簡介：南京師范大學(xué)碩士學(xué)位論文初中思想品德課學(xué)案教學(xué)研究姓名謝峰申請學(xué)位級別碩士專業(yè)學(xué)科教學(xué)思想政治指導(dǎo)教師朱志平20100320ABSTRACTTHENEWCURRICULUMREFORMOFBASICEDUCATIONREQUIREMENTSCHANGETHEWAVTEACHINGANDLEARNING，EXPLORATIONANDRECONSTRUCTIONOFASTUDENTCENTEREDCLASSROOMBEHAVIORDEVELOPMENT”LEARNINGTHECASEOFTEACHING”ISTHERESPONSETOTHISREQUESTOUTOFTHEPROGRESSIVEDEVELOPMENTOFATEACHINGMETHODINTHISSTUDYUNDERTHEGUIDANCEOFTHEBASICTHEORYCOMBINEDWITHTEACHINGPRACTICETHROUGHACTIONRESEARCH，CASESTUDIES，EMPIRICALSTUDIES，SUPPLEMENTEDBYLITERATURE，SURVEYS，OBSERVATION，ANDSESEARCHMETHODS，ONTHEIDEOLOGICALANDMORALMIDDLECLASS”STUDYCASETEACHING”WASCOMPAREDSYSTEMATICANDCOMPREHENSIVESTUDY”STUDYCASE”ACCORDINGTOCURRICULUMSTANDARDSFORTEACHERSTEACHINGREQUIREMENTS，ANDSTUDENTSINTHEORIGINALLEARNINGEXPERIENCE，STANDINGSELFSTUDYGUIDESTUDENTSPOINTOFVIEWDEPTHDEVELOPMENTOFTEACHINGMATERIALS，PREPAREDBYTHESTUDENTSACCORDINGTOTHEIRLEVELOFKNOWLEDGE，ABILITYLEVEL，LEARNINGMETHODFEATURESANDPSYCHOLOGICALCHARACTERISTICSSUCHASTHECOMPLETIONOFSPECIFICCONDITIONS，ANDARESUITABLEFORSTUDENTSOFEACHCLASSOFTEXTRESOURCESFORINDEPENDENTSTUDYISANINDIVIDUALIZEDLEAMINGPROGRAMSTHISSTUDYFOCUSESONIDEOLOGICALANDMORALMIDDLECLASS”STUDYCASE”DESIGNCONCEPT，STRUCTURALELEMENTS，ANDTHUSENABLETHE”STUDYCASE”TOFULLYPLAYITSCOMMUNICATIONSTUDENTS，TEACHERS，TEACHINGMATERIALS，TOSTIMULATETHESTUDENTSINTERESTINEXPLORINGKNOWLEDGETOGUIDEANDOPTIMIZESTUDENTLEARNINGBEHAVIORTESTINGTHESTUDENTSRESULTS，ANDEFFECTIVELYDEVELOPTHESTUDENTSINTELLECTUALPOTENTIALFUNCTION”LEARNINGCASETEACHING”REFERSTOTHECASESTUDYASTHECARRIERINORDERTOGUIDELEARNINGASTHEWAYTOTHEAUTONOMYOFTHESTUDENTSTOEXPLORETHENATUREOFCOOPERATIVELEAMINGASTHECARRIERASATEACHERLEDINSTRUCTIONORSUPPORT。TEACHERSANDSTUDENTSWORKTOGETHERTOCOMPLETETHETEACHINGOBJECTIVESASATEACHINGMETHODTHEOPERATIONOFTHEIMPLEMENTATIONOFTHISSTUDYWASFOCUSEDEXPLORATION，GENERALLYSPEAKING，”THECASESTUDYTEACHING”PARTOFTHEBASICOPERATIONS，INCLUDINGWRITINGLESSONPLANS，DESIGNCASE；DISTRIBUTEDLEARNINGCASE，THEPREPGUIDANCE；RECYCLINGCASESTUDYTHESECONDLESSONPLANNING；CLASSROOMTEACHING，BESTPRACTICEGUIDEGUIDE；SUMMATIONANDREFLECTION，INDIVIDUALCOUNSELINGANDOTHERFIVESTEPLINKSCLASSROOMTEACHINGCANBEDIVIDEDINTOFIVEPROCEDURES，NAMELYTHECREATIONOFSITUATIONS，THEPROBLEMGUIDANCE；COOPERATIVELEARNING，SELFEXPLORATION；JINGJIANGENLIGHTENMENTFROM，CLEARUPDOUBTS；SUMMARYFEEDBACK，ANDMETHODOLOGICALGUIDANCE；EVALUATIONII

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)表或撰寫過的研究成果。其他同志對本研究所做的貢獻(xiàn)均已在論文中作了聲明并表示了謝意。學(xué)位論文作者簽名獅燙日期；砌／，一弘一，鄉(xiāng)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，保密期限為年。學(xué)位論文作者簽名瓣垢蓼指導(dǎo)教師簽名日期≥刀T／一缸。，；日期膏I童哥≮蘆、固，1曠I，諺●J夏穸7，ABSTRACTABSTRACTTHETHOROUGHADVANCEMENTJUNIORMIDDLESCHOOLHISTORYCLASSROOMINSTRUCTION’SREFORM，ISFURTHERADVANCESTHEEDUCATIONFORALLAROUNDDEVELOPMENTTHENEEDTHEEDUCATIONFORALLAROUNDDEVELOPMENTTAKESONEKINDOFBRANDNEWEDUCATIONIDEAANDTHEEDUCATIONALPATTERN，ITSSENSEOFPURPOSEISMUSTENABLEALLSTUDENTVARIOUSASPECTSTHEQUALITYTOOBTAINTHEFULLSCALEDEVELOPMENT，THEINITIATIVEDEVELOPMENTBUTMUSTMAKETHISKINDOFIDEATOSTRIKEROOTINTHEHEARTSOFTHEPEOPLE，BUTALSEQUIRESPERIODOFTIME，BUTALSONEEDSTOTAKETHEPOWERFULREFORMMEASUREATPRESENT，MYCITYELEMENTARYANDMIDDLESCHOOLSWIDELYIMPLEMENT‘THREEDOCUMENTSSIXMODULES”EDUCATIONALMODELTHISKINDOFEDUCATIONALMODELMANIFESTEDFULLY‘HASTAUGHTFORTHELEADERSHIP，TOSTUDYTHETEACHINGIDEAWHICHFORTHEMAINBODYTHEACADEMICSOCIETYATTENDINGSTUDYTHEINDIVIDUALITYDEVELOPMENTANDTHEFULLSCALEDEVELOPMENT’UNIFIED，CONFORMEDTOTHENEWCURRICULUMREFORMTOEDUCATETHETEACHINGTHETIMEREQUEST，APPEAREDTHEFORMIDABLEVITALITYBUT‘THREEDOCUMENTSSIXMODULES’’THEEDUCATIONALMODELMUSTTAKESTUDYTHEDOCUMENTASTOSTUDYTHECARRIERANDTHEENGINE，TAKECOOPERATESTHESTUDYGROUPASTHEBASICSTUDYUNIT，BY“INDEPENDENT，THECOOPERATIONINQUIREDINTOTLLAT’’FORTHEMAINSTUDYWAYTAKETHECLASSROOMFEEDBACKANDTHEAPPRAISALMECHANISMASTHESAFEGUARDWETHEHISTORYWHICHEXPLORESINTHETEACHINGPRACTICE‘‘STUDYTHEDOCUMENTTEACHING’ONEOFTRAITSTUDYDOCUMENTTEACHINGFORMS，THEHISTORICALDISCIPLINE’SCOMPREHENSIVENATURECASTSTHECOURSECONTENTCOMPONENTTOBEHEAVYTHEKNOWLEDGEISBROAD，THECONTENTISDEEPTHECLASSHOURAREFEWTHECLASSROOMCAPACITYGREATALREADYBECAMETHENEWCURRICULUMCLASSROOMINSTRUCTIONTHEDIFFICULTY‘‘THEUNITSTUDYDOCUMENT’’THEEDUCATIONALMODELATTEMPTSTOUNIFYTHEJUNIORMIDDLESCHOOLHISTORYTEACHINGMATERIALSUBJECTTHECHARACTERISTIC，DESIGNSTAKEONEUNITASTHEWHOLE，ISNEWTEACHINGANDTHEREVIEWCLASSORGANICSYNTHESISEXPLORATION，ISTHECONSTRUCTIONHI曲LYEFFECTIVEHISTORYCLASSROOMBOLDATTEMPTINHISTORY“UNITSTUDYDOCUMENTTEACHING”INTHEPRACTICE，THETEACHERISTHESTUDENTLEARNINGPROCESSORGANIZERTHESHEPHERD，THEPARTICIPANT，THETEACHERONLYCARRIESONTHEESSENTIALINSTRUCTIONTOTHESTUDENT，DOESNOTASSUMEFULLRESPONSIBILITYSTUDENT’SWORKPREPARESALESSONUSING“THEUNITSTUDYDOCUMENT”FORTHESTUDENTPROVIDESTHEFRAME，F(xiàn)ORTHESTUDENTCLASSROOMSTUDYGUIDANCE，ENABLES“THEUNITSTUDYDOCUMENT”TOBECOMETHETEACHINGCASE，THESAMPLEQUESTIONANDTHEDEVELOPMENTKNOWLEDGECARRIER；

簡介：UNIVERSITYCODEL0270STUDENTID092100070SHANGHAINORMALUNIVERSITYDISSERTATIONFORPHDTHESISTITLEASTUDYON“CHINESETEACHINGBASEDONLEARNINGPLAN”DEPARTMENTEDUCATIONALCOLLEGEMAJORTHEORYOFCURRICULUMANDTEACHINGSPECIALTYCHINESETEACHINGTHEORYANDPRACTICEDOCTORIALCANDIDATEBUJINSUPERVISORPROFWANGRONGSHENGCOMPLETIONDATEAPRIL，2012論文獨(dú)創(chuàng)性聲明本論文是我個人在導(dǎo)師指導(dǎo)下進(jìn)行的研究工作及取得的研究成果。論文中除了特別加以標(biāo)注和致謝的地方外，不包含其他人或機(jī)構(gòu)已經(jīng)發(fā)表或撰寫過的研究成果。其他同志對本研究的啟發(fā)和所做的貢獻(xiàn)均已在論文中做了明確的聲明并表示了謝意。作者簽名鄉(xiāng)也醐。泖乩了右論文使用授權(quán)聲明本人完全了解上海師范大學(xué)有關(guān)保留、使用學(xué)位論文的規(guī)定，即學(xué)校有權(quán)保留送交論文的復(fù)印件，允許論文被查閱和借閱；學(xué)?？梢怨颊撐牡娜炕虿糠謨?nèi)容，可以采用影印、縮印或其它手段保存論文。保密的論文在解密后遵守此規(guī)定。作者簽名導(dǎo)師簽名日期多＆沙FR燈

簡介：學(xué)號1105280125分類號G632碩士學(xué)位論文碩士學(xué)位論文（專業(yè)學(xué)位）（專業(yè)學(xué)位）導(dǎo)學(xué)案在高中英語閱讀教學(xué)中的應(yīng)用的實(shí)驗(yàn)研究導(dǎo)學(xué)案在高中英語閱讀教學(xué)中的應(yīng)用的實(shí)驗(yàn)研究專業(yè)學(xué)位領(lǐng)域?qū)W科教學(xué)（英語）專業(yè)學(xué)位類別教育碩士申請人李忠堂指導(dǎo)教師姜士昌副教授二〇一三年四月

簡介：貴州師范大學(xué)碩士學(xué)位論文面向中學(xué)的高師數(shù)學(xué)史課程建設(shè)與教學(xué)設(shè)計案例研究姓名嚴(yán)虹申請學(xué)位級別碩士專業(yè)課程與教學(xué)論指導(dǎo)教師項(xiàng)昭20080401第四部分，課程建設(shè)的實(shí)證探索。從課程設(shè)計思路及框架、性質(zhì)及目標(biāo)、內(nèi)容及組織、教學(xué)及評價等方面進(jìn)行課程設(shè)計，選取面向中學(xué)數(shù)學(xué)教育的四個典型案例“三等分角”問題、“導(dǎo)數(shù)“概念問題、“概率論“起源問題、“數(shù)論知識在密碼學(xué)中的應(yīng)用”問題在高師進(jìn)行教學(xué)實(shí)驗(yàn)和案例分析，并對課程建設(shè)進(jìn)行初步評價。論文最后對研究中存在的問題進(jìn)行討論，提出若干尚待解決的問題。關(guān)鍵詞高師院校，數(shù)學(xué)史，中學(xué)數(shù)學(xué)教育，課程建設(shè)，教學(xué)設(shè)計案例II

簡介：學(xué)號2010023032姓名王鵬聯(lián)系方式15006411336所在院系外國語學(xué)院郵箱OURFAMILY2008

簡介：湖南師范大學(xué)碩士學(xué)位論文高中化學(xué)新課程學(xué)案教學(xué)的研究姓名羅愛斌申請學(xué)位級別碩士專業(yè)學(xué)科教學(xué)化學(xué)指導(dǎo)教師尹篤林20081001ABSTRACTINRECENTYEARS，CURRICULUMREFORMSINSECONDARYEDUCATIONHAVEBEENWELLUNDERWAYANDWITNESSEDREMARKABLEACHIEVEMENTS．INTHEFALLOF2004，SHANDONGPROVINCE，GUANGDONGPROVINCE，HAINANPROVINCEANDNINGXIAAUTONOMOUSREGIONWERETHEFIRSTTOLAUNCHTHESENIORHIGILSCHOOLCURRICULUMREFORMPROGRAMWITHHUNANPROVINCEFOLLOWINGIN2007．FROMTHESTANDPOINTOFINCORPORATING‘KNOWLEDGEWITHSKILLS，PROCESSWITHMEANSANDEMOTIONALATTITUDESWITHVALUES”，THETARGETOFTHESENIORHI曲SCHOOLCHEMISTRYINTHENEWCURRICULUMFRAMEWORKISTOCONSTRUCTATEXTBOOKSYSTEM，ALLHANCETHESTUDENTS’SCIENCEAWARENESSANDDEVELOPTHEIRLIFELONGSTUDYABILITIES．UNIVERSALCHANGESINTHEOVERALLFRAMEWORKOFTEXTBOOKS，THEKEYNOTEANDPRESENTATIONSOFKNOWLEDGEHAVEBROUGHTUPTHEISSUEOFHOWTOFAITHFULLYCARRYOUTTHENEWCURRICULUMBYTEACHERS．THEREFORE，THEREEXISTSALLURGENTNEEDTOCHANGETEACHINGPHILOSOPHY,FURTHERSTUDYANDFUMBLEFORNEWTEACHINGTECHNIQUES．INVIEWOFTHIS，TOEXPLORETHEAPPLICATIONOFTHELEARNINGPLANTEACHINGHASFARREACHINGSIGNIFICANCEINTEACHINGPRACTICES．FROMTHEPERSPECTIVEOFIMPLEMENTINGINQUIRINGLEARNINGANDLEANINGPLANTEACHING,THEAUTHORPUTSFORWARDSOMESUGGESTIONSONLEARNINGPLAN,TEACHERSANDSTUDENTS．LEANINGPLANSHOULDDIVERSIFYPRESENTINGMEANS，VARYINQUIRINGSETTINGSANDSTRESSSTUDENTS’ROLEININQUIRINGPRACTICES．TEACHERSSHOULDOPTIMIZETHEIRGUIDANCEONSTUDENTS’SCIENTIFICINQUIRINGANDIMPROVETHEIROWNSCIENCEAWARENESSASWELL．STUDENTSSHOULDENRICHTHEIREXPERIENCESANDKNOWLEDGE，STRENGTHENTHINKINGABILITYTRAININGANDCULTIVATEINNOVATIONABILITY．STUDENTSDONOTHAVETOFOLLOWTEACHERS’THOUGHTS．ONTHECONTRARYTHEYMUSTBEBOLDINPRESENTINGTHEIROWNIDEASANDOPINIONSWHILEINQUIRING．THERESEARCHADOPTSPREANDPOSTTESTSONTHEEXPERIMENTALGROUPANDSTEERABLEGROUP．AFTERPLACEMENTTESTSAVERAGEMAKEUPFORALLCLASSESOFTHESAMEGRADE，STUDENTSFROMCLASS1，2AND8OFSENIORGRADEONEOFTHEHIGHSCHOOLATTACHEDTOHUNANNORMALUNIVERSITYSERVEASTHEOBJECTOFSTUDYAMONGTHEM，CLASS8ISTHEEXPERIMENTALGROUPWHILECLASSLAND2THESTEERABLEGROUP．WEFOUNDTHATTHERESULTSOFAPPLYINGTHELEARNINGPLANTEACHINGAREDIFFERENTWITHTHECONVENTIONALTEACHING，ANDISALSOWHENEXPLORINGINDIFFERENTLEVELSSTUDENTS．AFTERONEYEAR,NOTICEABLEPROGRESS，BASEDONTHEANALYSISOFTHEPREMIDTERMPOSTTESTRESULTS，HASBEENFOUNDINTERMSOFSTUDENTS’INQUIRINGINNOVATIONABILITYANDTHINKINGABILITY．KEYWORDSLEANINGPLANTEACHING，CHEMISTRY,THENEWCURRICULUM，SENIORHI曲SCHOOL

簡介：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。對本人的研究做出重要貢獻(xiàn)的個人和集體，均已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)位論文作者簽名叁魚蘭塾日期2三一車盈學(xué)位論文使用授權(quán)書本學(xué)位論文作者完全了解東北師范大學(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)位論文作者簽名絲選塹指導(dǎo)教師簽名日期學(xué)位論文作者畢業(yè)后去向日期電話郵編15857361072314100ABSTRACTHIGHSCHOOIHISTORYTEACHINGISAKINDOFHISTORICAIDATAASTHEBASIS，TOTHETEACHERSANDSTUDENTSOFTHEHISTORICAIDATAACQUISITION，SELECTION，ANALYSIS，PROCESSINGTODEVELOPSTUDENTS。LEARNINGANDRESEARCHSPACEFORTHEWAY，EMPHASIZESTHESTUDENTS’ACTIVEPARTICIPATIONINTHECONSTRUCTIVISTSTYLEHISTORYTEACHINGMODE。THEPROGRESSOFTHEINFORMATIONTECHNOLOGYANDUTILIZATIONOFHIGHSCHOOLHISTORYTEACHINGPROVIDESAWIDERPLATFORMBUTINTHEPRACTICEOFTEACHING，THEREARESOMEDEFICIENCIES，THEMAINPERFORMANCEISSOMETEACHERSTHINKSTUDENTSTOHISTORICALDATABETFER。MOREPROFOUNDASPOSSIBLE，WITHOUTCHOICE，WITHOUTPROCESSINGANDCLASSIFICATIONTOPUSHSTUDENTSTOUSEMODERNTECHNOLOGYTEPLACETHENECESSARYWRITINGONTHEBLACKBOARD，EXPRESSION，BLACKBOARDBECAMEUSELESSFURNISHINGS，ATTHESAMETIMEDUETOTHEAVAILABILITYOFMATERIAFABUNDANCE，DIVERSITY，THECLASSROOMTOMAKESTUDENTSPRODUCEAUDIOVISUAITIREDNESSORDISTRACTION；TEACHERSPROVIDEDHASBEENSELECTEDAFTERTHEHISTORICAIMATERIALS，THESTUDENTCANONLYPASSIVELYACCEPTTHETEACHEROFPRESETSITUATIONANDPERSPECLIVES，JNTEACHINGNEGLECTSTHEMAINROLEOFSTUDENTSTHISPAPERMAINLYSOLVESTHEPROBLEMOFTHENEWCURRICULUMREFORMUNDERTHECONCEPTOFTHEINFORMATIONTECHNOLOGYANDTHEHIGHSCHOOLHISTORYTEACHINGMODEOFINTEGRATIONPROBLEMSWITHTHESTANDARDOFNEWCOURSEOFHISTORYASAGUIDE，BASEDONTHEHISTORICALDATATEACHINGSTATUSANDTHEORETICAIBASISOFRESEARCHANDANALYSISANDTHENFROMTHEINFORMATIONTECHNOLOGYINHIGHSCHOOIHISTORYTEACHINGINTHEPRESENTATIONOFTHEAUXILIARYFUNCTIONOFHIGHSCHOOLHISTORYTEACHINGPEMPECTIVEWILLBEDIVIDEDINTOINTERACTIVEMODENETWORKTEACHINGMODEANDIEARNINGMODETHREETEACHINGMODE。ANDDIRECTEDTOTHETHREECATEGORIESOFHIGHSCHOOLHISTORYTEACHINGTHETEACHINGMODEWERECASEDESCRIPTIONKEYWORDSHISTORICALTEACHING；INFORMATIONTECHNOLOGY；INTEGRATIONMODEL；CASESTUDY

簡介：ASTUDYONTHENANSITIONPROBLEMSABOUTBILINGUALTEACHINGINSPECIALTYCOURSESOFCHINESEUNIVERSITIESACASESTUDYOFTHELIFESCIENCEFACULTYOFHUBEIUNIVERSITYBVXIEJUNLIANGSUPERVISORPROFSHAOYINGSHENGATHESISSUBMITTEDTOTHESCHOOLOFFOREIGNLANGUAGESANDCULTURESTIORELGNLANGUAGESANDCULTURESINPARTIALFULFILLMENTOFTHEREQUIREMENTSFORTHEDEGREEOFMASTEROFEDUCATIONNANJINGNORMALUNIVERSITYNANJINGCHINAMAY，2012摘要隨著世界經(jīng)濟(jì)的全球化以及中國加入世貿(mào)組織，目前中國急需越來越多的既精通專業(yè)知識又具有很強(qiáng)外語能力的高素質(zhì)人才。在中國，雙語教學(xué)作為一種使用漢語和英語教授學(xué)科知識的教學(xué)手段，其培養(yǎng)出來的人才可以滿足這種需求。為了加快雙語教學(xué)的發(fā)展，一些專家和學(xué)者對雙語教學(xué)的特點(diǎn)及模式進(jìn)行了調(diào)查和研究，但這些研究要么是從宏觀的角度出發(fā)，要么是從中小學(xué)雙語教育的角度出發(fā)，也有針對個別高校雙語教學(xué)的研究，但很少有人從全國高校雙語教學(xué)狀況的實(shí)際實(shí)施情況出發(fā)來研究高校雙語教學(xué)的特點(diǎn)及教學(xué)過程中的過渡問題。本文對湖北大學(xué)生命科學(xué)學(xué)院的專業(yè)課雙語教學(xué)進(jìn)行了案例分析，通過對學(xué)生做問卷調(diào)查，采訪教師以及課堂觀察等方式進(jìn)行調(diào)查并進(jìn)行數(shù)據(jù)分析，旨在從學(xué)生的角度弄清這樣一些問題學(xué)生是否接受雙語教學(xué)這種授課形式，以及學(xué)生在專業(yè)課雙語教學(xué)過程中是否準(zhǔn)備充分，學(xué)生在從大學(xué)公共英語的學(xué)習(xí)到專業(yè)課雙語教學(xué)的學(xué)習(xí)中是否主要過渡。從調(diào)查的結(jié)果我們了解到，在現(xiàn)階段的雙語教學(xué)中存在了這些問題1從學(xué)生的角度來看，大學(xué)公共英語教學(xué)與專業(yè)課雙語教學(xué)存在很大差距；2目前的雙語教學(xué)缺乏足夠的合格的雙語教師；3在目前專業(yè)課雙語課堂上很多老師采用的教學(xué)方法和模式不適合學(xué)生的雙語學(xué)習(xí)。針對以上這些問題，本文從幾個方面提出了一些建議。目前，針對于作者所進(jìn)行研究的學(xué)校出現(xiàn)的專業(yè)課雙語教學(xué)問題在中國其他院校也同樣存在，這是一個普遍存在的現(xiàn)象。所以，在一定程度上文中所提出的一些建議和意見也同樣適合于其他院校。作者希望通過本文的一些研究和發(fā)現(xiàn)能對我國其他一些普通院校的英語教學(xué)和專業(yè)課雙語教學(xué)有一定借鑒意義。關(guān)鍵詞雙語教學(xué)；中國高校；案例研究；過渡方法

簡介：華中師范大學(xué)碩士學(xué)位論文高中地理教學(xué)案例的開發(fā)策略研究姓名琚艷麗申請學(xué)位級別碩士專業(yè)學(xué)科教學(xué)地理指導(dǎo)教師李家清20060501⑨碩士學(xué)位論文MASTERTSTHESISABSTRACTTHETEACHINGCASESOFGEOGRAPHYREFERSTOTHETYPICALCASESWHICHCALLEXPLAINANDILLUSTRATETHEGEOGRAPHICTHEORIESANDMETHODSGUIDEDBYTHENEWCURRICULUMTHEOR5TEACHINGTHEORYMODEMSTUDYTHEORYANDSOMEOTHERRELATEDSCIENTIFICTHEORIES，THISESSAYISBASEDONTHETEACHINGRESEARCHINHUBEIPROVINCETHEDEVELOPMENTSTRATEGIESHAVEBEENPUTFORWARDANDALSOBETESTEDINPRACTICETHEESSAYMAINLYINCLUDESFOURPARTSTHEGENERALINTRODUCTIONOFGEOGRAPHY、THETHEORYANDTHEPRINCIPLES、THEDEVELOPINGSTRATEGIESANDTHEEXPERIMENTSINTHEFIMTPARTTHECONTENTSOFTHEGEOGRAPHYHAVEBEENDEFINEDVIEWEDFROMTWOANGLES，THEIMPORTANCEISANALYZEDITALSOEVALUATESTHEDEVELOPMENTOFTEACHINGEXAMPLESFROMTHREESIDESINCLUDINGTHEDEVELOPMENTCHANNELS，THEDEVELOPMENTCONTENTS，ANDTHEDEVELOPMENTMAINBODYTHESECONDPARTIS“RELATEDTHEORETICBASISANDTHEDEVELOPMENTPRINCIPLES’’ITISNECESSARYANDIMPORTANTTODEVELOPTHETEACHINGEXAMPLESWESHOULDWORKUNDERTHEGUIDANCEOFTHEMODEMSTUDYTHEORYTOEXPLORETHESYSTEMANDUNDERTHEGUIDANCEOFSYSTEMTOEXPLOREASERIESOFMODEMGEOGRAPHICCONSTRUCTIONTHEMAINPRINCIPLESAREGEOGRAPHICPRINCIPLE，PARTICIPATINGPRINCIPLE，TEACHINGPRINCIPLEANDPRACTICALPRINCIPLETHETHIRDPARTISFOCUSEDONTHESTRATEGIESWHICHAREDEPLOYEDINTHERESEARCHASISMENTIONEDABOVE，THEFOURPRINCIPLESHAVELAIDASOLIDFOUNDATION，ANDTHUSPUTFORWARDSEVERALNEWIDEAS，F(xiàn)OREXAMPLE，TOHAVEAGOODKNOWLEDGEOFDEVELOPMENTISTHEBASICPREPARATION；TOKNOWTHESPECIFICPURPOSEISTHENECESSITY；T0KNOWTHECHANNELSISTHEIMPORTANTMEANS；TOMASTERTHEAPPROACHESISTHEGRANTEE；TOMAKEUSEOFANDDEVELOPRESOURCESISTHEKEYACONSTRUCTIONMODELISBUILTASARESULTOFTHEMAINBODY，THECHANNELS，THEMETHODSANDTHEPROCEDURESTHEFOURTHPARTDEALSWITHTHETEACHINGEXPERIMENTSTHECONSTRUCTIONMODELISUSEDTODOSOMEEXPERIMENTSTHEEXPERIMENTSAREMADETOBETESTEDONTHEDESIGNTHEPROCEDURESRESULTSANDREFLECTIONINTHEENDACONCLUSIONISDRAWNTHATITISNECESSARYANDMEANINGFULTODOTHISKINDOFRESEARCHINTHESUMMARYTHELIMITATIONOFTHERESEARCHISALSOPOINTEDOUTWHERETHERESEARCHISGOINGTOLEADUSANDWHERETHEKEYISHAVEBEENDISCUSSEDTOOKEYWORDSMIDDLESCHOOLGEOGRAPHYTEACHINGCASESDEVELOPINGSTRATEGIES

簡介：華中師范大學(xué)碩士學(xué)位論文信息技術(shù)與課程整合的教學(xué)設(shè)計及案例分析姓名雷櫻申請學(xué)位級別碩士專業(yè)現(xiàn)代教育技術(shù)指導(dǎo)教師趙呈領(lǐng)20070501⑨碩士學(xué)位論文MASTER’STHESISABSTRACTNEPAPERSGIVESAOVERVIEWOFTHELATESTACHIEVEMENTSINTHEINTEGRATIONOFICTINFORMATIONANDCOMMUNICATIONTECHNOLOGYANDCURRICULUM；REVEALSTHENATUREANDTHEGUIDANCETHEORYOFINTEGRATIONOFICTANDCURRICULUM；FOCUSESONTHETEACHINGSYSTEMDESIGNFORINTEGRATIONOFICTANDCURRICULUM；INTRODUCESTYPICALOOMMONMODEOFTEACHING；PROVIDESTHEEVALUATIONCRITERIAFOR”INTEGRATED”TEACHINGANDPREDICTSTHETRENDININTEGRATIONDEVELOPMENTOFICTANDCURRICULUMNLEWHOLETEXTISDIVIDEDINTOSIXCHAPTERSAND13SECTIONSATFIRST，ACCORDINGTOTHEANALYSISOFTHEIMPACTOFICTOILEDUCATIONICTINCDUCATIONANDEDUCATIONREFORM，DEVELOPMENTOFICTANDCURRICULUMTHETHESISCLARIFIESPROMOTINGEDUCATIONREFORMWITLLICTANDICTINEDUCATIONISIMPERATIVESECONDLYITREVEALSTHECONNOTATIONOFINTEGRATIONOFICTANDCURRICULUMANDGUIDANCETHEORYINPARTICULARTHETHEORYOFCONSTRUCTIVISTLEARNINGLEDTHEORIESOFTHEMAINTEACHINGMULTIPLEINTELLIGENCESOFTHEQUALITYEDUCATIONTHEORYTOWARDSTHEGUIDEROLEOFTHEICTINEDUCATIONTHENLIFDANDFOURTHCHAPTERSARETHECOREOFTHETRANSCRIPTINTHECHAPTER3。THROUGHSYSTEMATICANALYSISOFTHEINTEGRATIONOFICTANDCURRICULUMWITLLTHEIRVARIOUSTEACHINGELEMENTS，CONSTRUCTINGTHEMODELFORINSTRUCTIONALPROCESSDESIGNIDENTIFYINGRELATIONSHIPBETWEENTHETEACHINGELEMENTS，F(xiàn)ORMINGSTRUCTUREMODEOFTEACHINGPROCESS，INSTRUCTINGPREPAREDPROGRAMSOFTEACHINGMODULARDESIGNWHICHHELPTEACHERSFORMSYSTEMATICTEACHINGIDEAS。CHAPTERIVFIRSTPRESENTSTHEBASICMEANINGOFTHETEACHINGMODE，ANDTHENRESPECTIVELYINTRODUCESFIVETYPICALGENERICTEACHINGMODELMEASURESANDTHEIMPLEMENTATIONOFSTEPSTOTEACHINGEACHMODEWITHATEACHINGMODELOFINSTRUCTIONCASESWHICHFACILITATESGUIDANCEANDPRACTICALAPPLICATION111EFOLLOWINGAREFIVEMODESTHEMODECALOFDOMINATETEACHINGMISSIONDRIVENNETWORKOFINQUIRYWEBQUESTMODE，BASEDONTHETHEMEOFTHECOLLABORATIVELEARNINGCSCLMODE，RESOURCEBASEDSELFLEARNINGMODEANDBASEDONTHEELECTRONICARCHIVESOFLEARNINGMANAGEMENTMODEⅡ

簡介：目錄中文摘要1ABSTARACT31課題的提出511課題提出的背景512課題研究的現(xiàn)狀5121有關(guān)教師教學(xué)觀的研究_61211對教師的教學(xué)觀的分析。61212新課程改革背景下教師教學(xué)觀的轉(zhuǎn)變分析71213教師的教學(xué)觀對學(xué)生的影響分析9122化學(xué)課堂教學(xué)策略的研究9123課堂教學(xué)評價的研究12124課堂教學(xué)案例的研究1413課題研究的意義15131有利于推進(jìn)中學(xué)化學(xué)課堂教學(xué)的改革一15132有利于完美中學(xué)化學(xué)課堂教學(xué)評價體系16133有利于提升化學(xué)教師課堂教學(xué)技能。1714課題研究的主要內(nèi)容和方法17141課題研究的主要內(nèi)容。17142課題研究的主要方法172課題研究的相關(guān)理論闡述1821課題研究的支撐理論18211建構(gòu)主義教學(xué)理論18212主體教育理論19213多元智能學(xué)習(xí)理論一2022課題研究的相關(guān)概念界定23221課堂教學(xué)23222優(yōu)秀課24I刪泌附錄一60附錄1影響化學(xué)反應(yīng)速率的因素教學(xué)實(shí)錄60附錄2一種抗感冒藥分子結(jié)構(gòu)的初探教學(xué)實(shí)錄69附錄3從鋁土礦中提取鋁教學(xué)實(shí)錄74J改謝79揚(yáng)州大學(xué)學(xué)位論文原創(chuàng)性聲明和版權(quán)使用授權(quán)書80

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)表或撰寫過的研究成果。其他同志對本研究所做的貢獻(xiàn)均己在論文中作了聲明并表示了謝意。學(xué)位論文作者躲嚴(yán)鄉(xiāng)7支日期∥加倍學(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，保密期限為年。學(xué)位論文作者簽名日期指導(dǎo)教師簽名日期L一互審糾√“傘卜2一J，，一課前二次二課堂教學(xué)三課后教學(xué)二、學(xué)生學(xué)習(xí)中的一課前預(yù)習(xí)二課堂學(xué)習(xí)三課后復(fù)習(xí)三、教學(xué)評價中的一評價學(xué)生二評價教師四、高中歷史學(xué)案一學(xué)案實(shí)驗(yàn)二階段性實(shí)三存在問題四學(xué)案教學(xué)結(jié)語41參考文獻(xiàn)42附錄1高中歷史學(xué)案教學(xué)現(xiàn)狀問卷調(diào)查教師45附錄2高中歷史學(xué)案教學(xué)現(xiàn)狀問卷調(diào)查學(xué)生47附錄3利用學(xué)案提高歷史課堂教學(xué)的情況調(diào)查一48致射一49

簡介：上海師范大學(xué)碩士學(xué)位論文中等職業(yè)學(xué)校數(shù)學(xué)教學(xué)案例的實(shí)踐與研究姓名程傳忠申請學(xué)位級別碩士專業(yè)學(xué)科教學(xué)（數(shù)學(xué)）指導(dǎo)教師許慶祥20080301TITLEASTUDYOILCASEANALYSISMETHODINMATHEMATICSTEACHINGINSECONDARYVOCATIONALSCHOOLMAJORTEACHINGMETHODOLOGYMATHEMATICSAPPLICANTCHENGCHUANZHONGSUPERVISORXUQINGXIANGABSTRACTHIGHSCHOOLMATHEMATICSTEACHINGSTANDARDSINDICATESTHATMATHEMATICSSTUDINGINHI曲SCHOOLSSHOULDNOTBELIMITEDTORECEIVING，MEMORIZING，IMITATING，ANDDOINGEXERCISES．INSTEAD，STUDENTSSHOULDBEENCOURAGEDTOEXPLOREFORTHEMSELVES，TOTAKEINITIATIVEINTHEIRSTUDY,ANDTOLEARNTOHOWTOCOOPERATEWITHEACHOTHER．SOHI曲SCHOOLMATHEMATICSTEACHINGSHOULDHELPSTUDENTSTOEXPERIENCETHEPROCESSOFDISCOVERYANDCREATIONINMATHEMATICS，ANDHELPTODEVELOPTHESTUDENTS’ORIGINALITY．ANEWTEACHINGMETHODTOMEETTHISNEEDISCASEANALYSISMETHOD．INRECENTYEARS，ALOTOFWORKHASBEENDONECONCERNINGCASEANALYSISTEACHINGMETHOD．HOWEVER,NOTMUCHOFTHISISDIRECTEDTOMATHEMATICSTEACHINGINSECONDARYVOCATIONALSCHOOLS．THEREFORE，ITISIMPORTANTTOPRACTICECASEANALYSISTEACHINGMETHODINMATHEMATICSTEACHINGINSECONDARYVOCATIONALSCHOOLS．INTHISWAYTEACHERSCALLGETADEEPERUNDERSTANDINGOFTEACHINGTHEORY,IMPROVETHEIRABILITYINFMDINGANDSOLVINGPROBLEMS，ANDRAISETHEIRTEACHINGQUALITY,INCREASETHEIRRESEARCHCAPACITY．．INTHISTHESIS，‘WEHAVEDONEASTUDYONCASE．ANALYSISOFMATHEMATICSTEACHINGINSECONDARYVOCATIONALSCHOOLS．INCHAPTER1，WEDISCUSSABOUTTHEORIGINOFCASE．ANALYSISTEACHINGANDGIVEANALYSISOFTHESTATUSQUOINCHINA．INCHAPTER2，WEDISCUSSITSTHEORETICFOUNDATIONANDDEFINESOMERELEVANTNOTIONS．BASEDONTEACHINGPRACTICE，WEGIVETWOBASICTYPESOFCASEANALYSISTEACHING．INCHAPTER3，WEINTRODUCETHEPURPOSE，OBJECT，METHODOLOGY,ANDPROCESSOFOURRESEARCH．INCHAPTER4，WHICHISTHEMAJORPARTOFOURSTUDY,WESELECTWITHGREATCARE5TEACHINGCASES．FOREACHCASE，WEPRESENTINDETAILITSORIGIN，CLASSROOMTEACHINGPRACTICE，OUROWNREFLECTIONONITANDTHETEACHINGEFFECT．TWOOFTHESECASESHAVEFOUNDTHEIRWAYINTOPAPERSPUBLISHEDINRELATEDJOUMALSIN2007．CHAPTER5ISASUMMARYOFTHEACHIEVEMENTSMADEINCASEANALYSISTEACHINGMETHOD．MEANWHILE，WEALSOINDICATESOMEOFTHESHORTCOMINGSOFSTUDIESONCASEANALYSISTEACHING．KEYWORDSSECONDARYVOCATIONALSCHOOL，MATHEMATICSTEACHING，TEACHINGCASES，CASEANALYSISTEACHINGTYPETHEORETICALSTUDY一2．

簡介：福建師范大學(xué)碩士學(xué)位論文高中新課程地理案例教學(xué)狀況及對策姓名黃志揚(yáng)申請學(xué)位級別碩士專業(yè)學(xué)科教學(xué)地理指導(dǎo)教師黃修清20080801福建JI『I范人學(xué)教育碩’學(xué)仲論文中文文摘案例教學(xué)作為一種新型、現(xiàn)代教學(xué)方法，它調(diào)動學(xué)生的積極和主動性，主張“變教為導(dǎo)”，變“師傳生受”為“師導(dǎo)生學(xué)”，讓學(xué)生主動地學(xué)習(xí)，真正地做學(xué)習(xí)的主人。鼓勵學(xué)生積極、大膽地發(fā)占，敢于發(fā)表不同的看法，符合新時代、新課程的理念和目標(biāo)。第一章緒論。闡述了案例教學(xué)發(fā)展歷史、案例及案例教學(xué)概念的內(nèi)涵、地理案例教學(xué)背景及理論基礎(chǔ)、文獻(xiàn)綜述。筆者引用了國內(nèi)外主要學(xué)者和專家對案例及案例教學(xué)概念的界定，總結(jié)出自己關(guān)于案例及案例教學(xué)概念的內(nèi)涵。同時引用了皮亞杰的建構(gòu)主義和布魯納的認(rèn)知發(fā)現(xiàn)學(xué)習(xí)理論及羅杰斯的人本主義理論作為案例教學(xué)的理論基礎(chǔ)。分析了文獻(xiàn)主要研究哪些內(nèi)容，哪些方面是別人分析得全面和深刻，而在新課程中地理案例教學(xué)的現(xiàn)狀及存在問題等這些方面的研究、論述較少。如新課程教學(xué)改革中的案例要具有的特征；地理案例教學(xué)中的案例與講授法中的舉例區(qū)別地理案例素材來源不足等問題。所以筆者主要從文獻(xiàn)論述較少或沒有論述的幾方面來作為本課題研究的范圍和對象。最后闡述了本課題研究方法。第二章新課程改革中地理案例教學(xué)狀況。為了了解地理案例教學(xué)在新課改實(shí)施過程中的狀況特征、作用、意義，教師在運(yùn)用地理案例教學(xué)中存在的問題，了解學(xué)生和教師對教材中案例及案例教學(xué)法的運(yùn)用的體會、想法、意見。從而為今后的教學(xué)方法的選擇、特別是案例教學(xué)法的使用提供重要的依據(jù)。筆者在本校的高一年段選取全年級的學(xué)生和本校全部的教師作為對象進(jìn)行問卷調(diào)查。從調(diào)查問卷情況和筆者個人的這幾年的教學(xué)實(shí)際來看，筆者認(rèn)為新課程中的地理案例教學(xué)有以下的現(xiàn)狀。1地理案例教學(xué)在新課程教學(xué)中有重要的作用和意義。主要從案例教學(xué)體現(xiàn)了地理學(xué)科的實(shí)用性和生活性；有利于調(diào)動學(xué)生學(xué)習(xí)的積極性、主動性、自覺性；有利于學(xué)生理解地理原理和理論知識；有利于學(xué)生創(chuàng)新能力的提高；有利于提高學(xué)生分析問題和解決問題的能力；有利于培養(yǎng)學(xué)生的合作精神及與人溝通的能力；有助于實(shí)現(xiàn)課標(biāo)中的三維目標(biāo)，特別是“過程與方法“目標(biāo)等方面闡述。筆者主要是通過問卷調(diào)查的結(jié)果和引用專家、學(xué)者觀點(diǎn)及具體分析人教版必修教材中的案例來佐證以上的觀點(diǎn)。2、新課程教學(xué)改革中的案例要具有以下的特征。主要從案例的科學(xué)性和客觀性；典型性和代表性；生動性、情境性；生活性和時代性；情感性和價值性等方面論述。筆者主要是結(jié)合這幾年的實(shí)際教學(xué)經(jīng)驗(yàn)，列舉了大量人教版教材中的案例具體、詳細(xì)分析它應(yīng)有的特征和個別案例的不足之處。3新課改中教師普遍感覺地理案例素材少，素材的來源不足。主要從來源于中外寓言、故事；來源于教材、教參、練習(xí)中的素材來源于圖書館的文獻(xiàn)資料或報紙、雜志、電視、廣播、因特網(wǎng)等傳播媒體的信息來源于學(xué)生的地理觀測、地理考察、地理實(shí)驗(yàn)、地理調(diào)查、地理課題、研究性學(xué)習(xí)等實(shí)踐活動來源于學(xué)生的現(xiàn)實(shí)F1常生活來源于教師個人的教學(xué)實(shí)踐或個人親身經(jīng)J力、親眼所見；來源于鄉(xiāng)土地理素材等方面論述。筆者主要也是結(jié)合自己的教學(xué)實(shí)際，把這幾年來是如何搜集案例形成案例庫的經(jīng)驗(yàn)寫出來，希望能對我們的同行有點(diǎn)學(xué)習(xí)和借鑒作用。NJ