簡(jiǎn)介：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(xiě)過(guò)的研究成果，也不包含為獲得_注如沒(méi)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(shū)使用過(guò)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)均已在論又寧作了5L確的說(shuō)明并表示謝意學(xué)位論文作者簽名刻柏R材又導(dǎo)師簽字了食湯‘仁簽字日期2004年TO月S日簽字日期2004年‘月8日發(fā)展提供一種有效的手段。關(guān)鍵詞ELEARNING初中生物學(xué)整合分類號(hào)G63391

簡(jiǎn)介：河北師范大學(xué)碩士學(xué)位論文PBL模式在生物學(xué)教學(xué)中的應(yīng)用研究姓名楊利英申請(qǐng)學(xué)位級(jí)別碩士專業(yè)學(xué)科教學(xué)（生物）指導(dǎo)教師夏曉燁20050401叢堡墼蘭盟堡生型8生立2塑I8￡＆生』生ABSTRACTINTHEPASTYEARSWEHAVEGOTGREATACHIEVEMENTINEDUCATIONBUTITHAVEN’TMAKEABREAKTHROUGHTHEREASONISTHATWEHAVEOVERLOOKTHEREFORMINGOFTHEMODELSOFTEACHINGMODELSOFTEACHINGISMONOTONOUSASRESULT，THESTUDENTS’NEWR01EANDTHEIRQUESTIONCONSCIOUSNESSHAVELOSTRESEARCHINGANDPUTTINGINTOEFFECTTHENEWMODELSOFTEACHINGISTHEWAYWHICHCHANGEEDUCATIONCONDITIONINTHEFIRSTPARTOFTHISARTICLE，THETENDENCYOFEDUCATIONINTHEWORLDANDHEREFORMINGCONDITIONOFBIOLOGYTEACHINGWASANALYZEDTHEWRITERBELIEVEDITAHOBJECTIVETOPUTINTOEFFECTTHENEWMODELSOFTEACHINGINBIOLOGYTEACHINGINTHISARTICLE，ANNEWMODELOFTEACHINGPROBLEMBASEDLEARNINGPBLWASINTRODUCEDTHENEWTEACHINGMODELCANCHANGETHEEDUCATIONCONDITIONANDADAPLTHETENDENCYOFEDUCATJONINTHEWORLDINTHESECONDPART，THEPROBLEMBASEDLEARFFINGWASEXPOUNDEDPROBLEMBASEDLEARNINGPBLISANMODELSOFTEACHINGWHICHEMBODIESTHEODINIONSOFCONSTRUCTIVISTSITCOMESINTOBEINGINMID一201“CENTURYATTHEREQUESTOFTHEREFORMJNMEDICAEDUCATIONDESPITEVARIOUSINTERPRETATIONSOFTHISCONCEPTPBLISVIRTUALLYCHARACTERIZEDBYPROBLEMCENTEREDLEARNINGINGROUPANDSTUDENTS’SEL卜DETERMINATIONTHECOMPREHENSIOROF“PROBLEM”WIL】REACHABETTERUNDERSTANDINGOFPEDAGOGICALIDEOOGYOFTHISMETHODTHEREHAVEBEENCONTROVERSIESOVERTHEEFFECTSOFPBLONTHEQUALITYOFKNOWLEDGEACQUISITION，HUTITISADMITTEDTHATTHISMETHODCANENHANCELEARNINGMOTIVATION，HIGHERORDERTHINKING，THEABILITYTOGAINANDAPPLYKNOWLEDGE，ANDSKILLS貫SOCIALINTERACTIONTHEWHOLEPBLFLOWSUBSUMESFIVEPHASES1DESIGNINGOFPROBLEMS2PRESENTJNG／ENCOUNTERINGPROBLEMS3SELFDIRECTEDLEARNING4ATTEMPTINGTOSOLVEPROBLEMSWITHNEWKNOWLEDGE5SURMNARIZING，REFLECTING，ANDEVAUATING1EARNINGPROCESSES

簡(jiǎn)介：天津師范大學(xué)碩士學(xué)位論文嘗試教學(xué)在高中生物學(xué)新課程中的實(shí)踐研究姓名劉卉申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育指導(dǎo)教師潘寶平20040401ABSTRACT“TENTATIVETEACHING”ISANEWTYPEOFTEACHINGCURRENTRISINGINOURCOUNTRYATTHEENDOFLASTCENTURYITISASPECIALKINDOFTEACLFINGMETHODTHATADAPTTHESUCCESSFULTRIALSINSTUDYINGPROCESSANDTHEBUILDINGOFRECOGNITIONSTRUCTUREOFTHETEACHING，，INWHICHTHESTUDENTSCALLGAINEXPERIENCEANDENJOYTHEHAPPINESSOFTHESTUDYTHEBASICPOINTSOFVIEWARE“TRYBEFOREINSTRUCTING，PRACTISEBEFOREEXPLAINING，COOPERATEANDWORKTOGETHER，ANDDEVELOPTHEMSELVESNOWADAYS，WITHTHEDEVELOPMENTOFTHERESEARCHONQUALIFICATIONEDUCATION，HOWTOEDUCATETHESTUDENTSSCIENTIFICTHOUGHTANDTRAINTHEIRABILITYANDNOWBECOMINGONEOFTHEHONESTTOPICSOFMIDDLESCHOOLEDUCATIONSTUDYTHINKINGOFTHETEACHINGMETHODSINTHEPAST，THETEACHERSOFTENSPOKEALLTHETIMEINCLASSANDTHENGAVEACONCLUSIONWITHOUTPAYINGATTENTIONTOTHESTUDENTSTHETEACHERSDIDN’TCAREABOUTTHESTUDENTS’ABILITYOFRECOGNIZINGTHENATUREANDTHEABILITYOFSELFSTUDYWITHTHEINSTRUCTIONOFTHEMODEMTHEORIES，THERESEARCHISMADEAFTERSTUDYINGACHIEVEMENTSHOMEANDABROADTHISRESEARCHISTRYINGTOFINDOUTTHEEXPERIMENTALTEACHINGMETHODSUSEDINTHENEWBIOLOGICALTEACHINGSYSTEMANDIMPROVETHEEFFICIENCYBYPLANNINGANDUSINGTHEEXPERIMENTAL1EACHINGFULLYWECHOOSETHELEARNERS，CONTROLTHEVARIABIEANDANALYZETHEDATABYUSINGTHE‘EXPERIMENTALTEACHING’ITCANNOTONLYHELPTHESTUDENTSTOTAKEPARTINTHECLASSACTIVITIESPOSITIVELYANDACTIVELY，MAKETHECLASSTEACHINGMOREEFFICIENTRELEASETHEBURDENOFTHESTUDENTSBUTALSOMAKETHEMBECREATIVE，PRACTICALANDBEREADYFORTHELONGTEMASELFLEAMINGBASEDONTHEABOVEPOINTS，THISRESEARCHISBOTHPRACTICALANDMEANINGFULFORFINDINGTHEQUALIFICATIONTEACHINGMODESANDINTEGRATINGTHECLASSWITHTHETEXTBOOKSKEYWORDSCLASSTEACHINGTENTATIVETEACHINGTEACHINGPLANSTUDYEFFICIENCY

簡(jiǎn)介：華東師范大學(xué)碩士學(xué)位論文高中生物學(xué)情感教學(xué)研究姓名陳鶴申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育（生物）指導(dǎo)教師張文華20060801ABSTRACTIN2003”BIOLOGICALNEWCURRICULUMSTANDARD”EXPLICITLYPROPOSEDABOUT。EMOTIONMANNERANDVALUES”THEGOAL，ANDSETTHECONCRETEREQUESTTHENEWCURRICULUMSTRESSEDTHAT，THETEACHINGPROCESSISTHETEACHERSANDSTUDENTSASSOCIATES，THECOMUNALDEVELOPM6NTINTERACTIONPROCESSASTHENEWCURRIEULUMTEACHER，MUSTACCEPTONENEWIDEAINTHECURRICULUⅢTEACHING，N鋤ELYTHETEACHERISNOTTEACHESTHETEACHINGMATERIALBUTISWITHTHETEACHINGM8TERIALNOTONLYTAKESTHEKNOWLEDGEINSTRUCTION，NICERSTUDENT’STHOUGHT，E硼OTION，INDIVIDUALITYANDTHOUGHTASPECTGROWTHTHEREFORETHEAUTHORHASCARRIEDOUTTHEHIGHSCHOOLBI0109YEMOTIONTEACHINGPRACTICETHISARTICLEFIRSTOBTAINSFROMTHECURRENTHIGHSCH001BI0109YTEACHINGPRESENTSITUATIONEXPOUNDSINTHEHIGHSCHOOLBIOLOGYCLASSROOMTHEDEVELOPMENTEIILOTIONTEACHINGNECESSITYAFTERTHATWASELABORATINGTHEEMOTIONTEACHINGTHEORYIGNIFICANCEFROⅢTHETHEORYANGLE，THEEMOTIONTEACHINGPRINCIPLEANDTHESTRATEGYTAKETHISTHEORYASTHEFOUNDATION，PROPOSEDINTHEHIGHSCHOOLBIOLOGYTEACHINGTHEDEVELOPMENTEMOTIONTEACHINGEDUCATIONVALUEANDTHEFEASIBILITYANDTHEGOALANDTHECONTENT；FINALLY，TBEDEVELOPMENTEILLOTIONTEACHINGH8SCONDUCTEDTHEEXPERIMENTALSTUDYTOTHEHIGHSCH001BI0109YCLASSROOMINSTRUCTIONINTHEEXPERIMENTA】STUDYCHOOSESTWOCLASSES，ACHIEVEII】ENTEXPERIMENTCLASS，ANACHIEVEMENTCOMPARISONCLASS，PASSESTHROUGHABOUTFORHALFYEARTHEEMOTIONTEACHJNGEXPERIMENT，THROUGHTHECONCRETECASERESEARCHANALYSIS，MADETOTHEHIGHSCHOOLBIOLOGYEMOTIONEDUCATIONALMODELINITIALLYTOCONSTRUCTTHECONSTRUCTIONTHERESULTINDICATEDTHAT，THEDEVELOPMENTEMOTIONREGARDINGENHANCESTHESTUDENTRESULTINTHEHIGHSCH001BIOLOGYTEACHING，ENHANCESTHESTUDENTTOSTUDYTHEBI0109YTHE

簡(jiǎn)介：Y684465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(xiě)過(guò)的研究成果，也不包含為獲得注如沒(méi)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(shū)使用過(guò)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(shuō)明并表示謝意。學(xué)位論文作者簽名帝魂簽字日期2004年必月/夕日導(dǎo)師簽字解了簽字日期2004年/O月IV日基礎(chǔ)保障。論文第四部分是課題“生物教學(xué)中進(jìn)行人文教育的研究”的內(nèi)容和實(shí)踐探索。主要通過(guò)在生物教學(xué)中，融入唯物辯證法，愛(ài)國(guó)主義、環(huán)境教育、審美教育、民主法制教育、科學(xué)精神和科學(xué)態(tài)度的培養(yǎng)及生物學(xué)價(jià)值觀教育七個(gè)方面展開(kāi)論述，從理論和教學(xué)實(shí)踐兩個(gè)角度全面、具體的論述了生物教學(xué)中進(jìn)行人文教育實(shí)驗(yàn)的內(nèi)容然后根據(jù)所確定的內(nèi)容進(jìn)行實(shí)踐教學(xué)，對(duì)該課題進(jìn)行了初步地實(shí)驗(yàn)探究，證明了生物教學(xué)中進(jìn)行人文教育有它的實(shí)際效用。在生物教學(xué)中融入人文教育是逐漸滲透、潛移默化，最終達(dá)到潤(rùn)物細(xì)無(wú)聲的效果。論文第五部分總結(jié)了教育實(shí)驗(yàn)研究中存在的問(wèn)題和不足，并且根據(jù)研究中出現(xiàn)的問(wèn)題提出了一些教育建議?！?1世紀(jì)激動(dòng)人心的突破之所以發(fā)生，不是因?yàn)榭萍嫉倪M(jìn)步，而是人性論的發(fā)展”。生物教育的發(fā)展趨勢(shì)表明，發(fā)揮人文素養(yǎng)的價(jià)值功能是生物教育發(fā)展的趨勢(shì)。和著新世紀(jì)、新課改的東風(fēng)，希望本文能成為引玉之磚，引起廣大生物教育同行對(duì)生物教育的關(guān)注，最終實(shí)現(xiàn)完整的生物教育。關(guān)鍵詞生物學(xué)教學(xué)人文教育科學(xué)教育分類號(hào)G63391

簡(jiǎn)介：西南師范大學(xué)碩士學(xué)位論文探究式教學(xué)法在中學(xué)生物學(xué)教學(xué)中的應(yīng)用初探姓名陳亞飛申請(qǐng)學(xué)位級(jí)別碩士專業(yè)學(xué)科教育生物指導(dǎo)教師高峰陳林光20040501摘要英文STUDYONTHEAPPLICATIONOFINQUIRYMODEINMIDDLESCHOOLBIOLOGYTEACHINGCHENYAFEIJ2001130MAJORCOURSETEACHING。BIOLOGYSPECIALITYBIOLOGYTEACHINGINMIDDLESCHOOLTUTORPROFGAOFENGPROFCHENLINGUANGSUMMARYMIDDLESCHOOLBIOLOGYPEDAGOGYMSBPISANEDUCATIONALSCIENCEWHICHSTUDIESBIOLOGYTEACHINGINMIDDLESCHOOLANDALSOALLAPPLIEDSCIENCEREQUIRINGFIEQUENTPRACTICESBASEDONTHETHEORIESOFPEDAGOGYANDPSYCHOLOGYMSBPHASBECOMEANINDEPENDENTSCIENTIFICSYSTEMBYABSORBINGTEACHINGEXPERIENCEANDRESEARCHRESULTSOFMODEMPEDAGOGYTHROUGHDECADES’OFDEVELOPMENT，MSBPHASALREADYBEENGAININGITSEXCLUSIVERESEARCHMETHODS，SUCHASTALMNG，DISCUSSING，ANDINQUIRYMODEIM，THEFOCUSOFRECENTSTUDYIMNAMEDALSODISCOVERYTEACHINGISSCIENTIFICANDRELATEDCLOSELYTOPEDAGOGYIMENCOURAGESTEACHERSTOCREATEANENVIRONMENTTOAROUSESTUDENTSLEARNINGDESIREANDGUIDETHEMWHILESTUDENTSALEREQUIREDTOPARTICIPATEANDFINDTHECONCEPTSANDRULESBYTHEMSELVESTHEHISTORYOFSCIENCEANDPHILOSOPHYHAVEEXPLOREDTHELAWANDFORMSOFTHESCIENCE’SDEVELOPMENTANDLAIDDOWNTHESCIENTIFICFOUNDATIONSOFPEDAGOGYBASEDONADEQUATEDATA，THISPAPERHASANALYZEDTHETHEORYMODE，METHODANDAPPLICATIONEVALUATIONOFIMBYUSINGEXPERIMENTALMETHODANDQUESTIONNAIRESTHEN；THASTESTEDTHEAPPLICATIONOFBIOLOGYIMTHEORYINMIDDLESCHOOLTEACHINGTAKINGTHECHARACTERSOFIM，STUDENTCENTEREDANDTEACHERASINSTRUCTORINTOCONSIDERATION，THISPAPERHASALSOPROPOSEDTHEPRINCIPLEANDEVALUATIONSTANDARDOFIMFINALLYITHASDISCUSSEDTOWHATATTENTIONSHOULDBEPAIDWHILEUSINGIMANDTEACHER’SROLEANDDEFICITSANDTHEREFOREHASFORMEDAMODEINMIDDLESCHOOLS’BIOLOGYTEACHINGKEYWORDSINQUIRYMODE；MIDDLESCHOOLBIOLOGYTEACHING；TEACHINGMODEAPPLICATION

簡(jiǎn)介：曲阜師范大學(xué)碩士學(xué)位論文新課改背景下高中生物學(xué)教師素質(zhì)分析及優(yōu)化的研究姓名劉慶勇申請(qǐng)學(xué)位級(jí)別碩士專業(yè)課程與教學(xué)論指導(dǎo)教師張祥沛20060401

簡(jiǎn)介：福建師范大學(xué)碩士學(xué)位論文高三生物學(xué)教學(xué)中學(xué)法指導(dǎo)的研究姓名陳燃申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育專業(yè)指導(dǎo)教師耿寶榮200181ABSTRACT“ITWOULDBEBETTERTOTEACHPEOPLETHEWA、OFFISHINGTHANTOGIVETHEMFISH～THISISANOLDCHINESESAYINGEMPHASIZINGLEARNINGMETHODGUIDANCEINTEACHING，THISPAPERDEALS弭觸ACOMPARATIX。ERESEARCHBETWEENASERIESOFGUIDINGEFLBRTSANDTHEIREFLBCTSINSENIORHIGHTH心EBIOL093’TEACHINGTHROUGHINVESTIGATIONTHEAUTHORFOUNDTHATTHEREWERESORNECONSPICUOUSDIFFERENCESINLEARNINGMETHODSBE“怩ENACADEMICALLYSUCCESSFULSTUDENTSANDPOOFSTUDENTSINCOPING、IMTHISPMBLEMTWOSTUD’GROUPSWERESETUPOLLCCOMPOSEDOFMODERATESTUDENTSTHEOTHERCOMPOSEDOFPOORSTUDENTSTHEWERCCAUEDTOGETHERFORANHOURONCEAWEEKTHEVQCREGUIDEDINSCIENTIFIC6MEARRANGEMENTANDFIVEB世SICLINKSPRE、IEWMGLESSONSATTENDINGLECTURESREVISIONDOINGASSI霉LRNENTSANDRAKINGEXAMS1KCOMBINEDFORMS“EREEMPLOYEDINCLUDINGINSTRUCTIONS1ECTURES、SEMINARSINTERVIEWSBASEDONBIOL093TEACHINGAND、IEWINGFROMSTUDENTS‘I∞RSPECTIVEANDTHEIRPSCHOLOGICALLKMURESTHEAUTHORSOLANOBJECTIVEWHICHISTOIMPROVETHESTUDENTSGENERALLEARMNGCAPACIDTHEIRLEARNINGACHIEVEMENTSH‘EREEXAUNINEDINTHEMMNCIPALQ“ULIBLESTANDTHEP∞、’INCALOUALIBRESTANDTHECOLLEGEENTRANCELXAMINATION。FHERESULTSSHOWEDTHATTHISMETTLEDHA’EHADANOBVIOUSEFFECTOILTHOSEMODERATESTUDENTSBLLLWIT1LITTLEEFLKTONTHOSEPOORSTUDENTSTHEAUTHORHOLDSTHATTEACHINGSTUDENTSHOPTOLEARNISA姆STEMATICPROGRMNINOIDCRTOACTUALLYGIVESTUDENTSTHE‘、～AYOL’TISHING“UENEEDTODEVELOPSTUDENTSLEARNINGCAPABILIT37INASYMEMATICPLANNEDANDEFFECTIVE、AYⅥITHINTHEORDERED母’STEMCOMPOSEDOL’FIVEBASICLILHKCKEYWORDSBIOLOGYLEARNINGMETHODGUIDANCE；SYSTEMATICPROGRAM

簡(jiǎn)介：華東師范大學(xué)碩士學(xué)位論文中學(xué)生物學(xué)課程與教學(xué)資源共享網(wǎng)站設(shè)計(jì)姓名吳冬梅申請(qǐng)學(xué)位級(jí)別碩士專業(yè)課程與教學(xué)論指導(dǎo)教師張文華20080601ABSTRACTORTEACHEREDUCATIONREFORMANDDEVELOPMENTISTHEBASISFORTHEDIRECTPARTICIPANTSTEACHERS’OWNTHEORETICALATTAINMENTSANDTHECURRICULUMANDTEACHINGABILITYISTHEKEYTOSUCCEEDORFAILUREOFREFOFINTEACHEREDUCATIONINPARTICULARTHEIMPROVEMENTOFQUALITYOFTHETEACHINGPROFESSIONISANIMPORTANTSTRATEGYANDTASKTOCOUNTRIES’BASICEDUCATIONTOFACEINTERNATIONALCHALLENGES，ITISINCREASINGDEMANDEDOFTHESTATEHI曲一QUALITYPERSONNELFORBIOLOGICALTLLISHASPUTFORWARDDEMANDSTOTHEQUALITYOFTHEIRBIOLOGYTEACHERSALSOTOTEACHEREDUCATIONWITHMODEMINFORMATIONTECHNOLOGYANDCOMPUTERNETWORKDEVELOPMENT，DIGITALRESOURCESHAVETRADITIONALRESOURCESINCOMPARABLEADVANTAGES硼1ETEACHINGRESOURCESWEBSITEISTHEBASISFORMOFTHEDIGITALTEACHINGRESOURCESTHEREFORE，ITHASBECOMEVERYNECESSARYTODESIGNANDCONSTRUCTTHERELEVANTBIOLOGYCURRICULUMANDTEACHINGRESOURCESSITESTHEREALETHREEMETHODSADOPTEDINTHISSTUDYTHELITERATURETOUNDERSTANDTHETHEORYSTUDIESOFTEACHEREDUCATION，CURRICULUMANDTEACHINGANDTHEBIOLOGICALANDSECONDARYEDUCATIONATHOMEANDABROADANDACCESSTOTHEORETICALDATAOFTHETHEBUILDINGSITE；SURVEYMETHODTOFINDOUTTHEDEGREEOFSATISFACTIONTHATTEACHERSANDSTUDENTSFEELABOUTAFEWWELLKNOWNRELATEDSITESANDTHEDEMANDSITUATIONABOUTTHERESOURCESANDACCSEETEALDATAOFTHEBUILDINGSITE，ANDTHROUGHAVARIETYOFMEANSOFCOMMUNICATIONNETWORK，COMPLETTHESURVERYTONEWBIOLOGYTEACHER；ANDACTIONMETHODTODESIGNTHELAYOUTOFTHESITEANDATALLLEVELSOFPAGESPROBEINTOTHEDESIGNOFTEACHINGRESOURCESSITEWHICHSERVESFORSTUDENTSMAJOREDINBIOLOGYEDUCATIONANDTHEBIOLOGYNEWTEACHERSTOCHOOSEANDSORTTHEMAINMODULESANDWEBRESOURCESANDUSEMICROSOFTOFFICEFRONTPAGE2003T0PRODUCETHESITESHOMEPAGEONTHEBASISOFTHELITERATURERESEARCHANDINVESTIGATIONTHESITE’SRESOURCESWILLBEDIVIDEDINTOFOURMODULESANDFIFTEENSUBCATEGORIESTHEFOURMODULESAREEDUCATIONANDTEACHINGBACKGROUNDKNOWLEDGE，TEXTBOOKSANDMATERIALS，TEACHINGSKILLSANDEDUCATIONALREFLECTIONINFUNCTIONAL，ITCONTAINSASITESEARCHFORUMS，DOWNLOADCENTERANDSOONINRESOURCEMANAGEMENT，THEREALESPECIFICREGULATIONOFTHEFORMATANDTHENAMEOFTHEUPLOADRESOURCESITWILLBEMUCHMOREEXPEDIENTANDQUICKERFORUSERSTOFINDOUTPROPERRESOURCES，MOREAVAILABLEFORADMINISTRATORTOCHECKUPTHERESOURCESANDHEIPFULTOIMPROVETHEQUALITYOFWREBRESOURCESBUTBECAUSETHESITEHASNOTYETOFFICIALLYRUNTHEEFFECTSOFTHESITEDESIGNARESTILLTOBETESTEBBYTHEPRACTICETHEFURTHERWORKISTOCOLLECTTHEAPPROPRIATERESOURCESWIM2

簡(jiǎn)介：西北師范大學(xué)碩士學(xué)位論文高中生物學(xué)研究性學(xué)習(xí)的實(shí)踐與探索姓名周蕻申請(qǐng)學(xué)位級(jí)別碩士專業(yè)學(xué)科教學(xué)生物指導(dǎo)教師龔大潔20070901ABSTRAICTA“鉀REFORMOFHIGHSCHOOLCURRICULAHASSTARTEDINSOINEPROVINCESINOURCOUNLRY,WMCHW豇LBEGEN刪COMPLETELYJNGAUSUPROVINCEIN2008．THERE瓣STILLMANYCON咖啪IAIISS∞，ANHOU曲IⅡ瑚Ⅱ98帆LESRAINGISREGENERATEINTHEREFORM,SUCH∞WHATKINDOFCOURSEISINVESTIGATIVEK啪啦WHATPOSITIONDOESINVESTIGATIVELEARNINGOCCUPYINTHEWHOLECOURSESYS缸}M7．IBWHATE妯ENTWILL“CBA咿THELEARNINGSTYLEANDTHELIFESTYLEOFTHESTUDENTS’INSCHOOLSHOWTODEALWITHTHERELAⅡOMHIDB?？癐NVESTIGATIVELEARNINGANDTHESUBJECTSANDHOWTOFORMTHE刪∞曲NSYS咖細(xì)W岫JD_嘴螄LEARNINGISFIT,ANDSOON．ASAPROVOSTOFAHIGHSCHOOLASWELL勰ABIOLO舒TEA她MC羽LTHOFHAS∞MATTEMPTSANDEXPLORATIONSONINVESTIGATIVELEARNING．缸4LEARNINGAPPROACH,INVESTIGATIVELEARNINGISTHATTHESTUDENTSINDEPENDENTLYDISCOVER血EPROBI“NS，EXPLORETHEMUNTILTHEYFINDTHEWAYSTOSOLVETHEMINLEARAINGUNDERTBEGL，IDAN∞OFT∞CB∞”IMOMBE啦TOLDTHECONCLUSIONBEFORE．INTHECHINESE嘲COTLRSEREFORM,INVESTIGATIVE岫ISPIE湖TED勰咄PARTOFTHEINTEGRMD眥．ASAFORMOFCOURSES，INVESTIGATIVELEARNING劬A8ED∞岫SNI‘L劬’OWNINTERESTS，THEYCHOOSETHERESEARCHTOP／ES舶MTHENATURE,THESOCI啊ADD伍CIR啪脅ANDMEYAREINITIATIVETO嘲BIREKNOWLEDGEANDAPPLYKNOWLEDGETOSOLVETHEPROBLEMSTO咖ME刪E酗OFINVESTIGATIVELEARNING．SOMEPRAC“TICOANDEXPLORATIONSONTHEPROCESSOFCARRYINGOUTINVESTIGATIVELEARNINGONBIOLOGYINSENIORHIGHBIOLOGYISPUTINTOEFFECTINTHISP帆‰LITERATUREMETHOD，／NVEST／GATIONMETHODANDACT／UNSTUDYME山ODAREUSEDINTH／SPAPELA蛔蝴THETHEORYOFINVESTIGATIVELEARNING，THEAUTHORORGANIZESANDDEVELOPSINVESTIGATIVE婦山GINBIOLO時(shí)TEACHINGINSENIORHIGHSCHOOLANDMAKESSOMEPRACTICEANDEXPLORATIONSINTHEF0哪STA鯽妒腳STAGE,PRACTICEANDEXPERIENCESTAGE，EXCHANGEOFCONCLUSIONSSTAGEANDEVALUATIONST樣．№A唧HILETHE“LDENTS珊EVALUATEDINTHREEASPE喲INITIATIVE,SELFCUNFIDUNCOAND叫咖衄；岫METHODSANDABILITIESANDCOOPERATIONAWMANDCAPACITY,FROMWHICHTHE枷AW地CONCLUSIONSAIEREACHED1．INVESTIGAT／VE／EAMINGCANBEEFFECTIVEINIMPROVINGSTUDENTS’LEARNINGINITIATIVE，∞L厶∞N丘D∞∞ANDTHEIRPOTENTIAL,ENHANCINGTHESTUDENTS’EMOTIONOFBIOLOGYANDESTABLISHINGASCIONTI丘C“C、啪IDTOFBIOLOGYANDSTRENGTHENINGSTUDUNTS’UNDERSTAADINGOFBIOLOG／CALSC／CNCC．2．1“OACERTAMEXTENT，INVESTIGATIVELEARNINGCHANGESSTUDENTS’LEAMJNGMETHODSOFBI0109V’TRAINSA玎DD?！盓LOPSSTUDENTS’ABILITIESOFUNDERSTANDINGANDINFORMATIONCOLLECTION．LEAMIAGANDDNCⅡCEANDHI

簡(jiǎn)介：上夠腳范大爹碩士學(xué)位論文論文題目上海市中學(xué)生物學(xué)教學(xué)實(shí)施生命教育的思考與探索學(xué)專院生命與環(huán)境科學(xué)學(xué)院業(yè)教育碩士研究方向生物教學(xué)論研究生姓名紀(jì)元指導(dǎo)教師胡興昌教授完成R期2006年5FJABSTRACTLIFEISTHEPRECONDITIONOFTHEREALIZATIONOFSCHOOLINGATTENTIONTOTHE1IFEISTHEVALUEOFNOWADAYSEDUCATIONHOWEVERTHELOSSOFTHESTUDENTS’INDIVIDUALAWARENESSMAKESUSTHINKDEEPLYSOITISURGENTTOPUTTHELIFEEDUCATIONINTOPRACTICEINTHISASPECT，MANYSCHOOLSINSHANGHAIPLAYTHELEADINGROLENOWADAYS，RELYINGONTHEGUIDELINEOFLIFEEDUCATIONOFSTUDENTSINSHANGHAI，WESTEPSOUTTHEPACEOFTHINKINGANDEXPLORINGBIOLOGYWHICHREGARDSLIFEASTHERESEARCHOBJECTPLAYSANIMPORTANTROLEIN1IFEEDUCATIONHOWTOBRING1IREEDUCATIONINTOEFFECTINBIOLOGYTEACHINGTOMAKEUPTHEIMPORTANTPARTSINTHESYSTEMOFIIFEEDUCATIONISANEWTASKTHATWEMUSTTHINKANDPRACTISETHEARTICLEAIMSTOEXPLAININGTHEUNDERSTANDINGOFEDUCATIONALTHEORYOF1IFEANDHOWTOEXPLORE1IFEEDUCATIONINTHETEACHINGOFBIOLOGYTHEARTICLECANBEDIVIDEDINTOFIVEPARTSTHEFIRSTPARTTHEORETICALBASEANDACTUALITYOF1IFEEDUCATIONMAINLYSUMMARISETHETHEORETICALBASEOFLIFEEDUCATIONATHOMEANDABROADINTRODUCESOMEFAMOUSWORKSOFLIFEEDUCATIONDESCRIBESEPARATELYTHEACTUALITYOF1IFEEDUCATIONATHOMEANDABROAD，INCLUDINGTHATOFSHANGHAITHESECONDPARTTHEBACKGROUNDANDSIGNIFICANCEPUTFORWARDBY1IFEEDUCATIONTHISPARTINCLUDESSOCIALEDUCATIONALANDFAMILYBACKGROUNDTHENIANALYZETHEORIENTATIONANDCONNOTATIONOFTHELIFEEDUCATIONINSHANGHAITHELASTPARTINDICATESTHESIGNIFICANCEOF1IFEEDUCATIONTHETHIRDPARTLIFEEDUCATIONINTHETEACHINGOFBIOLOGYTHISPARTDISCUSSESTHERELATIONSHIPANDLINKINGPOINTSOFBIOLOGYTEACHINGAND1IFEEDUCATIONBYTHEMETHODOFRESEARCHING，THISPARTANALYSESTHEAPPICATIOILOF1IFEEDUCATIONINBIOLOGYTEACHINGINSHANGHAITHEFORTHPARTMETHODSOFAPPLICATIONOFLIREEDUCATIONINBIOLOGYTEAEHINGTHISARTICLEDISCNSSESTHEFOLLOWINGASPECTSOFIMPLEMENTARYMETHODSFIRSTLY，METHODSOFAPPLICATIONOF1IFEEDUCATIONINTHETEACHINGOFBIOLOGYKNOWLEDGESECONDLY，THEEXPLORATIONOFTHEIMPLEMENTARYMODESOFLIFEEDUCATIONINTHETEACHINGOFBIOLOGYEXPERIMENTSINADDITION，ITALSODISCUSSESTHEIMPLEMENTARYMODESOF1IFEEDUCATIONINTHEACTIVITIESOFBIOLOGYANDTHEUTILIZATIONOFRESOURCESABOUTBIOLOGYFINALLYTHISARTIELEMAKESANINVESTIGATIONANDANALYSISONTHERESULTOFAPPLICATIONTHEFIFTHPARTTHEPROBLEMSOFPROSPECTOFITACCORDINGTOTHEMAJORPROBLEMSOFLIFEEDUCATIONINBIOLOGYTEACHING，THISARTICLEPUTSFORWARDTHESTRATEGIESANDMAKESAPROSPECTON1IFEEDUCATIONINBIOLOGYTEACHINGTHROUGHTWOYEARS’THINKINGANDRESEARCHING，ICONCLUDEFROMWHATIHAVELEARNEDTOWRITETHISARTICLECAUTIOUSLYTOGIVESOMESUGGESTIONSKEYWORDSLIFE，LIFEEDUCATION，THETEACHINGOFBIOLOGY

簡(jiǎn)介：魯東大學(xué)碩士學(xué)位論文初中生物學(xué)教學(xué)中情感教育的現(xiàn)狀及策略研究姓名王麗娟申請(qǐng)學(xué)位級(jí)別碩士專業(yè)課程與教學(xué)論（生物）指導(dǎo)教師劉林德20070613ABSTRACTATPRESENT,MOREANDMOREINTERNATIONALATTENTIONAREPAIDOILTHEAFFECTIVEEDUCATION，ANDINCHINATHECOURSETARGETOFAFFECTIVEEDUCATIONISALSOPUTFORWARDCLEARLYFORTHEFIRSTTIMEINTHEEIGHTHBASICEDUCATIONCURRICULAREFORMS．THECHANGESDURINGTHEKEYPERIODINTHEJUNIORHIGHSCHOOLISSOREMARKABLETHATTHERESEARCHONTHEBIOLOGICALAFFECFIVEEDUCATIONANDTHESTRATEGYWILLHASTHEVITALSIGNIFICANCEINENHANCINGTHESTUDENTSAFFECTIVEHORIZONTALANDTHEOVERALLQUALITY，ATTHESAMETIMETHERESEARCHCANPROVIDETHESUGGESTIONFORTHEBIOLOGYTEACHERSONHOWTOCAVTYOUTTHEAFFECTIVEEDUCATIONEFFECTIVELY．THISRESEARCHSTUDIESBIOLOGICALAFFECTIVEEDUCATIONVIAMAINLYLITERATUREANALYSIS，QUESTIONNAIREINVESTIGATION，INTERVIEWS，EXPERIMENTATIONANDCASESTUDY,TOKNOWTHEPRESENTSITUATIONINBIOLOGYAFFECTIVEEDUCATIONINTHEJUNIORMIDDLESCHOOL，TOFINDOUTTHEPROBLEMSTHEAFFECTIVEEDUCATIONAREENCOUNTERING，ANDTOTRYRAISINGTHEAFFECTIVEEDUCATIONSTRATEGY．ANINVESTIGATIONISCONDUCTEDINYANTAIWITHTHESELFMADEQUESTIONNAIRE{THEQUESTIONNAIREFORTHEJUNIORSCHOOLTEACHER’SCURRENTBIOLOGICALAFFECTIVEEDUCATIONAND{THEQUESTIONNAIREFORTHEJUNIORSCHOOLSTUDENTS’BIOLOGICALAFFECTIVEEDUCATION，INCLUDING775STUDENTSINGRADE2ANDGRADE3，69BIOLOGYTEACHERSINTHEJUNIORHIGHSCH001．THENMOREANALYSISANDDISCUSSIONISCONDUCTEDONTHEBASISOFTHESTATISTICRESULTSANDINTERVIEW．THESTUDENT’SANALYSISRESULTSCANBEARRIVEDATASFOLLOWINGTHELEVELOFAFFECTIONEDUCATIONISNOTSOGOODTHATITNEEDSTHEGOINGONATTENTION；MOREOVER,THETHEORYOFAFFECTIONEDUCATIONISMUCHBETTERTHANTHEPRACTICEOFIT；THELEVELINGRADETWOISHIGHERTHANTHATINGRADETHREE；BOYSHAVETHESIMILARLEVELTOGIRLSANDTHEDIFFERENCEISNOTPROMINENT；HIGHERLEVELOFAFFECTIONISFOUNDINTHECOUNTRYSIDESCHOOLTHANTHATINTHECITYSCHOOL，THENTHEKEYMIDDLESCHOOLANDTHELOWESTISTHEPRIVATESCH001．THETEACHERS’INVESTIGATIONRESULTISASFOLLOWINGMOSTBIOLOGICALTEACHERSACCEPTTHEIDEAOFTHEESSENCEOFTHEAFFECTIVEEDUCATIONANDPAYMUCHATTENTIONTOIT,BUTTHEREISSTILLALONGDISTANCETOAIMATTHESTANDARD；TEACHERSINDIFFERENTSCHOOLSANDATTHEDIFFERENTAGEHAVETHESIMILARLEVELOFAFIRECTIVEEDUCATIONANDTHEDIFFERENCEISNOTPROMINENT．Ⅱ

簡(jiǎn)介：福建師范大學(xué)碩士學(xué)位論文初中生物學(xué)探究性學(xué)習(xí)實(shí)施策略的研究姓名林育榮申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育指導(dǎo)教師邱岡20030801ABSTRACTINQUIRYLEARNINGISANEWKINDOFSTUDYINGMETHODWHICHISPROPOSEDINTHENEWROUNDCOURSEREFORMING，ANDALSOITISTHEFIRSTLEVELTOPICOFBIOLOGYCOURSE．BUTATNOWINQUIRYEARNINGISNOTPUTINUSEENOUGHINREALTEACHING，SOITDOESN’TBRINGFORTHITSREASONABLEEFFECT．THROUGHTHERESEARCHINGOFTHISTOPIC，1WANTTOSEEKANEFFECTIVEWAYTOCONDUCTTHEDELVINGSTUDYING，SOASTOMAKEITCOMEINTOREALITY，BRINGMOREEFFECT．WITHTHEGUIDINGOFMODERNEDUCATIONTHEORY．ISPENTONEYEARTODOTHETEACHINGEXPERIMENT，TORESEARCHTHEFEASIBILITYOFTHISTOPICONFIVEASPECTSTHEBUILDINGOFENVIRONMENT，THECHOICEOFCONTENT，THEPROCESSOF，ACTIVITYWAY，EVALUATE．ONEYEAR’STEACHINGEXPERIMENTSHOWSTHATWITHTHECARRYINGOUTOFINQUIRYLEARNING，ITCANBRINGSUCHEFFECTSFIRST，THESTUDENTSCANGETBETTERMARK．SECOND，ITCANENHANCETHEIRINTERESTSTUDYINGATTITUDE．THIRD，ITCANHELPSTUDYING，ANALYZINGQUESTION，SOLVNGINSTUDYING，CORRECTTHEIRTHESTUDENTSTOIMPROVETHEIRNGQUESTIONANDINNOVATINGABILITYBYTHEMSELYES．FOURTH，ITCANADJUSTTHESTUDENTS’KNOWLEDGESTRUCTURE．ATTHESAMETIME．ITCANGIVEUSSOMETIPSTHESTRATEGYOFINQUIRY1EARNINGISEFFECTIVEANDOPERATIVE．SOTOMYOPINION，IT’SNECESSARYTOCARRYOUTTHEDELVINGSTUDYINGPLANINTHESTUDYINGOFJUNIORHIGHSCHOOLBIOLOGYLESSONS，THEMOSTIMPORTANTTHINGISTAKINGTHEREASONABLEMEASURES．INTHEREALTEACHINGPROCESS，WESHOULDCONSIDERTHEREALITYOFTHETEXTBOOK，STUDENTSANDTHESCHOOLTOGETHER．KEYWORDSBIOLOGYTEACHINGINQUIRYLEARNINGCARRYINGOUTTHESTRATEGY。

簡(jiǎn)介：分類硒』￡泰F箍史謦教育碩士學(xué)位論文基于建構(gòu)主義的初中生物學(xué)教學(xué)設(shè)計(jì)及應(yīng)用研究毛德明導(dǎo)師姓名職稱龔盤(pán)鯊劐塾撞專業(yè)名稱塾直塑±研究方向堂疊熟堂生塹論文答辯日期2Q生旦學(xué)位授予時(shí)間2Q生旦答辯委員會(huì)主席評(píng)閱人二OO五年十一月ABSTRACTWITHTHEDEVELOPMENTOFCOMPUTERMULTIMEDIATECHNOLOGYANDCURRICULUMREFORMOFBASICEDUCATION，TRADITIONALINSTRUCTIONALDESIGNNEGLECTSTHESTUDENTS’COGNITIVEMAJORROLES．TRADITIONALINSTRUCTIONALDESIGNDOES’TTOOFFERASUFFICIENTLEARNINGENVIRONMENT，ETC．ATTHESAMETIME，NATIONALSTANDARDSOFBIOLOGYCOURSEEXPERIMENTALEDITIONEXPLICITLYINDICATESTHEFOCUSOFREFORMONBIOLOGYCOURSEISTOFACEONALLSTUDENT，CULTIVATESCIENCEABILITYANDCALLFORINQUIRYBASEDLEARNING．SOTHEPRESENTINSTRUCTIONALDESIGNISNOTFITWITHTHENEWWAYOFMODEMEDUCATION．ITNEEDALLINSTRUCTIONALDESIGNTHATISEASYTOMANIPULATE．THEWRITERINVESTIGATESTHEQUESTIONSINBIOLOGYINSTRUCTIONALDESIGNANDTHEREASONSONSELECTINGCONSTRUCTIVISM．THESTUDYTRIESTOCOMBINETHEORYWITHPRACTICE，ANDINNOVATESINSTRUCTIONALDESIGNBASEDONCONSTRUCTIVISMINBIOLOGYOFJUNIORSCH001．COMPAREDTOTRADITIONALINSTRUCTIONALDESIGN，THEINSTRUCTIONALDESIGNREQUIRESTHATTHEROLEOFTHESTUDENTSSHOULDBEPUTONTHEFIRSTANDSHOULDBETHEPOSITIVECONTRACTORSOFKNOWLEDGE．THETEACHINGPROCESSISTHETEACHERWITHTHESTUDENTS’DOUBLESIDEACTIVITY．THETEACHERANDTHESTUDENTSUNDERTAKETHEDIFFERENTROLEINTHETEACHINGACTIVITY．REGARDINGSTUDENTASTHECENTEROFINSTRUCTIONALDESIGN．THEREARCLEARNINGOBJECTIVERDESIGN，LEARNERPROFILEASSESSMENT，INSTRUCTIONALENVIRONMENTDESIGN，INFORMATIONRESOURCEDESIGN，INSTRUCTIONALFRAMEWORKDESIGN，INSTRUCTIONALEVALUATIONDESIGN，ETC．THEWRITERDEVISEAFORMOFCLASSROOMINSTRUCTIONALDESIGN．ATEACHERCANDIRECTLYAPPLYTHEFORMTOCLASSROOMINSTRUCTIONALDESIGN．ITISBENEFICIALTOTHETEACHERS’TOMANIPULATE．ITCALLIMPROVEINSTRUCTIONEFFECTANDINSTRUCTIONEFFICIENCY．HOWTOEVALUATEANDAMENDINSTRUCTIONALDESIGNTHEWRITERALSODEVISEAFORMOFCLASSROOMINSTRUCTIONALDESIGNEVALUATION．ATEACHERCANEVALUATETHEOTHERTEACHER’SINSTRUCTIONALDESIGNANDHIMSELF．HECANACCUMULATEEXPERIENCEANDIMPROVETHELEVELOFINSTRUCTIONALDESIGN．THEWRITERAPPLYTHEINSTRUCTIONALDESIGNMODELTOCLASSROOMINSTRUCTIONOFBIOLOGY．FROMTHEANALYSISOFTHESERESEARCHES，THEWRITERDRAWACONCLUSIONTHENEWINSTRUCTIONALDESIGNISBETTERTHANTRADITIONALINSTRUCTIONALDESIGN．THEINSTRUCTIONALDESIGNSAPPLIEDTOTHECLASSINSTRUCTIONCANINCREASETHESTUDENTS’STUDYGRADE，THESTUDYINTEREST，THEABILITYOFACQUIRINGKNOWLEDGE．THEINSTRUCTIONALDESIGNPROVIDESSOMEVALUEABLEMANIPULATIONSFORBIOLOGYTEACHERSTOAPPLYINJUNIORHIGHSCH001．KEYWORDSCONSTRUCTIVISM；BIOLOGYINJUNIORHI曲SCHOOL；INSTRUCTIONALDESIGNAPPLICATION111

簡(jiǎn)介：Y104125B學(xué)校編號(hào)學(xué)號(hào)10394衛(wèi)Q女圖書(shū)分類號(hào)密級(jí)福建師范大學(xué)教育碩士學(xué)位論文以探究性學(xué)習(xí)促進(jìn)生物學(xué)概念建構(gòu)的研究TOEXPLORETHECONCEPTOFBUILDINGXINGXUEXICUJINBIOLOGYRESEARCH朱元森學(xué)科專業(yè)方向堂科熬堂生物指導(dǎo)教師睦塞出副熬援申請(qǐng)學(xué)位級(jí)別熬直亟論文提交日期年旦論文評(píng)閱人論文答辯日期21Q生旦答辯委員會(huì)主席學(xué)位授予單位學(xué)位授予日期2006年8月揠建垣煎太堂魚(yú)Q生月中文摘要新一輪基礎(chǔ)教育課程改革把“倡導(dǎo)探究性學(xué)習(xí)”作為課程的核心目標(biāo)。為此，本文研究生物學(xué)課堂教學(xué)中生物學(xué)概念的探究式教學(xué)。本課題研究的主要方法是實(shí)驗(yàn)法和調(diào)查法。目前，生物學(xué)概念的教學(xué)的主要方式仍然是以“教”為中心的教學(xué)模式，學(xué)生是教師所提供的外部刺激的被動(dòng)器，在學(xué)習(xí)過(guò)程中其主動(dòng)性、積極性較難發(fā)揮。作者在研讀部分國(guó)內(nèi)外有關(guān)探究式教學(xué)理論、教學(xué)研究法等文獻(xiàn)資料的基礎(chǔ)上，闡述了探究式教學(xué)理論，針對(duì)目前生物學(xué)概念課堂教學(xué)的弊端，探索了適合生物學(xué)概念教學(xué)的探究式教學(xué)策略，并進(jìn)行了實(shí)驗(yàn)研究。本研究構(gòu)建的教學(xué)策略為1、明確目標(biāo)，創(chuàng)設(shè)情境；2、多媒體教學(xué)，提高效率；3、獨(dú)立探究，合作學(xué)習(xí)；4、變式練習(xí)，學(xué)以致用。在本課題實(shí)驗(yàn)研究中，對(duì)學(xué)生的生物學(xué)成績(jī)采用了Z檢驗(yàn)進(jìn)行檢測(cè)，對(duì)學(xué)生學(xué)習(xí)生物學(xué)的興趣進(jìn)行了調(diào)查分析。研究結(jié)果表明，對(duì)生物學(xué)概念開(kāi)展探究式教學(xué)，能促進(jìn)學(xué)生對(duì)生物學(xué)概念的理解與掌握，提高學(xué)生生物學(xué)學(xué)業(yè)的成績(jī)。能提高學(xué)生學(xué)習(xí)生物學(xué)的興趣，轉(zhuǎn)變學(xué)習(xí)態(tài)度。關(guān)鍵詞生物學(xué)概念探究性學(xué)習(xí)