENDOFTHEWORLDWIDEEDUCMIONALREFORMINRECENTYEARS，THEPHYSICSEXPERTSANDTEACHERSWHOAREWORKINGATTEACHINGREFORMHASDONECONTINUOUSSTUDYANDEXPLORATIONCOMBININGTHEKNOWLEDGEIMPARTINGWITHABILITYDEVELOPINGWHILETHETEACHERS’NOTIONOFEDUCATIONCHANGING，THEYMAKETHESTUDENTSCONCERNTHELEARNINGPROCESSANDMETHOD，ACQUIRETHEBASICKNOWLEDGEANDSKILLREQUISITETOTHELIFELONGLEARNINGBYDEVELOPINGTHESTUDENTS’LEARNINGABILITYTHEYHAVEMADEITANIMPORTANTTASKOFPHYSICSTEACHINGTODEVELOPSPIRITOFINNOVATIONANDPRACTICALABILITYINTHETHESIS，THEAUTHORWILLDISCUSSHOWTOENHANCETHEPHYSICSLEARNINGABILITYOFTHEMIDDLESCHOOLSTUDENTSONTHEBASISOFACHIEVEMENTSITHADATTAINEDINRESEARCHINTHETHESIS，BYANALYSISTHEPHYSICSLEARNINGABILITYTHEAUTHORHASPUTFORWARDFOURBASICLEARNINGABILITYREQUISITETOPHYSICSLEARNING，THEYAREOBSERVINGABILITYLANGUAGEABILITYTHINKINGABILITYANDOPERATINGABILITYANDTHETEACHINGMETHODTOENHANCETHEPHYSICSLEARNINGABILITYOFTHEMIDDLESCHOOLSTUDENTSWASEXPLOREDANDTESTEDINTHEPHYSICSTEACHINGRESULTSSHOWEDTHATTHETEACHINGMETHODWASABLETODEVELOPANDENHANCETHEPHYSICSLEARNINGABILITYOFMIDDLESCHOOLSTUDENTSEFFECTIVELYHOWEVERDUETOTHESPECIALNATUREOFPR枷CALEDUCATION，ANDLIMITEDABILITYTIME，CONDITIONSANDOTHERFACTORS，THISTHESISPRESENTSTHETEACHINGTHEORYANDTHETEACHINGMODEOFIMPROVINGTHEMIDDLESCHOOL

簡介：理學碩士學位論文性別差異對朝、漢高中生物理學習影響的比較研究THEEFFECTSOFGENDERDIFFERENCESONPHYSICSSTUDYOFHANKEANHIGHSCHOOLSTUDENTS樸鳳淑學科教育（物理）延邊大學學校代碼10184分類號分類號密級UDC學號延邊大學碩士（博士）學位論文性別差異對朝、漢高中生物理學習影響的比較研究研究生姓名樸鳳淑培養(yǎng)單位理學院指導教師姓名、職稱郭振平教授學科專業(yè)學科教育（物理）研究方向物理課程與教學論論文提交日期2009年5月16日

簡介：2003年教育部頒布的高中物理課程標準所倡導的學習方式有自主學習、合作學習、探究性學習等等實際物理教學中我們要結合教學內容、學生實際、社會現(xiàn)實、生活現(xiàn)狀等具體情況確定學習方式如何適應學生發(fā)展的學習方式人們正在提出、探討著許多新的學習方式我們應該遵循哪些途徑注意哪些問題學習方式不僅對學習結果具有決定性的影響還對學生的未來發(fā)展產生重要的影響要使學生形成堅實的物理基礎知識發(fā)展創(chuàng)新思維形成終身學習的愿望和能力促進學生有特色的可持續(xù)發(fā)展就必須構建適應學生發(fā)展的物理學習方式并不斷研究物理學習方式過程中出現(xiàn)的新問題、新方法通過對學習方式的含義研究對東方實驗中學高中生在學習物理學科時采用的學習方式的實際情況的調查探討轉變學生學習方式的有效途徑和注意事項引發(fā)學生學習物理的興趣和熱情同時也培養(yǎng)學生自主學習的能力

簡介：目錄中文摘要????????????????????????1ABSTRACT??????．??????????．．??????????????????????．?．．21引言???????????????????????????????41．1研究背景????????????????????????????41．2研究現(xiàn)狀????????????????????????????5的目標、意義和創(chuàng)新點???????????????????7論基礎?????????????????????????一82．1學困生相關理論?????????????????????????82．2差異教學理論??????????????????????????102．3建構主義學習理論????????????????????????123農村高中物理學困生調查與分析??????????????133．1高中物理學困生調查???????????????????????133．2物理學困生的特點及成因分析???????????????????184農村高中物理學困生差異教學實施的目標、原則和策略????224．1買施目標????????????????????????????224．2實施差異教學的基本原則?????????????????????224．3差異教學應用于學困生的教學策略????????????????．23．L厶5農村高中物理學困生差異教學實踐磚夠．Ⅳ???????????255．1物理學困生的差異教學實踐過程?????????????????．．255．2物理學困生的差異教學案例????????????????????295．3差異教學設計示例????????????????????????305．4差異教學星級作業(yè)示例??????????????????????365．5物理學困生差異教學實驗總結??????????????????．．QV參考文獻????????????????????????％附錄??????????????????????????????．致謝????????????????????為攻讀學位期間發(fā)表的學術論文目錄????????????????托2揚州大學碩T學位論文ABSTRACTPHYSICSISABASICNATURALDISCIPLINE．SENIORHIGHSCHOOLPHYSICSISGENERALLYCONSIDEREDTHEHARDESTTERMINTENCOURSES．RURALORDINARYHIGHSCHOOLSTUDENTSAREMAINLYMEDIUMACHIEVEMENTSSTUDENTS．THEIRFOUNDATALKNOWLEDGEOFJUNIORMIDDLESCHOOLISVERYWEAK，LEARNINGMOTIVATIONISNOTSTRONG．THESESTUDENTSGENERALLYFEELDIMCULTINLEARNINGSENIORHIGHSCHOOLPHYSICS．INORDERTOACHIEVINGTHENEWCURRICULUMSTANDARDOF“COMPREHENSIVEDEVELOPMENT”AND“COMMONDEVELOPMENT”REQUEST，THISPAPERPROPOSESTHEDIFFERENCETEACHINGTOGUIDINGLEARNINGDISABILITYLDSTUDENTSINPHYSICSSTUDYING．INCLASSTEACHING．BASEDONTHENEEDSOFINDIVIDUALLEARNING．ITPROMOTESEVERYSTUDENTONORIGINALBASISTOOBTAINTHEFULLDEVELOPMENT．ALTHOUGHTHETRANSFORMATIONOFLDSTUDENTSANDDIFFERENCETEACHINGTHEORYINCHINAISPOPULAR．BUTTHEDIFFERENCETEACHINGTHEORYAPPLIEDTOTHETRANSFORMATIONOFLDSTUDENTSISSCANTY．THEREISNOTANYAPPLICATIONOFDIFFERENCETEACHINGINTOPHYSICSSTUDYYETNOW．THISPAPERONTHISISSUERESEARCHESDEEPLY．PUTSFORWARDTHECOUNTERMEASURE．THEAUTHERPUTSITINTOPRACTICEANDGETSGOODTEACHINGEFFECT．FIRSTLY．THROUGHACCESSINGTOTHEPRESENTINFORMATIONABOUTLDSTUDENTSANDRESEARCHINGDIFFERENCETEACHING，THEAUTHORINDEPTHSTUDIESTEACHINGTHEORY，LEARNINGTHEORYANDDIFFERENCETEACHINGTHEORY．THENTHROUGHTHESURVEYRESEARCH．THEAUTHERINTEGRATEDMANYELEMENTSANDVARIOUSADVANTAGESTOCOMPILEQUESTIONNAIRE．THENTHROUGHTHEINVESTIGATIONOFTHEDIFFERENCESANDCHARACTERISTICSOFTHESTUDENTS．GETTINGREADYFORTHEANALYSISOFSTUDENTS’CHARACTERISTICSANDTHEFORMATION．ALSOFORTHISDIFFERENCETEACHINGSTRATEGYTOLAYTHEFOUNDATION．THROUGHINVESTIGATIONOFSEVERALRURALORDINARYHIGHSCHOOLSINPIZHOU．IFOUNDTHATMOSTSTUDENTSARENOTENOUGHINTERESTINGINPHYSICS；HALFOFTHESTUDENTSHAVEDIFFERENTDEGREESOFPHYSICSLEARNINGDIFFICULTIES，THEIRLEARNINGINITIATIVEISPOOR,DONOTDEVELOPGOODSTUDYHABITS；NEARLYHALFOFTHESTUDENTSARENOTUPTOTHEPHYSICSTEACHINGSTANDARDS；CAUSEDUNDESIRABLEEFFECTTOTHESTUDENTS．FROMTHEFAMILY,1SCHOOLANDOTHERFACTORS。THEARTICLEANALYZESANDSUMMARIZESTHECHARACTERISTICSOFLDSTUDENTSINPHYSICSFROMTHINKING．EMOTIONTOPHYSICALABILITY．FROMTHEFAMILYFACTOR，SCHOOLFACTOR．TEACHERFACTOR．THEFACTOROFSTUDENTS．SOCIALFACTORANDOTHERASPECTSTOFORMREASONS．ITPUTSFORWARD4TEACHINGSTRATEGIESANDTHENPUTINTOPRACTICE．ITSUMMARIESUPTHEIMPLEMENTATIONOFDIFFERENCETEACHINGSTRATEGYOFFIVESTEPS．INTHEEDUCATIONEXPERIMENT．THEEXPERIMENTALCLASSANDCONTR01CLASSLEARNINGACHIEVEMENTINTHEFIRSTSEMESTERHADNOSIGNIFICANTDIFFERENCE．BUTINTHESECONDSEMESTEROFTHEEXPERIMENTALCLASSWASSIGNIFICANTLYBETTERTHANTHECONTROLCLASS．PASSRATESSIGNIFICANTLYHIGHERTHAN