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簡介：學校代碼10530學號200808040660分類號G210密級碩士學位論文非洲華文報紙非洲華文報紙整體面貌整體面貌研究學位申請人尹紅磊指導教師樊昌志教授學院名稱文學與新聞學院學科專業(yè)新聞學研究方向理論新聞學二〇一一年四月十八日湘潭大學湘潭大學學位論文原創(chuàng)性聲明學位論文原創(chuàng)性聲明本人鄭重聲明所呈交的論文是本人在導師的指導下獨立進行研究所取得的研究成果。除了文中特別加以標注引用的內(nèi)容外，本論文不包含任何其他個人或集體已經(jīng)發(fā)表或撰寫的成果作品。對本文的研究做出重要貢獻的個人和集體，均已在文中以明確方式標明。本人完全意識到本聲明的法律后果由本人承擔。作者簽名日期年月日學位論文版權(quán)使用授權(quán)書學位論文版權(quán)使用授權(quán)書本學位論文作者完全了解學校有關(guān)保留、使用學位論文的規(guī)定，同意學校保留并向國家有關(guān)部門或機構(gòu)送交論文的復印件和電子版，允許論文被查閱和借閱。本人授權(quán)湘潭大學可以將本學位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫進行檢索，可以采用影印、縮印或掃描等復制手段保存和匯編本學位論文。涉密論文按學校規(guī)定處理。作者簽名日期年月日導師簽名日期年月日

簡介：J781930刪武碩士學位論文2004屆物理教學中滲透物理學史教育的模式研究THEELEMENTARYSTUDYONTHETEACHINGMODEOF“INFILTRATINGTHEEDUCATIONOFPHYSICSHISTORYINTOTHEPHYSICSTEACHING’’研究生姓名指導教師姓名于忠衛(wèi)昊永熙教授專業(yè)名稱課程與教學論物理研究方向論文提交日期中學物理教學2004年11月物理教學活動中溶避物理學史教育的模式研究ABSTRACTALONGWI壤THEREFORMINEDUCATIONCONTINUOUSLYUNFOLDING，THEEDUCATIONALIDEATHATTHESTUDENTISTHECENTEROFTEACHINGACTIVITIESHASBEENWELLACCEPTED，ANDVARIOUSTEACHINGMODESREFORMISONTHERISETHISARTICLEHASBASICALLYTHOUGHTFROMTHEFACTSOFTHECURRENTPHYSICSCLASSANDAFTERCLASS，THENAFTERSOMESTUDIESANDANALYSESOFTHEPHYSICSLEANINGINTERESTANDTHEMASTERYOFTHEHISTORYOFPHYSICSWEREMADEINSOMEHIGHSCHOOL，WECONCLUDETHATTHEREARETHREEKINDSOFCIRCUMSTANCESEXISTINGINCURRENTPHYSICSTEACHINGSTUDENTS’STUDYINTERESTISNOTSTRONGTHEIRKNOWLEDGEABOUTPHYSICSHISTORYISPOORANDTHETEACHINGESTIMATETOSTUDENTISNOTEXACTSTUDYINGINTERESTSISPRIMITIVEMOTIVATIONOFSTUDYTHEPHYSICSHISTORYHASABUNDANTTEACHINGVALUE，ANDEXACTTEACHINGESTIMATECOULDVISIBLYPROMOTESTUDENTS’STUDY。ALLTHESECALLHAVEAINFLUENCEONSTUEDNM’S拋DYTHEREFORE。JOININGTOGETHERTHENEWCOURSESTANDARDOFPHYSICSANDTHEACHIEVEMENTSOFPSYCHOLOGYANDEDUCATION，THEAUTHORTRIESTOPUTFORWARDTHETEACHINGMODEOF‘‘INFILTRATINGTHEEDUCATIONOFPHYSICSHISTORYINTOTHEPHYSICSTEACHING”。THISMODEPROBESINTOTHEHISTORYOFPHYSICS’ABUNDANTEDUCATIONVALUEFIRSTLYTHENITINDICATESSOMEMANNERSTOJOININGPHYSICSEDUCATIONWITHTHEHISTORYOFPHYSICSINTHREEPROGRESSESMETHODSABOUTHOW幻INSPIRESTUDENTS’STUDYINTEREST、THEEXPLORINGSTUDYANDPOSITIVEEVALUATIONOFMUDENTSTHEN，PROGRAMSABOUTHOWTOUSETHISTEACHINGMODEINPHYSICSCLASSESWASPUTFORWARDFURTHERMORE。SOMERESEARCHESHAVEBEENMADE|OTHEPHYSICSTEXT一抽OKATLASTFULFILLMENTACTIVITIESWERECARRIEDOUTTHISMODEALWAYSEMPHASIZESTHATTHISTEACHINGMODESHOULDBEADOPTEDFLEXIBLYINSOMESPECIALTEACHINGCONDITIONSTHISPAPERPUTSFORWARDSUITABLECIRCUMSTANCESANDATTENTIVELYPROCEEDINGSFORTHETEACHINGMODETOO。KEYWORDSTEACHINGMODEPHYSICSEDUCATIONTHEHISTORYOFPHYSICSILWFIAENBYZHONGWEIYUDKEETEDBYYONGXIWU

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簡介：山東師范大學碩士學位論文數(shù)學史在數(shù)學概念教學中的應用研究姓名李宏偉申請學位級別碩士專業(yè)學科教學數(shù)學指導教師楊澤忠20070409山東師范人學頌L學位論文ABSTRACTMATLASHISTORYISASUBJECTTORESEARCHINTOTHECONTACTBETWEENMATHSCONCEPT，MATHSMETHOD，THEORIGINOFMATHSTHOUGHTANDSOCIETYECONOMYANDCOMMONCULTUREITREFLECTSTHESKELETONANDESSENCEOFMATHSDEVEPLOPMENT勸EVALUEOFMATHSHISTORYREPRESENTSTHETHREEASPECTSASFOLLOWINGTHEHISTORYVALUE，THEMATHSVALUEANDEDUCATIONALVALUEWITHALLTHERESULTSOFMATHSHISTORYANDINTERNATIONALSTUDYGROUPONTHERALATIONSBETWEENHISTORYANDPEDAGOGYOFMATHEMATICS，THEEDUCATIONALVALUEOFMATHSHISTORYISBEINGUNDERSTOODANDACCEPTEDBYPEOPLEINPRESENTMATHSCOURSEREFORMMATHSHISTORYISCONSIDEREDASANEWWAYTOUNDERSTANDMATHSTHERESEARCHRESULTSOFHPMAREBECOMINGMOREANDMORECOLORFULANDTHEYURGEUSTOPAYMOREATTENTIONTOTHEPRACTICAL印PLICATIONOFMATHSHISTORYINMATHSEDUCATIONAPPLICATIONRESEARCHONMATHSHISTORYSHOULDBEATTACHIMPORTANCETOTHECONCEPTBECAUSEMATHSCONCEPTISTHEBASISOFMATHS，CELLOFTHINKINGANDJUMPINGOFFPLACEOFMATHSTEACHINGTHEAIMOFTHISRESEARCHISTODISCUSSHOWTHEMATHSHISTORYCANBEUSEDINCONCEPTTEACHING；SEEKAFTERTHECUTINPOINTS，PRINCIPLESANDSTRATEGIESABOUTTHEAPPLICATIONTOTHECONCEPTTEACHINGOFMATHSHISTORYTHROUGHACADEMICRESEARCHTEACHERSCOMBINEMATHSHISTORYWITHTHEDESIGNOFCONCEPTTEACHINGONPURPOSEANDVALIDATETHEACADEMICVALIDITYTHROUGHTEACHINGEXPERIMENTSTHISESSAYCONCLUDESTHECUTINPOINTS，PRINCIPLESANDSTRATEGIESABOUTTHEAPPLICATIONTOTHECONCEPTTEACHINGOFMATHSHISTORYTHROUGHACADEMICRESEARCHITHINK，VIARESEARCH，DURINGTHEPERIODOFMIDDLESCHOOL，THEAPPLICATIONFORMOFMATHSHISTORYINCONCEPTTEACHINGSHOULDBE“THEFORMOFBEINGINHARMONY”；ANDWESHOULDCHOOSETHESUITABLEMATHSHISTORYCONTENTACCORDINGTOTHETEACHINGCONTENTANDTHESTUDENTS’PERCEIVE；WESHOULDOBTAINCONCEPTTHROUGHPAYINGMOREATTENTIONTOTHELATITUDINOUSTEACHINGANDRECREATINGPRINCIPLES；PRESENTINGTHEOUTCOMINGPROCESSOFMATHSHISTORYTHROUGHSIGHTPRINCIPLES；IMPROVINGTHEDEGREEOFTHESTUDENTS’ATTACHINGTHEMSELVESTOTHEPROCESSTHEMAINSTRATEGIESOFTHEMATHSHISTORY’SAPPLICATIONINCONCEPTTEACHINGARE“‘‘PROBLEMSTRATEGY’AND‘‘THEINSTRUCTEDRECREATEDSTRATEGY’。THAT’STOSAYTEACHERSINSTRUCTSTUDENTSTECREATECONCEPTHAPPILYWITHPROBLEMSAFTERTHEEXPERIENTS，THESTUDENTS’QUESTIONNAIREANDTALKRESULTSINDICATEN】CYCANNOTONLYADAPTTOTHECONCEPTTEACHINGOFMATHSHISTORYBUTALSOIMPROVETHEIRINTERESTINSTUDYTHEACHIEVEMENTTESTBETWEENTHEACADEMICCLASSANDCONTRASTCLASSINDICATETHEREISOBVIOUSDIFFERENCIBETWEENTHEMTHEREFORE，CONCEPTTEACHINGOFMATHSHISTORYISHELPFULINUNDERSTANDINGANDSEIZINGTHECONCEPTDIFFCULTIESALSOAPPEARINTHEEXPERIMENTSSOMESTUDENTSCAN’TTAKEPARTINTHE2

簡介：西北大學碩士學位論文當代中國科技史科研人員與機構(gòu)的學科排名一種基于中文期刊信息的統(tǒng)計學分析方法姓名劉旻申請學位級別碩士專業(yè)科學技術(shù)史（科技史與科技政策）指導教師曲安京20070401研單位和機構(gòu)在某一學科的競爭力度模型，并以科學技術(shù)史學科為例作了實證研究，給出了該學科強競爭力的科研機構(gòu)排名。5通過對我國科學技術(shù)史期刊文獻的現(xiàn)狀研究分析，找出存在的問題，提出了促進該學科的研究、推動其科學管理的發(fā)展思路和建議。關(guān)鍵詞科學史統(tǒng)計學計量學期刊文獻評價作者科研機構(gòu)N

簡介：“中文摘要論文題目美國中學歷史教科書史料運用研究一以發(fā)現(xiàn)美國的過去從史料中進行探究為例學科專業(yè)學科教學歷史，新一輪基礎教育課程改革以下簡稱“新課改”是一個系統(tǒng)工程，其中重要的一環(huán)就是對教科書的改革。新課改為了適應新時代的需求和學生的發(fā)展需要，強調(diào)學生的學習方式和教師的教學方式要進一步得到改善甚至變革，更加注重對學生探究能力和創(chuàng)新能力的培養(yǎng)。歷史教科書作為歷史課程內(nèi)容基本的也是主要的載體，作為師生教與學的基本依據(jù)，在學生學習方式、能力培養(yǎng)諸方面有著不容忽視的重大影響。本文選取了具有典型意義以及顯著特色的發(fā)現(xiàn)美國的過去從史料中進行探究DISCOVERINGTHEAMERICANPAST爿LOOKATTHEEVIDENCE教科書為例，對美國中學歷史教科書中史料的運用情況進行了考察和研究，這對于我國新時期中學歷史教科書改革及歷史教學改革有一定的借鑒和啟發(fā)作用。本文主要采用文獻研究和比較研究的方法。通過對發(fā)現(xiàn)美國的過去從史料中進行探究的考察，論文指出該教科書以史料運用為特色，把史料作為全書的主體內(nèi)容，即主要組成部分，強調(diào)通過對歷史材料的解析來學習歷史。該教科書不僅在每一章布置了大量豐富多彩的史料供給學生分析研究，而且還在每一章給學生提供了有針對性的方法指導以幫助學生對史料進行分析研究。每一章，從問題起，到相關(guān)歷史問題的背景介紹，再到有針對性的方法指導，最后對史料進行探究，直至問題的解決，完成了對史料探究的基本步驟。美國國家歷史科課程標準所規(guī)定的各項能力目標的要求可以在這一邏輯過程中達成。論文第三章，把該教科書與美國其他三個版本的中學歷史教科書進行了比較，通過比較，更凸現(xiàn)IABSTRACTNEWBASICEDUCATIONCURRICULUMREFORMHEREINAFTERREFERREDTOASTHE“NEWCURRICULUM“ISASYSTEMATICPROJECTANDONEIMPORTANTPARTOFTHEPROJECTISTHEREFORMOFTEXTBOOKSINORDERTOADAPTTOTHENEWERAANDTHEDEVELOPMENTNEEDSOFSTUDENTS，THENEWCURRICULUMEMPHASIZESTHECHANGESOFTHEMETHODSOFLEARNINGANDTEACHINGITALSOTAKEMOREEMPHASISONTHEABILITYOFSTUDENTSTOEXPLOREANDINNOVATIVEABILITYHISTORYTEXTBOOKSASTHEBASICCONTENTSOFTHECARRIEROFHISTORYCURRICULUM，ARESIGNIFICANTINTHELEARNINGANDTEACHINGTHISARTICLEHASRESEARCHED9ISCOVERINGTHE／ANERICANPASTALOOKATTHEEVIDENCE。ATYPICALHISTORYTEXTBOOKSOFTHEUNITEDSTATESMIDDLESCH001ANDTHISRESEARCHWI11BEAREFERENCEFORUSTHISPAPERUSESLITERATUREANDCOMPARATIVERESEARCHMETHODSTHROUGHTHEINVESTIGATIONOFDISCOVERINGTHEA腳ERICANPASTALOOKATTHEEVIDENC島THEPAPERPOINTEDOUTTHEUSEOFTHEEVIDENCEISTHEFEATURE，ANDTHEMAINCONTENTOFTHEBOOKARETHEEVIDENCE，ANDSHOWEDTHATSTUDENTSCANSTUDYHISTORYTHROUGHTHEANALYSISOFPRIMARYSOURCESNOTONLYINTHELAYOUTOFTHETEXTBOOKCHAPTERSUPPLIESALARGENUMBEROFPRIMARYSOURCES，BUTALSOINEACHCHAPTERPROVIDESTUDENTSWITHTHEMETHODSOFTARGETEDGUIDANCETOHELPSTUDENTSSTUDYFORANALYSISOFTHEEVIDENCEINEACHCHAPTER，STARTINGFROMTHEPROBLEMTOTHERELEVANTHISTORICALBACKGROUNDISSUES，TOGUIDEATARGETEDAPPROACH，ANDFINALLYTOEXPLORETHEPRIMARYSOURCESUNTILTHEPROBLEMSARESOLVEDANDTHOSEARETHEBASICSTEPSOFHISTORICALINQUIRYTHELOGICOFTHEPROCESSANDSTANDARDSOFTHENATIONALHISTORYCURRICULUMOBJECTIVESASSTIPULATEDINTHEABILITYTOACCESSTHEIHH『≯；；‘T日OT謄

簡介：西北師范大學碩士學位論文2003年版與1992年版高中中國古代史教材的比較研究姓名汪永臻申請學位級別碩士專業(yè)學科教學歷史指導教師姬秉新20061101ABSTRACTINRECENTYEARS，OURCOUNTRYMIDDLESCHOOLHISTORYTEACHINGHASRAISEDTHENEWREFORMTIDETHEGENERALHISTORYEDUCATOREXPLORESPOSITIVELYINTHEHISTORICALTEACHINGTHEORYINNOVATION，THEHISTORICALCURRICULUMESTABLISHMENT，THEHISTORICALTEACHINGMATERIALCOMPILATION，HISTORYTEACHINGMETHODASPECTSANDSOONIMPROVEMENTHASALLCONDUCTEDTHETHOROUGHRESEARCH，HASOBTAINEDMANYRESULTHOWEVERINTHEREFORMPRACTICE，THEMIDDLESCHOOLHISTORYEDUCATIONWASSTILLFACINGMANYPUZZLESANDTHEQUESTIONFORINSTANCE，THEHIIGHSCHOOLHISTORYTEACHINGMATERIALCONSTRUCTIONSTEPSTEPSNOTTHEMAJORPROBLEM，THETRADITIONALCULTUREINSIDESTORYSINCERECHINAANCIENTHISTORYTEACHINGMATERIALCONSTRUCTIONLAGQUESTIONANDSOON，WAITSFORINPARTICULARFURTHERSOLVESTHISARTICLESTHROUGH2003THEVERSIONTEACHINGMATERIALWITH1992THEVERSIONTEACHINGMATERIALCOMPARISONRESEARCH，MAINLYDISCUSSEDTHREEISSUESFIRSTPARTIN2003VERSIONTEACHINGMATERIALADJUSTMENTCHANGETHISPARTTHROUGHTWOKINDOFEDITIONTEACHINGMATERIALCOMPARISON，ELABORATEDIN2003VERSIONTEACHINGMATERIALSOMECHANGES，SUCHASNEWCLASSINCREASE，TEACHINGMATERIALSTRUCTURECHANGE，TEACHINGMATERIALCONTENTASPECTSANDSOOLLADJUSTMENT，THUSPROMULGATEDTHEVERSIONTEACHINGMATERIALALREADYGOTOLDERIN1992，THENEWCURRICULUMSTANDARDTEACHINGMATERIALNOTYETWASCOMPREHENSIVEINTHESITUATIONWHICHSHOVEDOPEN，IN2003THEVERSIONTEACHINGMATERIALCARRIEDONTHETASKTHETRANSITIONALCHARACTERISTICNAMELYITBOTLLRETAINEDPLACEOFTHESUCCESSWHICHIN1992THEVERSIONTEACHINGMATERIALCOMPILED，BUTANDHASMANIFESTEDTHENEWCUIRICULUMSTANDARDREQUESTINMANYASPECTSSECONDPANIN2003THEVERSIONTEACHINGMATERIALEXISTENCEAWAITEDIMPROVEMENTSQUESTIONTHISPARTOFCONTENTSMAINLYFROM2003THEVEMIONTEACHINGMATERIALANDJUNIORMIDDLESCHOOLTEACHINGMATERIALLINKINGUPAFTERTHEPROMOTIONQUESTION，THECONTENTINDICATEDTHEQUESTION，THETEACHINGREFERENCEBOOKWHICHTHEINSUFFICIENTSCIENCEACCURATEQUESTION，THECLASSTHEEXERCISESDESIGNWASUNSATISFACTORYAWAITIMPROVEMENTSASWELLASTHEABSORPTIONHISTORYSTUDYNEWACHIEVEMENTLAGASPECTSANDSOONQUESTIONTOOBTAIN，HAVEANALYZEDTHEPLACEWHICHIN2003THEVERSIONTEACHINGMATERIALNEEDEDTOIMPROVETN

簡介：華中師范大學碩士學位論文特教師范生教師專業(yè)認同的敘事探究基于個人生活史視角姓名李戰(zhàn)營申請學位級別碩士專業(yè)特殊教育學指導教師鄧猛20100501⑨碩士學位論文MASTER’STHESISABSTRACTTEACHERPROFESSIONALIDENTITYREFERSTOTHETEACHERSOVERALLVIEWABOUTTHEVALUEANDSIGNIFICANCEOFBEINGATEACHERITISTHECOREOFTHEWHOLEPROCESSINWHICHTHETEACHERPERCEPTINGTHEWORKINGSITUATION，GIVEMEANINGTOITANDTAKINGACTION，ANDALSOAPLURALISTIC，DYNAMICDEVELOPINGSELFRECOGNITIONPROCESSFORSTUDENTTEACHERWHOWILLBEASPECIALTEACHERTEACHERPROFESSIONALIDENTITYISAPROCESSWHICHINTEGRATESTHEVALUE，SIGNIFICANCEOFTHEINDIVIDUALANDTHEIRPROFESSIONALITISTHEMOSTENDURINGSOURCEOFEMOTIONALPOWEROFBEINGATEACHERORTOBEATEACHERWHICHDIRECTLYDETERMINESTHEINDIVIDUAL’SCAREERMOTIVATIONINTENTIONOFBEINGATEACHERTHECULTIVATIONOFPROFESSIONALAWARENESS，ANDEVENTHEFUTUREOFTHETEACHINGETHICSSTANDARDSTHETHESISUSESNARRATIVEINQUIRYMETHOD，INVITESASENIORSPECIALEDUCATIONSTUDENTTEACHERUNDERTHEPSEUDONYMOFBIAOBIAOASACASE，ANALYZESTHEMEANINGOFTEACHERPROFESSIONALIDENTITYTHROUGHTHESTORYTHATTHECASENARRATEDANDTHENREVEALESTHEDEVELOPMENTPROCESSANDINFLUECINGFACTORSTHETHESISPRESENTSACASEHISTORYOFTEACHERPROFESSIONALIDENTITYFROMTHEFAMILYBACKGROUND，STUDENTEXPERIENCE，PROFESSIONALLEARNING，TEACHINGPRACTICE，CAREERCHOICES，F(xiàn)UTUREPROSPECTSANDDESCRIBESTHECONTENTOFTEACHERPROFESSIONALIDENTITYFROMCAREERMOTIVATIONPROFESSIONALRECOGNITIONPROFESSIONALPREPARATION，SELFIMAGINEANDTHENANALYZEDTHEGROWTHTRAJECTORYANDINFLUECINGFACTORSOFTEACHERPROFESSIONALIDENTITYOFTHECASEFINALLYTHETHESISPUTSFORWARDSUGGESTIONSTOPROMOTETHESPECIALEDUCATIONSTUDENTTEACHERSPROFESSIONALIDENTITYFROMTHEPERSPECTIVESOFSPECIALEDUCATIONSTUDENTTEACHER，SPECIALTEACHERTRAININGINSTITUTIONS，SPECIALSCHOOLS，THESTATEANDSOCIETYINORDERTOPROVIDEAREFERENCEANDBASISFORIMPROVINGTEACHINGANDCULTIVATIONOFSPECIALEDUCATIONSTUDENTTEACHERKYEWORDSTEACHERPROFESSIONALIDENTITY；PERSONALLIFEHISTORY；SPECIALEDUCATIONSTUDENTTEACHER；NARRATIVEINQUIRY

簡介：浙江師范大學碩士學位論文科學史融入高中物理探究式教學的策略研究姓名彭小華申請學位級別碩士專業(yè)學科教學（物理）指導教師程燕平20090501的了解，在頭腦中已初步建立了關(guān)于物質(zhì)運動的圖像，但這還不夠。教師在講解基礎物理學的知識體系、研究方向時還應當結(jié)合～些具體的事實。對“物理文化重演論“的研究發(fā)現(xiàn)，學生學習物理的過程重演著～部微型的科學發(fā)展史。科學史是關(guān)于科學發(fā)展歷史的學科，有大量豐富的歷史事實，其內(nèi)容在很大程度上反映了科學家的探究活動與方法，是學生理解科學探究、掌握科學探究方法的良好范例，教師可以從科學史中找到進行探究教學的“原型”?；谝陨显?，論文提出將科學史和高中物理探究式教學相結(jié)合正好可以為探究教學提供可行的方式。論文根據(jù)高中學生的知識基礎與物理學習的思維水平、新課程的具體教學內(nèi)容與三維目標，依據(jù)“探究式教學論”、“物理文化重演論”等理論的基礎上提出了科學史融入高中物理探究式教學的具體策略。通過實驗班的教學實驗，本研究獲得了初步的結(jié)論在學生學業(yè)成就方面，科學史輔助下探究式教學的實驗班與對照班之間存在極其顯著性差異，實驗班較好在課堂表現(xiàn)方面，學生在課堂中表現(xiàn)出“探究”的積極性，學生的思維活躍，初步養(yǎng)成了“合作“精神和“交往”能力，以及發(fā)現(xiàn)問題、提出問題、解決問題和交流觀點的能力；在學生的體驗方面，學生歷經(jīng)科學史輔助下的物理探究教學活動后，能注重學習物理時要多做實驗，理論聯(lián)系實際，注重物理規(guī)律和方法的學習，體會到學習物理是開心、愉快的事情，增強了學習物理的興趣。關(guān)鍵詞探究式教學；模擬；科學探究；簡約一復演；教學策略ILL

簡介：點擊查看更多先秦文獻中的“古帝”傳説研究——基于思想史的視角.pdf精彩內(nèi)容。

簡介：湖南大學碩士學位論文大陸網(wǎng)絡惡搞視頻十年發(fā)展史姓名黃云霞申請學位級別碩士專業(yè)新聞學指導教師崔煉農(nóng)20100406碩‘I學位論文ABSTRACTTHERESEARCHWASBASEDONTHETHEREPORTSANDVIDEOESAVAILABLEONTHEINTERNET．ANDTHEPURPOSEOFTHESTUDYWASTOINVESTIGATETHECHARACTERISTICANDDEVELOPENTOFKUSOVIDEOINMAINLANDINTHEPASTDECATE．IFINDTHATKUSOVIDEOFOLLOWEDDEMONSTRATEDAGROWTH，RISEANDFALLCOURSEOVERTHEYEARS．ITHINKTHEFACTOROFKUSOVIDEOPOPULARRECENTLYWASTHEINFLUENCEOFINTERNET．FURTHERMORE，NETFRIENDSWHOWEREBROUGHTUPINTHEMULTI．CULTUREINCLINEDTOENTERTAINMENTSSIMILARTOKUSO．IFINDTHATKUSOVIDEOREACHEDTHETOPSYMBOLIZEDBYTHEEVENTOFSTEAMEDBREADIN2006．BYTHEWAY，KUSOVIDEOINMAINLANDENTEREDTHEFIRSTYEAROFANERAORTHEREIGNOFANEMPERORBECAUSEOFTHEIRRATINGFROMYOUTUBEWHICHWASAFAMOUSVIDEONETINUSAATTHESAMETIME．ANDITPROMOTEDKUSOVIDEOINDUSTRYMUCHLATER．IFINDTHATKUSOVIDEOINDUSTRYEXPERIENCEDEVELOPSZIGZAGFORTWOREASONSINMAINLANDSINCE2007．ONTHEONEHAND，MASSMEDIACRITICIZEDANDPAIDLESSATTENTIONANDTHEGOVERNMENTSTRENGTHENEDTHESUPERVISIONONKUSOVIDEOBECAUSEOFSOMEDEVIATIONSTOWARDSTHECONTENTAFTER2006．ONTHEOTHERHAND，THEPEOPLEONINTERNETWEREINGREATNEEDOFKUSOVIDEO，SOTHEINDUSTRYTAPPEDWITHEFFORTSTHEPOTENTIALVALUEOFKUSOVIDEOTOSATISFYTHENETFRIENDSTOREACHTHEMAXIMIZEPROFITS．ITHINKTHEDEVELOPMENTOFKUSOVIDEOREVEALEDNETWORKMEDIAAGAIN。KUSOVIDEOWILLBEMOREPOPULATEDFORTHEINCREASEDSENSITIVITYTOADVERTISEMENTEXPENSESAFTERTHEFINANCIALCRISISIN2008．IALSOBELIEVETHEKUSOVIDEOWILLGETAGOODOPPORTUNITYFROMTHE3RDGENERATIONANDHASABRIGHTFUTURE．KEYWORDSKUSOVIDEO；HISTORY；INTERNETINMAINLANDIII

簡介：廈門大學學位論文原創(chuàng)性聲明本人呈交的學位論文是本人在導師指導下，獨立完成的研究成果。本人在論文寫作中參考其他個人或集體己經(jīng)發(fā)表的研究成果，均在文中以適當方式明確標明，并符合法律規(guī)范和廈門大學研究生學術(shù)活動規(guī)范試行。另外，該學位論文為課題組的研究成果，獲得課題組經(jīng)費或?qū)嶒炇业馁Y助，在實驗室完成。請在以上括號內(nèi)填寫課題或課題組負責人或?qū)嶒炇颐Q，未有此項聲明內(nèi)容的，可以不作特別聲明。聲明人簽名坼W，≥年OF月D乒日摘要世界上很多國家都很重視本國語言的推廣，建立了很多語言推廣機構(gòu)，例如歌德學院、法語聯(lián)盟和英國文化委員會等。中國政府從2004年開始在全球開設孔子學院，其在傳授漢語知識、傳播中國文化和促進世界各民族之間相互了解等方面發(fā)揮了重要的作用。最近幾年隨著孔子學院在世界各個國家如雨后春筍般地興起，對孔子學院的研究與討論也進行的如火如荼，其中一個熱點問題就是孔子學院的績效評估?？鬃訉W院作為這樣一個新生事物，學術(shù)界對其興起背景、發(fā)展現(xiàn)狀、教學內(nèi)容以及經(jīng)驗總結(jié)方面的討論已經(jīng)有了相當?shù)纳疃龋顷P(guān)于績效評估方面的討論還相對比較少。本文基于筆者在孔子學院一年的任教經(jīng)歷從專業(yè)角度對孔子學院的績效評估進行一個探析。本文以孔子學院績效評估作為研究對象，綜合采用歷史文獻法、比較分析法、個案分析法和調(diào)查研究法，闡述了孔子學院設立背景、發(fā)展現(xiàn)狀和屬性等內(nèi)容，說明孔子學院績效評估的必要性。在此基礎上結(jié)合360?？冃гu估、關(guān)鍵指標法、平衡計分法和CIPP評估等評估模式的特點和孔子學院績效評估的特點，選擇適合孔子學院績效評估的模式CPP模式。采用CIPP模式，結(jié)合現(xiàn)有CIPP模式下教育機構(gòu)評價模式，分析孔子學院績效評估維度，構(gòu)建孔子學院績效評估三級指標體系，并簡單探討了孔子學院進行績效評估的組織實施。在績效指標體系的基礎上，筆者認為孔子學院的文化傳播效果評估是CIPP模式下孔子學院績效評估的結(jié)果評估中最重要的內(nèi)容，因為孔子學院的最終目的是傳播中國文化，加之筆者條件及時間所限制，故運用調(diào)查研究的方法對CIPP模式下非洲孔子學院績效評估的一個方面即文化傳播效果進行一個初步的評價。本文的創(chuàng)新之處在于首次將CIPP這種教育評價模式應用到孔子學院績效評估領(lǐng)域，并對其評價維度、指標體系就行了一個簡單的探索，分析孔子學院進行績效評估的組織實施情況。并在此基礎上，結(jié)合筆者的工作經(jīng)歷，對CIPP模式下非洲孔子學院的績效評估中的效果評估的文化傳播效果進行了一個實證研究。關(guān)鍵詞孔子學院；績效評估；CIPP評價；文化傳播效果