簡介：揚(yáng)州大學(xué)碩士學(xué)位論文教學(xué)案在初中數(shù)學(xué)教學(xué)中的實(shí)踐與研究姓名張華申請(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)教師吝維軍200910014一揚(yáng)州大學(xué)碩士論文ABSTRACTWITHTHENEWROUNDOFCURRICULUMREFORMCONTINUEDTODEEPEN，HOWTOGUIDESTUDENTSINACTIVELEARNING，ACTIVEBUILDANDIMPROVETHEIROWNKNOWLEDGESTRUCTURE，ANDHASBEENBYTHEMAJORITYOFTHOSEWHOPAYCLOSEATTENTIONTOMATHEMATICSEDUCATION．THISSTUDYFORTHENEWCURRICULUMREFORM，THEJUNIORHIGHSCHOOLMATHEDUCATIONTOACHIEVEASTUDENTCENTERED，TEACHERLEDTHENEWTEACHINGMODELTHEUSEOFMATHEMATICALTEACHINGINTHETEACHINGSTATUSOFTHECASECONDUCTEDANINVESTIGATIONANDEXPERIMENTATION．FIRST，THROUGHQUESTIONNAIRESANDCLASSROOMOBSERVATIONOFTHEUSEOFTEACHINGJUNIORHIGHSCHOOLMATHTEACHINGSTATUSOFTHECASEWASINVESTIGATED．THERESULTSSHOWEDTHATTEACHINGINJUNIORSECONDARYMATHEMATICSTEACHINGINTHECASEOFTHEIMPLEMENTATIONHASAPOSITIVEROLEINALARGENUMBERSOFTEACHERSANDSTUDENTSRECOGNIZED；TEACHINGSOTHATSTUDENTSUSETHECASEOFSELFLEARNINGABILITYOFSTUDENTSTOEXPLORETHEABILITYTOCHALLENGETHESENSEOFHAVEBEENACERTAINDEVELOPMENT，TEACHERTHEABILITYTOCONTROLTHECLASSROOMHASBEENTRAININGANDPROMOTION；ATTHESAMETIME，THEEASEOFTHEUSEOFMATHEMATICSTEACHINGALSOEXISTSOMENEGATIVEEFFECTS．SECOND，THROUGHCASEANALYSIS，THECASEOFTHEUSEOFJUNIORHIGHSCHOOLMATHEMATICSTEACHINGWEREALSODISCUSSED．COMETOTHECASEOFTEACHINGSTAFFANDSTUDENTSSHOULDBEMADEBEFOREUSINGTHEWORKANDTHEUSEOFPROCESSSHOULDBEOFCONCERN．FINALLY,THROUGHEXPERIMENTALRESEARCH，TOEXPLORETHEUSEOFCASETEACHINGIMPACTONSTUDENTS．THERESULTSSHOWTHATTHECASEOFUSEOFTEACHINGSTUDENTSTOLEARNMATHEMATICSANDTOSTIMULATEENTHUSIASMANDINITIATIVETOENHANCESTUDENTAWARENESSOFINQUIRYANDCHALLENGETOIMPROVESTUDENTACHIEVEMENT．THECASEOFMATHEMATICSTEACHINGISASETOFTEACHERS，TEACHINGANDSTUDENTLEARNINGASONEOFTHETEACHERSANDSTUDENTSACOMMONCARRIER,ITSRESEARCHONTHECHANGESINTEACHINGMETHODSANDMETHODSTOIMPROVETHEABILITYOFSTUDENTSTOEXPLORE，QUESTIONTHESENSEOFAPOSITIVEROLE．KEYWORDSMATHEMATICSTEACHINGCASE；MATHEMATICALVECTOR；SELFLEARNING；CHALLENGEDTOEXPLORE

簡介：華東師范大學(xué)碩士學(xué)位論文高中人文地理案例教學(xué)的評(píng)價(jià)研究姓名唐曉鵬申請(qǐng)學(xué)位級(jí)別碩士專業(yè)學(xué)科教學(xué)論（地理）指導(dǎo)教師陳勝慶20100401ABSTRACTTHEHUMANGEOGRAPHYTEACHINGISSTILLPRONETOSUPERFICIALITYSLOGANANDSOMETIMESTOOPOLICYWENEEDNECESSARYREFLECTIONSONHOWTOMEETTHEDEMANDSOFTHETIMETHROUGHTEACHINGMETHODSREFORMANDASSESSMENTREFORMINACCORDANCEWITHTHEEDUCATIONALOBJECTIVEANDTHEASSESSMENTREQUIREMENTSOF“HIGHSCHOOLGEOGRAPHYCURRICULUMSTANDARDS。。THISARTICLEFOCUSESONTHERELATIONSHIPBETWEENTHESUBJECTMATTEROFHUMANGEOGRAPHYTHECASETEACHINGANDPROCESSASSESSMENTFROMATHEORETICALASPECTATTHESAMETIME，THISARTICLEALSOTRIESTODESIGNAHUMANGEOGRAPHYASSESSMENTMODELBASEDONCASETEACHINGANDEMPHASIZESTHEIMPORTANCEOFACHIEVEMENTDIMENSIONCHAPTER1“BASICCONCEPTSTHATINVOLVED”ISTOGRASPTHESCOPEANDDIRECTIONSOFTHESTUDYASACCURATEASPOSSIBLEINORDERTOEXPLAINTHEMAINIDEASCLEARLYANDPROPERLYCHAPTER2。HUMANGEOGRAPHYNEEDSTOBUILDITSOWNASSESSMENTSYSTEM。FOCUSESONWHYHUMANGEOGRAPHYNEEDSTOBUILDITSOWNASSESSMENTSYSTEMCHAPTER3。ASSESSMENTFORHUMANGEOGRAPHYLEARNING“FOCUSESONWHATKINDOFASSESSMENTHUMANGEOGRAPHYNEEDSANDHOWTOBUILDSUCHASYSTEMSOASTOPROMOTETHELEARNINGOFHUMANGEOGRAPHYCHAPTER4。CASETEACHINGISSUITABLETOSUBJECTMATTERANDASSESSMENTOFHUMANGEOGRAPHY“FOCUSESONTHERELATIONSHIPBETWEENTHESUBJECTMATTEROFHUMANGEOGRAPHYTHECASETEACHINGANDPROCESSASSESSMENTCHAPTER5。ASSESSMENTOFHUMANGEOGRAPHYBASEDONCASETEACHING。DEALSWITHASSESSMENTMODELINCASETEACHINGANDTHEKEYPOINTSTOASSESSMENTDESIGNCHAPTER6”CONCLUSIONS。LISTSTHEMAINCONCLUSIONSANDSOMEPERSONALSUGGESTIONSKEYWORDSHUMANGEOGRAPHYCASETEACHINGPROCESSASSESSMENT

簡介：分類編號(hào)一密級(jí)單位代碼10065學(xué)號(hào)093061022研究生學(xué)位論文論文題目學(xué)案導(dǎo)學(xué)在中學(xué)物理教學(xué)中的實(shí)踐研究學(xué)生姓名李瑞申請(qǐng)學(xué)位級(jí)別教育碩士申請(qǐng)專業(yè)名稱學(xué)科教學(xué)物理研究方向中學(xué)物理教學(xué)指導(dǎo)教師姓名呂躍凱專業(yè)技術(shù)職稱教授提交論文日期2012年3月英文摘要ABSTRACTTHISPAPERFROMTHEMIDDLESCHOOLPHYSICSTEACHINGSITUATIONTHENEWCOURSENEEDTWOASPECTSOF“LEARNINGPLANGUIDING“TEACHINGMODEOFBACKGROUNDTRYINGTOBUILDAKINDOFSTUDENTSINAFUNDAMENTALTEACHINGPROCESSFULLOFMOVEMENTBETWEENTEACHERSSTUDENTSCOMMUNICATIONBETWEENTHEBEHAVITOPAYATTENTIONTOTHELEARNINGMETHODOFATEACHINGMODEBASEDONCONSTRUCTIVISMLEARNINGTHEYTHECHOICEOFMOTIVATIONTHEYCOGNITIVESTRUCTURETHEY，THEEXISTINGOFEMBRYONIC“LEARNINGPLANGUIDING“TEACHINGMODEONTHEBASISOFPRACTICALEXPERIENCETHEETICALRESEARCHONPROTOTYPEMODEL，F(xiàn)URTHEREXPITSTHEETICALBASISMAKEITHAVEMESOLIDTHEETICALSUPPTTOTHECONSTRUCTIONOFTHEMODELTHEMODEOFTHECASEFFURTHERSTUDYOFTHEOPTIMIZATIONINDERTOMAKELEARNINGPLANGUIDINGTEACHINGMODEMESYSTEMSCIENCEONTHISBASISEXPLE“LEARNINGPLANGUIDING“TEACHINGMODEOFTHEIMPLEMENTATIONOFTHESTRATEGYINTRODUCEDTHISMODEOFTHEIMPLEMENTATIONOFTHEPROCESSINTHEYRESEARCHISCONDUCTEDONTHEBASISOFPRACTICERESEARCHPRESENTSTWOLEARNINGPLANGUIDINGCASEASTUDENTSESSAYTHEANALYSISOFLITERATUREQUESTIONNAIRESURVEYTHETEACHINGOFTHECOMBINATIONOFPRACTICERESEARCHMETHODSTHECONTRASTOFAHALFATEACHINGEXPERIMENTTHEEFFECTOFTHESYSTEMANALYSISTHEPRACTICESHOWEDTHATTHE“LEARNINGPLANGUIDING“TEACHINGMODEISTOIMPROVESTUDENTSPHYSICALLEARNINGABILITYISADVANTAGEOUSTOMOBILIZESTUDENTSLEARNINGINITIATIVEPARTICIPATIONTOCULTIVATETHESTUDENTSCOLLECTIVECONCEPTISBENEFICIALTOENHANCINGTHETEACHERSTEACHINGABILITYBUTALSOIMPROVESSTUDENTSINTERESTINSTUDYOFPHYSICSTHISTOPICRESEARCHTOCHANGETHETRADITIONALTEACHINGOFMIDDLESCHOOLPHYSICSCHANGETHESTUDENTPHYSICALSTUDYWAYPROMOTINGTHENEWCOURSETEACHINGPHYSICSMAKESABENEFICIALATTEMPTBUTALSOFOTHERDISCIPLINESDEVELOPMENT“LEARNINGPLANGUIDING“TEACHINGMODEPROVIDETHEBENEFICIALREFERENCEKEYWDSLEARNINGPLANGUIDINGCASELEARNINGPLANGUIDINGAUTONOMOUSLEARNINGCOMPANIONSHELPINGEACHII

簡介：學(xué)校代碼幽分類號(hào)一G40OD／／848研究生學(xué)號(hào)Q圣QQ圣QQ圣QQ鯉密級(jí)玉⑧東北JIF予芑大莩碩士學(xué)位論文高師公共教育掌課案例教學(xué)模式實(shí)施研究一一以呼倫貝爾學(xué)院為個(gè)案THERESEARCHOFTHEIMPLEMENTATIONOFCASESTUDYTEACHINGMODEINTHEHIGHERNORMALPUBLICEDUCATIONACASEOFHULUNBEIERCOLLEGE作者杜春娟指導(dǎo)教師學(xué)科專業(yè)研究方向?qū)W位類型楊兆山教授教育學(xué)原理教育學(xué)原理高校教師獨(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(duì)本人的研究做出重要貢獻(xiàn)的個(gè)人和集體，均己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)位論文作者簽名緬日期學(xué)位論文使用授權(quán)書本學(xué)位論文作者完全了解東ILN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)庫進(jìn)行檢索，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。保密的學(xué)位論文在解密后適用本授權(quán)書／學(xué)位論文作者簽名毖指導(dǎo)教師簽名日期C2里乜壘笸刁弓月日期學(xué)位論文作工作單位通訊地址電話出絲硇LTTL編型顯

簡介：天津師范大學(xué)碩士學(xué)位論文“問題式化學(xué)學(xué)案”教學(xué)對(duì)提高學(xué)生自主學(xué)習(xí)能力的實(shí)踐研究姓名王中艷申請(qǐng)學(xué)位級(jí)別碩士專業(yè)學(xué)科教學(xué)化學(xué)指導(dǎo)教師劉紅梅20100401ABSTRACT。I跏ITIOML”INDOCTRINATLONSTYLE”CLASSR00MTEACLLINGMODEL，TEACHERSFOCUSON”MANT抽GGUALL”PASSIVEACC印啪CEOFSTUDENTS，TEAC場(chǎng)NGMETHODS，ASIN91E，OUTDATED．EMPHASISONIILLPANINGKNOWLEDGE，NE91ECTCAPACITYBUILDING，KRLOWLEDGE．0RIENTEDRESULTS，IGNOREMETHOUGHTPROCESSESAILDM劬ODS，CLASSROOMTEACLLIR培LOWEFFICIENCY，LLI曲CONS啪PTION．THJS”SPOON一蠡磁”EDUCAT主OIL，SOTH戳CHILD鼻EN’SDECLININGINTERESTINLEAMING．T0STIMULATEINTERESTINLE鋤ING，DEVELOPLEANLINGABILITIES，TODEVELOPLEARNJNGHABITSOFT11EAIMSOFEDUCATIONRUILSCOUNTERTOME的DITION甜EDUCATIONMODE．ONT11ESIN埝TIONINSCIENCE，EDUCATIONA11DTEAC王LINGREF．ONNS．TMSPAPERATTEMPTSTOCHANGE也E慨DITIONAL11I曲SCHOOLCHEMIS時(shí)CL勰S仫UGHTEDUCATIONAILDTCACMNGMODE，、7I，ITHANEWEDUCATIONAIA11DTEACMNGMEO巧ASGUIDANCE，RESEARCHTLLROU曲TLLEUSEOF”PROBLEMBASEDCHE血CALLE鋤INGPLANS¨TEACHINGMODELT0主NLP∞VESTUDENTSEL￡王EANLINGABILI啦THESTUDYFOCUSEDONHOWTOWTE1E撕NGPLA璐，IISINGLE撕NGPLALLSTEACLLINGTOGRADUALLYDEVELOPAKINDOFINDEPENDENTSTUDY1LABITSANDQUALITY，S0TLLATS似DENTSGETMATLRLDOFSELFLEAMINGA_BILI哆T0INLP州E．111EEXPERIENCEOCC啪IN恤MIDDLESCH00L咖DENTSOFSEILIORH詘SCH001．ACCORDINGTOTLLEIRCURRENTSITU“ONME舭RASSIGNSTEACLLINGOFPROBLEMBASEDLE枷NGPLALL．TEACHILLGOFPROBLEMBASCDLEA面NGPLAILISREFERREDT0T}LESTMCT呱EOFKNOWJEDGE?．．TLLELEA】MINGLEVELOF咖DENTS．THETEACHERTLLENAMRLGESMCHOWLEDGEWLLICHSMDE觚NEEDTOLEAM證T0PROBLEMB鵲EDLEAMMGPLAN，、；VILICHISMADEUPOFPREVIEWING，LEADINANDFEEDBACK．STUDENTSCANPICKUPTTLEKILOWLEDGE證TEMSOFREADING．STUDENTSCAN11NDERSTA瞳TLLEIIILPORT鋤CEPOINTOFTHISSECTION．1HEOBJECTISOBVIOUS．ASARESLLLT，STUDE鵬C孤BC硫ERESTEDI11IEANLINGAILDⅡLEYCALLKNOWWHATTTLEYDON’TLEANL．DURINGTHELESS0瑪TEACHERC鋤GUIDC，PAYMOREATTENTIONT0ⅡLEIHLPON鋤CEAILDDI衢CUL劬LEAN血LGMEMODS．TEACHERCALLDEVEIOPMEA_BIII瓤A俞ERTHECLASS，STUDENTSCANTALEIIITI圮KNOWLDDGEWLLICHLEANLEDIILT11ECLASS．T．EACHERNEEDT0GUIDETLLESTUDENTSFEEDBACKOFTLLESTUDENTS．LASTBUT110TTHELEAST，TEACHERHASTOREADTHELE鋤INGPLALLTIMELY粕DCOLLECTTLLEFEEDBACK．T0TLLEQUESTIOILSWHICHNEEDTOBEDISCUSSED，TEACHERCAN鋤_LSWERINTLLENEXTCLASS．THEESSAYB雒EDONTLLETHEO巧鋤DPRACTICE．BYREFERRINGT0TTLE小LESTIOMMIRESANDTESTS，OBSERV試GANDAILFLLY西NG，MISPAPERPR0VIDESABRIEFOVERVIEW1．MENTALCHAIACTERISTICSOF鉚O11IGLLSCHOOLMLDENTS．COLLSTMCTIVISTEDUCATIONAJTLLEO巧3．METACOGNITIVC4．PROBLEMBASED1E鋤INGMODE5．BNME，S”DISCOVE巧LE鋤ING”也EO巧朗DAUSUBEL’S”MEAILING觚LEANLINGTLLEO阱”O(jiān)NTLLISBASIS，C撕EDOUTEXPE劬ENTALR；ESEARCHIILMEIMPLEMEMATIONOFEXPERIMENTS袱鵬CONDUCTEDBEFORCALLD姐ERTLLEFOURTESTSMEFIRSTYUEKA00RETES鏡Ⅱ

簡介：單位代碼10445學(xué)號(hào)20003201分類號(hào)G421止承匆缸大學(xué)教育碩士學(xué)位論文論文題目課堂教學(xué)中師生交往情況的調(diào)查研究以山東省日照市高二年級(jí)課堂教學(xué)為案例學(xué)科專業(yè)名稱教育碩士教育管理申請(qǐng)人姓名李成群導(dǎo)師姓名李劍萍教授論文提交時(shí)間2005年10月1荔稍象阿J山東師范大學(xué)碩士學(xué)位論文教學(xué)的主體地位沒有得以真正確立；教學(xué)過程主要是學(xué)生按照老師的要求按部就班的、機(jī)械的完成課堂任務(wù)的過程；“獨(dú)白”式、“灌輸”式教學(xué)依然占據(jù)課堂教學(xué)的主導(dǎo)地位講授法、講解法依然是當(dāng)今課堂教學(xué)的主要方法；建立在主客二分哲學(xué)基礎(chǔ)之上的師生關(guān)系仍然根深蒂固，師生之間仍然未能擺脫傳統(tǒng)的授受關(guān)系、控制與被控制關(guān)系。這種狀況嚴(yán)重的抑制了學(xué)生的思維活動(dòng)，壓抑了學(xué)生的創(chuàng)新精神。有鑒于此，本文以教學(xué)交往理論觀照課堂教學(xué)，試圖倡導(dǎo)一種建立在合作、對(duì)話、溝通、理解基礎(chǔ)上的課堂教學(xué)，一種民主的、平等的教學(xué)，交往的、互動(dòng)的教學(xué)，創(chuàng)造的、生成的教學(xué)和以人的發(fā)展為目的的教學(xué)，提出了在課堂教學(xué)中建立一種師生對(duì)話溝通策略和教學(xué)合作策略，使教學(xué)過程成為多極主體圍繞共同客體進(jìn)行交往的過程，“參與合作”的過程，師生共享知識(shí)、精神、智慧和生命意義的過程。關(guān)鍵詞課堂教學(xué)；交往；教育交往；教學(xué)交往分類號(hào)G421II

簡介：學(xué)校代碼I壘31§研究類型廛趲盟筮浙江師范大學(xué)教育碩士專業(yè)學(xué)位論文題目堂塞昱堂法奎壺蟲壘塑堂熬堂空鰉應(yīng)臻學(xué)科專業(yè)堂型熟堂生物堂2～年級(jí)墊蝗級(jí)?學(xué)號(hào)一2QQ2旦塑研究生筮瑟揖中圖分類號(hào)魚魚≥魚指導(dǎo)教師三幽至熬煎一答辯時(shí)間一2006一墮月叢茸THESIUDYONTHETEACHLNGMEIHODGUIDEDBYTHELEARNINGPI_ANINTHEBIOLOGYTEACHLNGOFTHESENL0RMIDDLESCHOOLABSTRACT1NTHENEWREFORMOFSENIORMIDDLESCHOOLCOURSE．THEIDEASANDTHEORYOFSTUDINGBYRESEARCHINGLEARNINGBYTHEMSELVESWILLBEUSEDINTHECOURSEOFCLASSROOMTEACHING．THEPRINCIPLEOFTHEINVESTIGATIONSTUDY,INDEPENDENTSTUDYWILLREPLACETHETRADITIONALCLASSROOMTEACHINGMODEGRADUALLY．THETEACHERSINJINHVANO．1MIDDLESCHOOLOFZHEIJIANGPROVINCEHAVEEXPLORESINCE19陷TEACHINGMETHODOFBEADVANTAGEOUSTOTHEINVESTIGATIONSTUDY,INDEPENDENTSTUDY．WEHAVEBEENDEVELOPINGANEWTEACHINGMETHODWHICHDOESGOODTOEXPLORATORYLEARNINGANDSELFLEARNING,THAT逸“TEACHINGMETHODGUIDEDB3RTHELEARNINGPLAN”，MSKINDOFTEACHINGMETHOD,WHICHWEUSETOTEACHANDLEARN，ISBASEDONSTUDENTSANDSTUDENTS’DEVELOPNENT．ITSSPIRITISTHATWITHTHEHELPOFTEACHERSANDTHELEARNINGPLAN，STUDENTSCANLEARNANDSTRUCTURETHMRKNOWLEDGEBYTHEMSELVES，TURNTHECOURSEOFPASSIVELEARNINGINTOACOURSEOFPOSSIVELEARNING,MASTERINGSCIENTIFICRESEARCHINGMETHODS，DEVELOPINGCREATIVEIDEASANDABILITIES．ACCORDINGTOTHELEARNINGPLAN，STUDENTSCAILEARNBYTHEMSELVES，EXPLOREANDRESEARCH，ANDEVENCREATEALOTBYTHYSELVES．THISRESEARCHPAPERBEGINWITHANALYSINGTHERELATEDCONCEPTANDTHEROYENVIDENCE，F(xiàn)IRSTOFA11，ITDEFINITESTHEEVALUATESTANDARDOFEXCELLENTLEARNINGPLANS，ANDTHENINDETAILANALYSESTHECONTENTDESIGNOFTHELEARNINGPLAATHEPRINCIPLEOFWRITINGTHELEARNINGPLAN，THEPOINTSTOBEPAIDATTENTIONTO,THESTRATEGEANDTHEFOMOFWRITINGTHEBIOLOGYLEARNINGPLARL．THEUSEOF飛HELEARNINGGUIDEMETHOD”INTHESENIORBIOLOGYTEACHINGANDLEARNIR蟮A(chǔ)NDWEEXPECTITHASSOLLLEINSTUCTIONTOBIOLOGYTEACHINGANDLEARNING．ITSB11HASESISTO如WESTIGATETHEPRINCIPLEMADSTRATEGYFORWRITINGBIOLOGYLEARNINGPLATPASSTHESUNMLTTHATPRACTICESTOSEVERALYEARS,WETHINKTHATWESHOULDFOLLOWMANYPRINCIPLES，SUCHASTHESCIENTIFICPRINCIPLE，PRACTICALPRINCIPLE，HEURISTICPRINCIPLE，INSTRUCTIVEPRINCIPLE，SITUATIONALPRINCIPLEANDTHEPRINCIPLETODOGOODTOEXPLORINGLEANING，DEVELOL孤ENTALPRINCIPLEANDSOOIL．BESIDES,WHILEWRITINGALEARNINGPLA珥THEFOLLOWINGATTENTIONSHI,STHEPAIDWEN_LSTAVOIDITSBECOMINGATEACHINGPLAN,WEMUSTALSOPREVENTTHELEARNINGPLANFROMBECOMINGEXERCISES，WESHOULDTHINKINTHETRANSPOSITIONALWAY．WHENDESIGNINGGOALSOFTHELEARNINGPLAN，WESHOULDVALUEBOTHABILITYAIMSANDFEELINGAIMS．ASTOTHELEARNINGCOURSEWITHTHELEARNINGP1礬ITISI珊PPORTANTTOPAYATTENTIONⅡ

簡介：首都師范大學(xué)碩士學(xué)位論文中學(xué)政治課案例教學(xué)中學(xué)生創(chuàng)造力的培養(yǎng)姓名束新華申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育指導(dǎo)教師王樹蔭劉強(qiáng)20041001ABSTRACTCREATIVITY，INNOVATIONARETHEMOSTCOMMONLYMENTIONEDTOPICSOFTHEMODERNSOCIELYINTHEFIELDOFMIDDLESCHOOLEDUCATION，STUDENTS’CREATIVITYISADVOCATEDTODEVELOPASWELLTHESTRUCTUREOFCREATIVITYCONTAINSTHREEELEMENTSKNOWLEDGE，COGNITIONANDPERSONALITYCREATIVITY，ONTHEONEHAND，ISMANIFESTEDBYTHEFORMATIONOFINVENTIONANDSCIENTIFICTHEORY，ASWELIASTHEMATERIALIZATIONOFTHENEWPRODUCT，NEWACHIEVEMENTARTISTICWORKSANDSOONONTHEOTHERHANDISSHOWNBYTHEDEVELOPMENTOFHUMANBEING，INCLUDINGPERSONALPERFECTIONANDMENTALREINFORCEMENTVARIOUSMODELSAREAVAILABLEFORHOWTODEVELOPCREATIVITY，HOWEVER，F(xiàn)ORTHEDEVELOPMENTOFSTUDENTS’CREATIVITY，THECHARACTERISTICSANDTHEOPERATIVITYOFCASETEACHINGHAVESOMEADVANTAGESCASETEACHINGMEANS，WITHTHETEACHERS’ELABORATEDESIGNANDDIRECTION，ACCORDINGTOTHEREQUIREMENTOFTEACHINGAIMANDCONTENT，APPLYINGTYPICALCASESWITHWHICHSTUDENTSEXPERIENCEPERSONALLYANDGODEEPINTOTHECHARACTERSANDTHENANALYSETHECRISESINTHATWAY，STUDENTS’ABILITYOFANALYZINGANDSOLVINGTHEPRACTICALPROBLEMSWILLBEPROMOTEDCASETEACHINGHASTHEDISTINCTIVEOBJECTIVITY，THEPROFOUNDINSPIRATION，THEPOWERFULSYNTHESIS，THESUFFICIENTSUBJECTIVITYANDPROMINENTPRACTICABILITYWITHCASETEACHING，STUDENTSCANEXPERIENCETHECASEANDDURINGTHEPROCESSOFANALYZING，THEYCANACQUIRETHEBASICKNOWLEDGEOFTHESUBJECT，THESTRATEGYOFSOLVINGPROBLEMSANDTHESKILLOFCREATIONTHECOMBINATIONOFTHETWOASPECTSINTEACHINGOFPOLITICSINMIDDLESCHOOLCANACHIEVETHEBETTERPRACTICALVALUEPOLITICSOFMIDDLESCHOOLTEACHINGINVOLVESEXTENSIVECONTENTTHEDIALECTICALITYANDLOGICALITYOFPOLITICSCANHELPTHEDEVELOPMENTOFCREATIVITYFROMTHEPERSPECTIVEOFPOLITICSCONTENT，THEMARXISTECONOMICS，PHILOSOPHYASWELLASPOLITICSSHARETHEIDENTICALCHARACTERISTITS，NAMELY，THECLOSEANDSCIENTIFICTHEORETICALITY，ANDTHEREADINGCOMBININGWITHSOCIETYIFTEACHERSAREABLETOAPPLYTHESECHARACTERISTICSPROPERLY，NOTONLYSTUDENTS’KNOWLEDGECANBEEXPANDED，BUTALSOTHEIRABILITYOFCOMPREHENSIVERECOGNITIONANDANANLYSINGOFPRACTICALPROBLEMSCANHEPROMOTEDTHEPROCESSOFCASETEACHINGCONTAINSPREPARATION，ANALYSIS，EVALUATIONETCTHEMODELOFTEACHINGCONCERNSMOREABOUTSTUDENTS’EXPERIENCE，COMPREHENSIONANDTHEPROCESSOFPRACTICING，ANDITPRESENTSTHEPRINCIPLEOFTEACHINGWHILELEARNINGANDVICEVERSABYTHEWAYOFCASETEACHING，SITUATIONSARECREATED，PRACTICE1INKSAREEXPLOITED，ANDSTUDYINGMEDIUMISBROADENEDANDTHENSTUDENTS’EXPERIENCEISENRICHED，THEWAYOFSTUDYISCHANGEDANDINTHATWAY，THECOMHINATIONOFKNOWLEDGE，DISSEMINATION，ABILITYDEVELOPMENT，ATTITUDEANDVALUESTANDPOINTCANBEREADIZEDWHICHHASTHEPOSITIVEFUNCTIONFORTHEDEVELOPMENTOFCREATIVITYKEYWORDSMIDDE～SCHOOL；POLITICS；CASETEACHING；CREATIVITY

簡介：教育碩士學(xué)位論文論文題目“學(xué)案導(dǎo)學(xué)”在初中生物教學(xué)中的應(yīng)用研究學(xué)科專業(yè)名學(xué)科專業(yè)名稱學(xué)科教學(xué)（生物）學(xué)科教學(xué)（生物）申請(qǐng)人姓申請(qǐng)人姓名李學(xué)芝李學(xué)芝指導(dǎo)教指導(dǎo)教師陳繼貞陳繼貞教授教授論文提交時(shí)論文提交時(shí)間20122012年5月1010日單位代碼10445學(xué)號(hào)2009030132分類號(hào)G6220學(xué)習(xí)方式在職獨(dú)創(chuàng)聲明本人聲明所呈交的學(xué)位論文是本人在導(dǎo)師指導(dǎo)下進(jìn)行的研究工作及取得的研究成果。據(jù)我所知，除了文中特別加以標(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，也不包含為獲得（注如沒有其他需要特別聲明的，本欄可空）或其他教育機(jī)構(gòu)的學(xué)位或證書使用過的材料。與我一同工作的同志對(duì)本研究所做的任何貢獻(xiàn)均已在論文中作了明確的說明并表示謝意。學(xué)位論文作者簽名學(xué)位論文版權(quán)使用授權(quán)書學(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)校學(xué)校有關(guān)保留、使用學(xué)位論文的規(guī)定，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)印件和磁盤，允許論文被查閱和借閱。本人授權(quán)學(xué)?？梢詫W(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、匯編學(xué)位論文。（保密的學(xué)位論文在解密后適用本授權(quán)書）學(xué)位論文作者簽名導(dǎo)師簽字簽字日期20年月日簽字日期20年月日

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簡介：編號(hào)教育碩士學(xué)位論文教育碩士學(xué)位論文題目語文教學(xué)中個(gè)性化學(xué)案的設(shè)計(jì)研究專業(yè)教學(xué)部語文專業(yè)教學(xué)部專業(yè)名稱學(xué)科教學(xué)（語文）指導(dǎo)教師孟慶欣鄭興旺研究生周仙子提交時(shí)間2013年5月30日沈陽師范大學(xué)教育碩士研究生院沈陽師范大學(xué)教育碩士研究生院制類別全日制教育碩士√在職教育碩士目錄中文摘要中文摘要I英文摘要英文摘要II緒論1第一章第一章關(guān)于學(xué)案的定義與出現(xiàn)關(guān)于學(xué)案的定義與出現(xiàn)2第二章第二章學(xué)案的理論依據(jù)學(xué)案的理論依據(jù)3第一節(jié)第一節(jié)學(xué)案的理論之一學(xué)案的理論之一關(guān)于內(nèi)因、外因的原理關(guān)于內(nèi)因、外因的原理3第二節(jié)第二節(jié)學(xué)案的理論之二學(xué)案的理論之二行動(dòng)研究理論行動(dòng)研究理論3第三節(jié)第三節(jié)學(xué)案的理論之三學(xué)案的理論之三建構(gòu)主義理論建構(gòu)主義理論4第四節(jié)第四節(jié)學(xué)案的理論之四學(xué)案的理論之四人本主義心理學(xué)理論人本主義心理學(xué)理論5第五節(jié)第五節(jié)學(xué)案理論依據(jù)之五學(xué)案理論依據(jù)之五對(duì)話理論對(duì)話理論6第三章第三章學(xué)案的積極意義學(xué)案的積極意義8第一節(jié)第一節(jié)學(xué)案符合我國的政治核心思想學(xué)案符合我國的政治核心思想8第二節(jié)第二節(jié)學(xué)案符合教育部制定的普通高中課程改革標(biāo)準(zhǔn)（實(shí)驗(yàn)）的基本理念學(xué)案符合教育部制定的普通高中課程改革標(biāo)準(zhǔn)（實(shí)驗(yàn)）的基本理念9第三節(jié)第三節(jié)學(xué)案的運(yùn)用使原本的師生角色發(fā)生了轉(zhuǎn)變學(xué)案的運(yùn)用使原本的師生角色發(fā)生了轉(zhuǎn)變9第四節(jié)第四節(jié)學(xué)案有助于學(xué)案有助于學(xué)生把握知識(shí)、培養(yǎng)習(xí)慣、提高能力學(xué)生把握知識(shí)、培養(yǎng)習(xí)慣、提高能力10第五節(jié)第五節(jié)有利于促進(jìn)教師自身素質(zhì)的提高有利于促進(jìn)教師自身素質(zhì)的提高10第四章第四章學(xué)案中存在的問題學(xué)案中存在的問題12第一節(jié)第一節(jié)一些學(xué)案在一定程度上加重了學(xué)生的負(fù)擔(dān)一些學(xué)案在一定程度上加重了學(xué)生的負(fù)擔(dān)12第二節(jié)第二節(jié)一些學(xué)案在一定程度上降低了學(xué)生的學(xué)習(xí)興趣一些學(xué)案在一定程度上降低了學(xué)生的學(xué)習(xí)興趣13第三節(jié)第三節(jié)一些學(xué)案教學(xué)忽略了學(xué)生的個(gè)性差異一些學(xué)案教學(xué)忽略了學(xué)生的個(gè)性差異14第五章第五章學(xué)案教學(xué)中語文教師應(yīng)該注意的問題學(xué)案教學(xué)中語文教師應(yīng)該注意的問題16第一節(jié)第一節(jié)語文教師應(yīng)該注意提高語文專業(yè)的理論知識(shí)語文教師應(yīng)該注意提高語文專業(yè)的理論知識(shí)16第二節(jié)第二節(jié)教師要處理好“預(yù)設(shè)”和“生成”的關(guān)系教師要處理好“預(yù)設(shè)”和“生成”的關(guān)系16

簡介：福建師范大學(xué)碩士學(xué)位論文新課程背景下高中生物課案例教學(xué)的實(shí)踐研究姓名黃山申請(qǐng)學(xué)位級(jí)別碩士專業(yè)學(xué)科教學(xué)生物指導(dǎo)教師陳寅山20090801福建師范大學(xué)教育碩士論文中文文摘2006年秋季福建省開始進(jìn)入新一輪高中新課程改革，普通高中生物課程標(biāo)準(zhǔn)指出“提高學(xué)生的生物科學(xué)素養(yǎng)是課程的基本理念之一，課程倡導(dǎo)面向全體學(xué)生、注重探究性學(xué)習(xí)、注重與現(xiàn)實(shí)生活的聯(lián)系，明確指向?qū)W生的學(xué)習(xí)方式和教師教學(xué)方式的改變，對(duì)教師提出了新的要求和挑戰(zhàn)．新課程在教學(xué)內(nèi)容的選擇上，突出強(qiáng)調(diào)了時(shí)代性、基礎(chǔ)性、選擇性，使得高中生物課程內(nèi)容發(fā)生了很大的變化，對(duì)教師來說，面臨著新的機(jī)遇和挑戰(zhàn)．新課程要求教師除了要理解新課程的要義、充實(shí)本體知識(shí)外，也指出“教師在教學(xué)上應(yīng)當(dāng)為學(xué)生的學(xué)習(xí)構(gòu)建一個(gè)好的學(xué)習(xí)環(huán)境并給予恰當(dāng)指導(dǎo)的過程，要將‘自主、合作、探究’等教學(xué)理念轉(zhuǎn)變?yōu)椴僮骰?、行為化的教學(xué)策略，才能調(diào)動(dòng)學(xué)生主動(dòng)求知的積極性“．筆者認(rèn)為隨著高中新課程改革的不斷深入，課程改革綱要倡導(dǎo)學(xué)生主動(dòng)參與，樂于探究，勤于動(dòng)手，促使多種能力協(xié)調(diào)發(fā)展，這些目標(biāo)的實(shí)現(xiàn)要求教學(xué)理念和教學(xué)方法都要相應(yīng)地做出變革，因此高中生物課程改革非常需要變革課堂教學(xué)、改變教師教學(xué)方式和學(xué)生學(xué)習(xí)方式．經(jīng)過查找文獻(xiàn)及自己上課特點(diǎn)、優(yōu)點(diǎn)，我覺得可以在高中生物課堂嘗試案例教學(xué)，因?yàn)榘咐虒W(xué)在教學(xué)理念、教學(xué)目標(biāo)上可以說與新課程的要求不謀而合，具備應(yīng)用于新課程改革的合理性和可操作性．案例教學(xué)能在一定程度上改變學(xué)生傳統(tǒng)的被動(dòng)的依賴性學(xué)習(xí)方式，體現(xiàn)新課標(biāo)所倡導(dǎo)的“主動(dòng)、合作、探究“理念，弘揚(yáng)學(xué)生的主體性，促進(jìn)學(xué)生可持續(xù)發(fā)展．越來越多的人嘗試案例教學(xué)，但是具體如何實(shí)施、如何與校本實(shí)際聯(lián)系、與學(xué)生實(shí)際聯(lián)系卻談得較少、更多的是展示案例、進(jìn)入討論環(huán)節(jié)、教師總結(jié)，而缺少了具體可操作的途徑．但不管怎樣，案例教學(xué)特有的魅力正在促使越來越多的中學(xué)教師進(jìn)行嘗試，尋找并開辟在基礎(chǔ)教育領(lǐng)域?qū)嵤┌咐虒W(xué)的土壤，讓它生根發(fā)芽．因此，筆者決定在高中生物課堂進(jìn)行案例教學(xué)，并對(duì)此進(jìn)行一定程度的研究．本文通過從理論和實(shí)踐兩個(gè)層面上將筆者對(duì)新課程背景下高中生物課案例教學(xué)的實(shí)踐研究做了詳細(xì)的介紹，共有五個(gè)章節(jié)．第一章包含三部分內(nèi)容．第一部分內(nèi)容闡述了在高中生物學(xué)進(jìn)行案例教學(xué)問題提出的緣由，背景和實(shí)施意義．第二部分內(nèi)容先回顧了案例教學(xué)的歷史根源，然后介紹了目前國內(nèi)案例教學(xué)研究的現(xiàn)狀．可以看出，目前國內(nèi)對(duì)該問題的研究都較為重視，取得很多成果．第三部分內(nèi)容闡述了本文研究的方法有教育實(shí)驗(yàn)法、問卷調(diào)查法、文獻(xiàn)研究法等．第二章介紹了案例教學(xué)在高中生物課的理論研究，包含三部分內(nèi)容．第一部分對(duì)什么是案例進(jìn)行了界定，第二部分內(nèi)容介紹了什么是案例教學(xué)法，第三部分闡述了案例教學(xué)的理論依據(jù)，主要有人本主義學(xué)習(xí)理論、認(rèn)知心理學(xué)理論、合作學(xué)習(xí)理論、信息加工理論、建構(gòu)學(xué)習(xí)理論等．第三章論述了案例教學(xué)在高中生物課的實(shí)踐研究，包含四部分內(nèi)容．第一部分提出了案例教學(xué)實(shí)踐對(duì)高中生物教師的要求，如需要高中教師加強(qiáng)備課組內(nèi)的分工與合作、需要高中教師廣泛閱讀，增強(qiáng)專業(yè)素質(zhì)、需要高中教師具有良好的組織能力、需要高中ⅡI

簡介：蘇州大學(xué)碩士學(xué)位論文中等職業(yè)學(xué)校普通文化課程實(shí)施學(xué)案式教學(xué)的研究以江陰職業(yè)技術(shù)教育中心校環(huán)境教育課教學(xué)改革為例姓名王穎申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育管理指導(dǎo)教師宋維紅20071001中等職業(yè)學(xué)校普通文化課程實(shí)施學(xué)案式教學(xué)的研究摘要以學(xué)生為著眼點(diǎn)，促進(jìn)學(xué)生自主學(xué)習(xí)、合作探究，激發(fā)學(xué)生學(xué)習(xí)的主動(dòng)性，促進(jìn)民主、平等、和諧的師生關(guān)系，以挖掘每個(gè)學(xué)生的潛能，提高課堂教學(xué)效果。本文對(duì)中等職業(yè)學(xué)校環(huán)境教育課的學(xué)案式教學(xué)模式進(jìn)行了小范圍的實(shí)踐研究，結(jié)果表明學(xué)案式教學(xué)，激發(fā)了中職學(xué)生的求知欲，增加了學(xué)生學(xué)習(xí)的興趣，培養(yǎng)了學(xué)生的主體意識(shí)，增強(qiáng)了學(xué)生學(xué)習(xí)的主動(dòng)性，提高了學(xué)習(xí)效率。關(guān)鍵詞學(xué)案式教學(xué)；學(xué)案；自主學(xué)習(xí)；主體性能力Ⅱ作者王穎指導(dǎo)教師宋維紅

簡介：1410695分類編號(hào)密級(jí)單位代碼LQ瞪學(xué)號(hào)玨B趔蝕5Q32河北師范大學(xué)研究生學(xué)位論文論文題目勿蟲數(shù)堂直茲逯堂教堂硒究堂塞昱堂麴堂模式的塞踐學(xué)生姓名趙翌焦申請(qǐng)學(xué)位級(jí)別亟申請(qǐng)專業(yè)名稱堂型數(shù)堂數(shù)堂研究方向生堂數(shù)堂數(shù)直指導(dǎo)教師姓名韭筮瑾專業(yè)技術(shù)職稱數(shù)援提交論文日期2迦墨12ABSTRACTASWEKNOWTHEKEYANDTARGETOFNEWCURRICULARREFORMISTOIMPROVESTUDENTS’ATTAINMENTANDCOMPETENCE；TOPROMOTESTUDENTS’OVERALLANDLIFELONGDEVELOPMENT，HOWEVERTHEKEYTOCURRICULARREFORMISTHEREFORMOFTEACHINGMETHODSINCLASS，SOTHEREFORMOFTEACHINGMETHODINCLASSHASCENTREDASTHERESEARCHQUESTIONAMONGTHETEACHERSTHISSTUDYINTENDSTOBEBASEDONTHETEACHINGMETHODSINCLASSTHISKINDOFTEACHINGMETHODEMPHASIZESTHEPROCESSOFSTUDENTS’PARTICIPATION；INDEPENDENTREFLECTION；AUTONOMICEXPLORATIONANDCONTINUOUSINNOVATIONSINSTEADOFSIMPLEANDPASSIVEACCEPTANCEOFVIEWPOINTSANDCONCLUSIONTHATAREPROVIDEDBYTEACHERSORTEACHINGMATERIALSINTHEPROCESSOFTHISKINDOFTEACHINGPROCEDURES，ASTUDENTWILLACHIEVEINSURPASSINGHIMSELFANDEXPERIENCEHISACTIVEPARTICIPATIONANDIMPROVEMENTTHISKINDOFTEACHINGMETHODWILLHAVEAGOODEFFECTTHISSTUDYAIMSTOSTUDYTHEMAINFEATURES，BASICLINKSANDTEACHINGSTRATEGIESOFATEACHINGPATTERNCALLEDLEARNINGINSTRUCTEDBYLEARNINGPLANS“，TOEXPLORETHEPASSIVEEFFECTOFTHISMETHODINENHANCINGTHETEACHINGEFFICIENCYINMATHSLESSONSASWELLTHEADOPTIONOFTHISTEACHINGMETHODMAINLYAIMSATREALIZINGTHEREFORMOFTEACHINGMETHODSANDSTUDENTS’LEARNINGMETHODSINMATHSLESSONSWITHTHEHELPOFTHENEWCURRICULUMSTUDENTSAREFOSTEREDTOFORMTHECONSCIOUSNESS

簡介：學(xué)位論文獨(dú)創(chuàng)性聲明本人鄭重聲明所提交的學(xué)位論文是本人在導(dǎo)師指導(dǎo)下進(jìn)行的研究R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)表或撰寫過的研究成果。其他同志對(duì)本研究所做的貢獻(xiàn)均己在論文中作了聲明并表示了謝意。學(xué)位論文作者簽名屈包聲日期劃；午硐≯J日學(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內(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矣嘘P(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，密級(jí)保密期限為年。學(xué)位論文作者簽名眾參聲日期矽J；每S司’J嗣指導(dǎo)教師簽名岣閥日期≯弓軍‘司列日ABSTRACTABSTRACTSINCET11E1990S，MALLYCO硼TRIESHAVEBEENCARRYINGOUTCU盯ICUL哪REFBRM，EMPHASIZII塢ONSCIENTIFICI11QUIDRANDIL】嬸LEMENTING通QUIRYTEACHINGBUTT11EIILQUI巧TEACLLINGOFDI行ERENTCOU工】倒ESSHOWDI媧RENTCHARACTERISTICSBECAUSEOFT11EIMDACTOFDIFFERENTCULNLRESAILDBACK鏟OULLDSTHECOMPARISONOFTILEINQUIRRTEACMNGCASESINDIFFERENTCOULLTIESSHOWSNOT011LY也EBRIGHTSPOTSBUTALSOT11EWE出MESSINCLASSROOMTEACHINGME刪1E，ITREPRESENTSAUSE如LEFFORTFOR仕1EINQU酊TEACHILLGI11CHIILABASEDONT11E也EORYOFCONSTRLLCTIVISM，THETLLESISDESCRIBED曲ETEACHILLGCASESOFVARIOUSCO州ESFOCUSINGONQUANTITATIVECOMPARISON丘OM恤FOLLOW崦T11REE唧ECTSTHECLASSROOMS伽LCTLLRE，THEPROCESSOFINQUIRYAILDTEACHERS’BEHAVIORSITWASFOUNDTHATMETEACHINGCALSEINAUSTRALIAFOCUSEDONSTUDEMS’EXPERIMEMSAND也EDISCUSSIONBETWEEN也ETEACHERANDSTUDENTSTHETEACHERPAID眥ENTIONTO也ESTUDENTS’EXP甜ENCEA11DCREATEDPROBLEMSITUATIONSWHICHC鋤E丘OM也EREALLIFETOIILITIATESMDENTS’THINKINGARLDDISCUSSIONTHETEACMNGCASEINMEUNITEDSTATESJUSTFOCUSEDONTHESTLLDEMS，EXPERIMENTSSTUDENTS’ACTIVITIESWEREMAJNLYCONDUCTEDINVARIOUSF0衄S，W扯LENEWKNOWLEDGELE刪NGWASNOTENOU啦THETEACMNGCASEOFNENLEDAJLDSFOCUSEDONCLASSTEACLLINGTHEMAJNCONCEPTSOFKNOWLEDGEWEREDEMONSTRATEDT11ROUGHAJLINQUIRYEXPERIMENT，AJLDMEREWEREMANYEXERCISESINCLASSTHETEACHINGANDLE啪MGACTIVITIESINCZECH’SCALSE、ⅣERECENTEREDONT11EDEMONS打ATIONOFEXPERIINENTSTHECONTEMOFTHECLASSWASRICHAILDCLOSELY1IR出EDWITLLTHEREALLIFE，EMPHASIZMGTLLE仃AINJNGOFSTLLDEMS’ABILITIESONAIL甜YZINGPROBLEMSUSINGKNOWLEDGEINV撕OUSSUBJECTSCHILLA’STEACHJNGCASEGAVESTUDENTSACHALLCETOEXPERIENCEEVERRLINKOFTHEINQU毋PROCESS1KCLASSPAIDATTENTIONTOSTUDENTS’SELFPRESENTATIONANDRENECTIONBUTSTUDEMSWERENOTGIVENE110U出TIMETODOEXPERIMENTSBASEDONME刪YSISOF舭CHARACTERISTICSOFPHYSICSIILQU時(shí)TCAC比GINJUILIORMIDDIESCH001，SOMEPROPOSALSWEREPUTFORWARDFORMEIMPLEMENTATIONOFPHYSICSIILQUIRYTEACHJNGINCHINA1，ES訕LISHSTUDEMCENTEREDCLASS2，111SPIRESTUDENTS’T蛐NG塒THASTRINGOFQUESTIONS；3，SN_ENGTHENSTUDENTS’EXPERIMEMS；4，LIR止麗T11OTLEROBJECTSAND也EREALLIFECLOSELVII