簡介：湖南師范大學碩士學位論文我國體育教育訓練學碩士研究生課程體系探究姓名譚廣申請學位級別碩士專業(yè)體育教育訓練學指導教師馬衛(wèi)平20070601ABSTRACTTHESYSTEMOFCURRICULUMISTHECALTINGOFCOURSESWHICHHAVEINTERRELATEDCOLLECTIVELYTHECOURSESWHICHAREBASEDONACADEMICCONTENT，TRAININGMODELS，TRAININGOBJECTIVESANDARECOMBINEDWITHCHARACTERISTICSOFTHEINSTITUTIONSSETUPFORTHEPROFESSIONALDISCIPLINESTHECOURSESOFPOSTGRADUATEAREGENERALLYCLASSIFIEDTONONDEGREECOURSESANDGRADUATECOURSES，COMPULSORYCURRICULUMANDELECTIVECOURSES，DEGREECOURSESSHOULDBECOMPULSORYCOURSESBUTCOMPULSORYCURRICULUMARENOTALWAYSDEGREECOURSESTHECOURSESOFGRADUATECOURSESISTHEMOSTIMPORTANTPARTOFTHEIRPOSTGRADUATEDEGREE，ISTHEMOSTBASICANDSTABLECONTENTINTHEIRPROFESSIONALCAREERINFUTUREWHICHREFLECTTHEPROFESSIONALMEANINGFORSPECIFICPROFESSIONALDISCIPLINESTHEQUALITIESOFPOSTGRADUATEDEGREEAREDIRECTLYAFFECTEDBYGRADUATECOURSESTHUS，AGRADUATECOURSEOCCUPIESANIMPORTANTPOSITIONINPOSTGRADUATEEDUCATIONPOSTGRADUATECURRICULUMHASITSOWNSPECIFICITYBASICTHEORETICALKNOWLEDGE，EXPERTISE，ANDKNOWLEDGEOFRELEVANTDISCIPLINESINFOREFRONT，CAPACITYOFSCIENTIFICRESEARCHTHEREASONABLEOPENINGOFPOSTGRADUATECURRICULUMINPHYSICALEDUCATIONANDTRAININGDIRECTLYIMPACTTHETRAININGANDDEVELOPMENTOFPOSTGRADUATE，POSTGRADUATEEDUCATIONINPHYSICALEDUCATIONANDTRAININGHAVEITSOWNUNIQUEPROFESSIONALFEATURESIRESEARCHTHECHARACTERISTICSANDTHEFACINGPROBLEMSINTHESYSTEMOFPHYSICALEDUCATIONANDTRAININGCURRICULUM，F(xiàn)ROMTHEPERSPECTIVEOFSOCIOLOGYANDEDUCATION，TOEXPLORETHEBASICⅢ

簡介：北京體育大學碩士學位論文“導學學導”教學法在普通高校武術(shù)課程教學中的應用研究姓名遲明莉申請學位級別碩士專業(yè)體育教育訓練學指導教師劉玉萍2005100141、問題的提出、問題的提出1、1選題依據(jù)江澤民總書記在全國教育工作會議上指出“推行素質(zhì)教育要堅定不移，要拿出措施，狠抓落實”。1“實施素質(zhì)教育是迎接二十一世紀挑戰(zhàn)，提高國民素質(zhì)，培養(yǎng)跨世紀人才的戰(zhàn)略舉措”。新世紀基礎教育的緊迫任務是走向素質(zhì)教育，實施素質(zhì)教育的主渠道是教學的基本組織形式課堂教學。這就要求我們必須切實轉(zhuǎn)變教育觀念，改進課堂教學方法，優(yōu)化教學過程。要使科學合理的教學模式成為學生牢固掌握的知識系統(tǒng)和熟練技能的手段，就要靠科學的、符合學生身心特點和接受能力的教學方法來達到。隨著素質(zhì)教育改革浪潮的興起，教學方法改革的潮頭也相隨而來。武術(shù)是學校體育中不可缺少的民族傳統(tǒng)體育項目，它具有健身性、防身性、娛樂性、可觀賞性，練習不受場地限制等特點，因此倍受女大學生的喜愛。本研究選擇在武術(shù)項目教學中，對學生終身體育鍛煉更有轉(zhuǎn)移價值的太極拳教學進行“導學學導”教學法在普通高校武術(shù)選修課中的嘗試性研究。目前，我國普通高校的武術(shù)教學基本上都采用單一的“講解→示范→練習”的教學模式。其特點是（1）以教師傳授知識、技能為主，突出教師的主導作用；2學生以學習規(guī)定的套路動作、技能為主，注重基本知識、技能的掌握。這種“講解→示范→練習”的教學模式，屬于“接受學習”類的教學模式，存在著很大的缺陷和不足。這種教學模式從總體上看，是把所有的教學內(nèi)容，通過教師的講解、示范，以定論的形式，“注入式”地給予學生，不需要學生去做獨立的思索和發(fā)展，只需要他們按照教師的講解、示范進行練習，掌握動作技術(shù)就可以了。從而影響了學生的主體作用和學習主動性的發(fā)揮，限制了學生創(chuàng)造思維和個性的發(fā)展，不利于學生的創(chuàng)新精神和能力的發(fā)展。傳統(tǒng)單一的“講解→示范→練習”的教學模式已經(jīng)不能適應培養(yǎng)面向21世紀的開拓、創(chuàng)造型人才模式的需要。我們應該探索一種有利于學生的能力培養(yǎng)、適應素質(zhì)教育的教學模式在武術(shù)課教學中運用。貴州教育學院教育管理系江華勛在當代國內(nèi)外教育改革的特點和發(fā)展趨勢中認為教學方法的改革要重視學生在學習中的主體地位，鼓勵學生在學習1王磊，實施創(chuàng)新教育培養(yǎng)創(chuàng)新人才訪中央教學科學研究所所長閻立欽教授教育研究19997

簡介：內(nèi)蒙古師范大學碩士學位論文新課程理念下高中生物學的探究式教學策略研究姓名王俊霞申請學位級別碩士專業(yè)學科教學生物指導教師李玉玲20070605班，師生的綜合探究能力均有明娃提高，表明探究式教學策略的改進對全面提高學生的科學素養(yǎng)確實是十分有效的。在毅課程理念糖導下，在高中生物教學中實旌搽突式教學，是瓣我鍵廣大中學生物教師的磨練和挑戰(zhàn)，機遇與挑戰(zhàn)并存，我們該如何兩對機遇，迎接挑戰(zhàn)，是值得我們每位教師深思的問題。關鍵詞新課程理念探究式教學教學策略高中生物學必修模塊

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

簡介：河海大學碩士學位論文我國高等教育學專業(yè)課程設置研究姓名陳時高申請學位級別碩士專業(yè)高等教育學指導教師姜曉平20060301ABSTRACTTHESEIENEEOFHIGHEREDUCATIONISANEWSCIENCEINOURCOUUTTY,YETITISINTHEUNDERDEVELOPEDPHASEINCONTRASTWITHOTHERHUMANESTUDIESANDSOCIALSCIENCES．THESEAENCEOFHIGHEREDUCATIONHASBEENESTABLISHEDASASPECIAHTYOFPOSTGRODUATEEDUCATION．POSTGRADUATEEDUCATIONISTHEBIGBESTLEVELOFHIGHEREDUCATIONANDITISOFTHEMOSTIMPORTANCEAMONGALLLEVEISOFEDUCATIONINOURCOUNTRY,ITSDEVELOPMENTWILLDEEPLYINFLUENCEOTHERLEVEISOFEDUCATIOU，F(xiàn)ORRESEARCHCHARACTERAZEDPOSTGRADUATEEDUCATIONDECIDESTHEWHOLEABILITYOFSCIENTIFICRESEARCHANDINNOVATIONOFOURCOURTLY．THEPROGRESSOFPOSTGRADUATEEDUCATIONDEPENDSGREATLYONTHECOURSESOFFERED，TOESTABLISHASETOFREASONABLEANDSCIENTIFICCURRICALAWMENSURESUCCESS．DURINGTHEPASTTWENTYYEARS．THESPECIALITYOFHIGHEREDUCATIONHASGOTGREATPROGRESSTHESCALEOFENROLMENTHASBEENGREATLYEXPANDED；THECURRICULARSYSTEMISGETTINGRATIONAL；THEEMPLOYEDWHOWORKEDINTHISFIEMISINCREASINGYEARBYYEAR．ANDTHEIRWHOLEEHARAETERISALSOINCREASINGCONTINUOUSLY；RELATEDSCHOLARSHIPPERIODICALCATEGORYDIVERSITIESGREATTY，ANDTHEESSAYSTHATHASBEENPUBLISHEDISMOREANDMORE，THEYHASACHIEVEDGREATSUCCESSES；WEHAVEALSOTRAINEDSOMANYFAMOUSSPECIALISTSANDSCHOLARSINTHEFIELDOFHIGHEREDUCATIONWHOAREWORKINGONEVELYFRONTOFENDEAVOLYET，THEREARESOMANYISSUESEXPOSEDINTHESPECIALITYOFPOSTGRADUATEEDUCATION，F(xiàn)OREXAMPLE，WITHTHEEXPANSIONOFTHEENROLMENTSCALE，THEQUALITYOFTHEPOSTGRADUATEISGETTINGMOREQUERY,THECURRICULARSYSTEMISOBSOLETE．THEIMPORTANEEOFTHECURRICULARSTUDYMAKESITATTRACTSMOREATTENTION．THEEURRIEULARSYSTEMWASFORMEDINTHEBEGINNINGOFTHEESTABLISHMENTOFTHISSPEEIALITY,SOITISHARDTOAVOIDTHATITWILLNOTABLETOBECOMPETENTTOTHEDEVELOPMENTOFTHESPECIALITYANDTHESEIEUCEOFHIGHEREDUCATION，THEMAINISSUESINCLUDETHEEXISTINGCURRICULARSYSTEMATTACHESMOREIMPORTANCETOBOOKLEARNINGANDBELITTLESTHESTUDYOFMETHODOLOGY；THECONTENTOFTHECURRICULUMISDUPLICATEDANDOUTOFDATE；THESTRUCTUREOFTHECURRICULAISIRRATIOHAL；THECURRICULARSYSTEMISEXCESSIVELYSPECIALIZED；ANDSOON．THERESEARCHORIENTEDCBRRIEULUMISWHATWEAREWORKINGHARDTOREALIZE．ANDITISAISOTHEREQUIREMENTOFTHESPECIALITYOFHI疊HEREDUCATION，INTHATITBREAKSTHEHMITATIONSOFTHETRADITINNALCURRICULA．THERESEARCH．ORIENTEDCURRICULUMISBASEDONTHECHARACTERISTICSOFTHEGRADUATESTUDENTSANDDRAWSOUSOMEMAINCONCEPTIONSONCURL“ICULUMWHICHHAVEAGREATANTIUENCEDURINGTHEHISTORYOFTHERESEARCHONEURRICULUM；ITWILLCENTREONTHEDEVELOPMENTOFTHEGRADUATESTUDENTS’UNDERSTANDINGANDCREATIVEPOWERTOIMPROVETHEGRADUATESTUDENTS’WHOLECHARACTER．KEYWORDSTHESPECIALITYOFHIGHEREDUCATION，CURRICULUM，POSTGRADUATEEDUCATION，RESEARCHORIENTEDCURRICULUM．

簡介：‘●K嚆{學位論文獨創(chuàng)性聲明本人承諾所呈交的學位論文是本人在導師指導下所取得的研究成果。論文中除特別加以標注和致謝的地方外，不包含他人和其他機構(gòu)已經(jīng)撰寫或發(fā)表過的研究成果，其他同志的研究成果對本人的啟示和所提供的幫助，均已在論文中做了明確的聲明并表示謝意。學位論文作者簽名墜亟亟。學位論文版權(quán)的使用授權(quán)書本學位論文作者完全了解遼寧師范大學有關保留、使用學位論文的規(guī)定，及學校有權(quán)保留并向國家有關部門或機構(gòu)送交復印件或磁盤，允許論文被查閱和借閱。本文授權(quán)遼寧師范大學，可以將學位論文的全部或部分內(nèi)容編入有關數(shù)據(jù)庫并進行檢索，可以采用影印、縮印或掃描等復制手段保存、匯編學位論文，并且本人電子文檔的內(nèi)容和紙質(zhì)論文的內(nèi)容相一致。保密的學位論文在解密后使用本授權(quán)書。學位論文作者簽名塑二墼指導教師簽名出＆盤1猩簽名日期勾FF年R碉瑚嘎嚏；囊1■，O審‘；0．，乏一0，◆、、P，飛，¨膏0≤薹王一．～，I參3．4．1前期測試成績對照表????????????????????123．4．2“學案導學刀教學實施中學生學習情況調(diào)查問卷結(jié)果000000000900000Q0133．4．3后期測試成績對照表????????????????????134．研究結(jié)果分析?????????????????????????“4．1采用“學案導學“與常規(guī)教學效果存在差異的原因?????????144．2教學反思及對策???????????????????????15附錄”””””””””?”””“”””””””“””一”16伶慷參考文獻????????????????????????????33譬◆●致謝????”””””””””?””””””””””””?”342

簡介：我國正在進行著新一輪基礎教育課程改革，在這次課程改革中，教師的專業(yè)發(fā)展也越來越受到重視，而且新課程改革為教師專業(yè)發(fā)展提供了廣闊的實踐舞臺，教師作為課程改革的主體，要在改革中尋求教師專業(yè)發(fā)展的契機，努力實現(xiàn)自主專業(yè)發(fā)展。通過對一位中學音樂教師在新課程中的成長展開敘事研究，發(fā)現(xiàn)影響教師自主專業(yè)發(fā)展的有利因素主要包括良好的個性品質(zhì)、強烈的自主專業(yè)發(fā)展意識和明確的發(fā)展目標，以及在新課程中能夠自主學習、勇于實踐和創(chuàng)新，善于自我反思等內(nèi)在因素為教師的自主專業(yè)發(fā)展提供了動力；而新課程、學校、教研員和同伴等外在因素為教師發(fā)展提供了有力的保障，新課程為教師提供了自主專業(yè)發(fā)展的契機，使教師可以自主地實施新課程，進行教學改革、開展課題研究和開發(fā)課程資源，學校、教研員和同伴的支持與幫助有利于教師的發(fā)展。在新課程中，教師要實現(xiàn)自主專業(yè)發(fā)展，不僅要加強自主專業(yè)發(fā)展意識，制訂自主發(fā)展規(guī)劃，主動學習、不斷自我更新，而且要在新課程中勇于實踐和反思，成為教學研究者，改革教育，成為課程的建設者和開發(fā)者。而且，教師的自主專業(yè)發(fā)展不是教師單方面努力的結(jié)果，而是教育管理部門、學校和個體等多種因素相互作用的結(jié)果，因此，學校和教育管理部門要重視教師自主專業(yè)發(fā)展，建立教師自主專業(yè)發(fā)展的保障制度，為教師提供良好的外部條件和支持。師范院校也要幫助和指導教師實現(xiàn)自主專業(yè)發(fā)展；教育管理部門要改革傳統(tǒng)的教師培訓，賦予教師自主選擇權(quán)。

簡介：西北師范大學碩士學位論文教育技術(shù)學專業(yè)非線性編輯系統(tǒng)姓名王曉玲申請學位級別碩士專業(yè)教育技術(shù)學指導教師張筱蘭20080320ＡＢＳＴＲＡＣＴIIIABSTRACT“NONLINEAREDITINGSYSTEM”COURSEOFEDUCATIONALTECHNOLOGYINTHESPECIALIZEDUNDERGRADUATE,THECURRICULUMISCOMPREHENSIVEITISINCLUDINGCOMPUTERTECHNOLOGY,AUDIOVISUALTECHNOLOGYANDTHEARTSOFTELEVISIONTHISCOURSEFOCUSESONTHENONLINEAREDITINGSYSTEMANDTHEUSEOFTHEBASICKNOWLEDGEOFNONLINEAREDITINGSYSTEMSINTHEPRODUCTIONOFTELEVISIONTEACHINGBASICSKILLSTHECOURSESINALLPROFESSIONALCOURSESINTHEDIRECTIONOFTHELINKBETWEENTHEPASTPLAYEDAROLE,BOTHINFRONTOFSOMEOFTHEBASICCOURSEFORPROFESSIONALIMPROVEMENTFORTHEFUTUREANDACOMPREHENSIVEVIDEOLAIDTHEFOUNDATIONFORTHEPRODUCTIONHOWEVER,IFEELMOREDIFFICULTABOUTTHECOURSEOFTEACHINGINTHEYEARSBYTHECONTEMPORARYCOLLEGESTUDENTSLEARNINGWAYANDLEARNINGSTRATEGIESRELATEDRESEARCH,THEAUTHORISTRYINGTOPUTONTHISCOURSEINTEACHINGSTRATEGIESSOWECANEXCHANGEOURIDEASWITHPEERSTHEMAINCONCLUSIONSOFTHISRESEARCHAREASFOLLOWS1CURRENTCOLLEGESTUDENTSLEARNINGSTRATEGIESARELOW2THEMAINTYPEOFSTUDENTS’LEARNINGWAYISTHEINDEPENDENT,COLLABORATIVEANDPARTICIPATORYTYPE3THERELEVANCEOFLEARNINGWAYANDLEARNINGSTRATEGIESAVOIDANTLEARNINGWAYANDLEARNINGCOMPONENTOFTHESTRATEGYHAVEHIGHERRELEVANCE,PARTICIPATORYLEARNINGWAYANDLEARNINGSTRATEGIESSCALEINTHEATTITUDE,MOTIVATION,TIMEMANAGEMENT,CONCENTRATION,INFORMATIONPROCESSING,SELECTINGPOINTS,LEARNINGANDSELFTESTWERESIGNIFICANTLYPOSITIVERELEVANCE,INDEPENDENTTYPEOFCOLLABORATION,DEPENDENTANDCOMPETITIVELEARNINGSTYLEANDLEARNINGCOMPONENTOFTHESTRATEGYHAVEVARYINGDEGREESOFCORRELATION4TEACHINGSTRATEGIESOF“NONLINEAREDITINGSYSTEM”COURSEACCORDINGTOCOLLEGESTUDENTSLEARNINGSTRATEGIESANDTHERELEVANCEOFLEARNINGWAY,TEACHINGNONLINEAREDITINGCOURSESISMAINLYINTHEFORMOFORGANIZEDCLASSESWITHSMALLGROUPTEACHING,COMBININGINDIVIDUALTEACHINGASMAJORITYOFCOLLEGESTUDENTSUSEPARTICIPATORYLEARNINGMETHODS,TEACHINGMETHODSUSETHE

簡介：中圖分類號中圖分類號單位代碼單位代碼10231學號號52008138在高中生物學課程的探究性學習中提高學生的創(chuàng)新能力學科專業(yè)教育碩士教育碩士研究方向?qū)W科教學（生物）學科教學（生物）作者姓名張姝指導教師井樂剛井樂剛教授教授哈爾濱師范大學二〇一二年六月ATHESISSUBMITTEDFTHEDEGREEOFMASTERIMPROVINGSTUDENTS’INNOVATIONABILITYBYINQUIRYBASEDLEARNINGINSENIHIGHSCHOOLBIOLOGYCURRICULUMCIDATEZHANGSHUSUPERVISPROFJINGLEGANGSPECIALITYMASTEROFEDUCATIONDATEOFDEFENCEJUNE2012DEGREECONFERRINGINSTITUTIONHARBINNMALUNIVERSITY

簡介：天津師范大學碩士學位論文數(shù)學新課程理念下的學案導學教學模式研究姓名國佳申請學位級別碩士專業(yè)課程與教學論數(shù)學指導教師王延文20090301ABSTRACTATPRESENT，THENEWCOURSESTANDARDSHAVEBEENFULLYIMPLEMENTEDEVERYTIMEWITHTHEREFORMTIDEOFEDUCATION，TEACHINGMODELOFMATHEMATICSCANNOTBESEPARATEDFROMTHEMAINTHEMEOFREFORMTHEREFORMOFTEACHINGMODELWILLBRINGABOUTGREATCHANGESINTEACHINGPROCEDURES，SOTHATITWILLHAVEDEEPINFLUENCEONEDUCATIONALIDEASANDTHEORIESSOITISMORETHANSIGNIFICANTANDDIFFICULTTHANTHEREFORMINTEACHINGMETHODANDTEACHINGMEANSTHECORESTRATEGYOFANEWROUNDOFCURRICULUMREFORMISTO”STUDENTORIENTED”，ANDSTRIVINGTOCHANGETHESTUDENTS’LEARNINGSTYLESINOURMIDDLESCHOOLCLASSES，THETRADITIONALTEACHINGMODESARESTILLDOMINANTBECAUSEMANYSCHOOLSHAVEPLACEDTOOMUCHEMPHASISONTHEPROPORTIONOFSTUDENTSENTERINGANDTHEQUALITYOFEXAMORIENTEDEDUCATION，THETEACHINGMETHODISMOSTLYTHEINTEGRATIONOFPRELECTIONANDEXERCISETHESESCHOOLSONLYATTACHIMPORTANCETOTEACHINGANDHAVEIGNOREDTHELEARNINGOFSTUDENTS”THETEACHINGMODELGUIDEDBYTHELEARNINGPLAN”INSISTONTHATTHESTUDENTSSHOULDBEINCENTRALANDITSSOULLIESIN”THELEARNINGPLAN”PLUS”GUIDEDLEARNING”THISTEACHINGMODELREQUIRSTHATTEACHERSSHOULDNOTONLYCONSIDERHOWTOTEACH，BUTALSOTOGIVEMORECONSIDERATIONTOHOWSTUDENTSLEAMINTHETEACHINGPROCESSTHISFULLYEMBODIESTHEESSENCEOFTHENEWTHEMATHEMATICSTEACHINGMODELGUIDEDBYTHELEARNINGPLANISSYSTEMATICALLYSTUDYEDTHROUGHCASESSTUDIESETCTHISPAPERISDIVIDEDINTOSEVENPARTSINTHEFIRSTPARTPROBLEMSAREPUTFORWARDPARTTWOINTRODUCESTHEHISTORYANDSTATUSOFMATHEMATICSCURRICULUMREFORMPARTTHREEMAKESADEEPERDESCRIPTIONONTHECONTENT，STRUCTURE，DEVELOPMENT，CLASSIFICATIONCHARACTERISTICSOFTHEMATHEMATICSTEACHINGMODELPARTFOUREXPLAINSTHECONTENTANDTHETHEORETICALBASISOFTHETEACHINGMODELGUIDEDBYTHELEARNINGPLAN，THECONTENTOFLEARNINGPLANANDHOWTOWRITELEARNINGPLANANDHOWTOCARRYOUTTHETEACHINGMODEPARTFIVEINTRODUCESANDANALYSESTHETHREETYPICALTEACHINGEXPERIMENTSWHICHHAVEOUTCOMEPARTSIXLISTSDIFFERENTMATHEMATICSLEARNINGPLANSACCORDINGDIFFERENTMATHEMATICSCLASSTHELASTPARTISTHINKINGANDPROSPECTIVE

簡介：THEDESIGNRESEARCHOFENHANCEMENTOFSTUDENTS’PARTICIPATIONINEXPANDINGCOURSEADISSERTATIONSUBMITTEDFORTHEDEGREEOFMASTERCANDIDATEGUOXINYANSUPERVISORLISHUNBAOBAOXIANQINGCOLLEGEOFMATHEMATICS＆SCIENCESHANGHAINORMALUNIVERSITYSHANGHAI，CHINAAPRIL，2012摘要LUIII1111111IIII1111LY2096740拓展型課程是對基礎型課程的補充，是一種開放性的課程，其培養(yǎng)目標多元化，關注學生的主體意識，以促進學生的個性化發(fā)展為宗旨。關注學生的主體意識離不開關注課堂上學生的參與情況，學生的課堂參與度與其主體意識的體現(xiàn)是密不可分的?；诖?，筆者探索了在拓展型課程設計中提高課堂參與度的方法，本文主要從以下幾個方面進行研究第一，對拓展型課程和課堂參與度的研究現(xiàn)狀進行了綜述，在研究綜述的基礎上闡述了本研究的研究價值。第二，分析了目前主要的課程設計模式，在此基礎上從提高課堂參與度的視角提出了拓展型課程設計的框架。第三，以思維導圖課程為例，依據(jù)提出的拓展型課程設計框架，設計了思維導圖課程，并選取其中的兩個課時在上?？禈蚬び研W進行實施，實施過程中對整個課堂教學進行錄像，并分析實施效果，運用基于設計研究的方法迭代修正課程的設計，以達到提高課堂參與度的目的。最后，本文總結(jié)了本研究主要的研究成果以及有待進一步研究的問題。關鍵詞拓展型課程，課堂參與度，課程設計論文類型應用研究

簡介：華東師范大學碩士學位論文高中英語學案導學教學模式探討姓名周銀斌申請學位級別碩士專業(yè)教育（英語）指導教師梁超群20091001ABSTRACTLEARNINGANISJUSTSTUDENTS’LEARNINGPROGRAMMECORRESPONDENTWITHTEACHERS’TEACHINGPLANITISAKINDOFTEACHINGMATERIALWHICHISCAREFULLYDESIGNEDBYTEACHERSTO嘶DESTUDENTS’SELFSTUDYONTHECONDITIONTHATTEACHERSSTUDYSTUDENTS’LEARNINGSITUATIONANDSOMEFACTORSREGARDINGSTUDENTS’CONSTRUCTIONOFSELFSTUDYANDITSPOSSIBILITYINEFTHEPATTERNOFLEARNINGPLANGUIDEDTEACHINGISONEWHERESTUDENTSFIRSTLEARNTEACHERSTHENTEACHANDFINALLYTEACHERSANDSTUDENTSAREINVOLVEDINCOMPLETINGTEACHINGTASKSCONSISTINGOFSEVERALSTEPSTHEREFORE_THISARTICLEPUTSFORWARDALLENGLISHLEARNINGPLANGUIDEDTEACHINGPATTERNANDTHEDESIGNOFLEARNINGPLANBASEDONTHETHEORYOFCONSTRUCTIVISMANDTHECONCEPTANDTHESTANDARDSOF‘‘THENEWCOBRS08’’ITATTEMPTSTOCHANGETHEWAYSTUDENTSACQUIRETHEENGLISHLANGUAGEANDTURNPASSIVESTUDENTSINTOACTIVEONESTHISPATTERNISCARDEDOUTWITHTEACHINGPLANANDLEARNINGPLANSIDEBYSIDEITENCOURAGESSTUDENTSTOACTIVELYPARTICIPATE，COOPERATEANDEXPLOREIN。ENGLISHCLASSESUNDERTHEGUIDANCEOFLEARNINGPLANSITALSOAIMSTOFULLYPLAYTEACHERS’LEADINGROLESANDSTUDENTS’PARTIEIPATINGROLESTHUS，THESPIRITOFREFORMOF“THENEWCOBRSES”ISEXPECTEDTOBEREALIZEDBYPRACTISINGTHISTEACHINGPATTERN，WEHOPETOHELPSTUDENTS’MENTALANDINTELLECTUALGROWTHANDTHEIRACQUISITIONOFENGLISHANDDEVELOPSTUDENTS’LEARNINGABILITIES，COOPERATIONANDCREATIONAWARENESSANDTHEIRABILITYTOPUTWHATTHEYLEARNINTOPRACTICETHESTUDYBASEDONINVESTIGATIONANDEXPERIMENTSSHOWTHATTHETEACHINGPATTERNPLAYSAPOSITIVEROLEINACHIEVINGTHEGOALKEYWORDSLEARNINGPLAN，THEDESIGNOFLEARNINGPLANTHEPATTERNOFLEARNINGPLANGUIDEDTEACHINGLL

簡介：L單位代碼10415L學號200232661分類號G424易緣備缸大學Y76471S教育碩士學位論文論文題目初中地理“分組學導”教學模式實驗研究學科專業(yè)名稱申請人姓名導師姓名論文提交時間學科教學地理芻】屯峨孫鶘釬2005年4月12日采麓辨蠢勿全文公布一山東師范丈學碩士學位論文的施展，學生的品德、意志和學習行為也得以提高，其實施還提高了學生學習其他學科的積極性。實踐證明，“分組學導”教學模式是學生主動參與課堂教學全過程的重要模式是全面推進素質(zhì)教育，貫徹新課標、新理念的突破口是形成課堂教學最佳結(jié)構(gòu)、產(chǎn)生課堂教學最優(yōu)效果的新嘗試，是學生自主、主動、健康發(fā)展的非常有效的教學模式。關鍵詞“分組學導”教學模式地理課堂教學課程改革探究性學習學習方式分類號G424H

簡介：寧夏大學碩士學位論文初中英語“導學探究”教學模式研究姓名楊曉偉申請學位級別碩士專業(yè)課程與教學論指導教師周福盛20100401ABSTRACTWE砌℃NOWIMPLEMENTINGELEMENTARYEDUCATIONCURRICULUMREFORMNATIONWIDE．TEACHERSMUSTUPHOLDNEWTEACHINGIDEOLOGY,GRASPTEACHINGSTRATEGYOFTHENEWCURRICULUMINORDERTOCARRYOUTTHENEWCURRICULUMSCIENTIFICALLYANDEFFECTIVELY．UTILIZINGTHETEACHINGMODELFORMEDUNDERTHEGUIDANCEOFEFFECTIVETEACHINGTHEORYISONEMETHOD．BASEDONANALYSISOFTHEDEFINITIONANDNATUREOFTEACHINGMODEL，ATFIRST,THISPAPERGIVESABRIEFSUMMARIZATIONANDEVALUATIONOFPRESENTRESEARCHSITUATIONONENGLISHTEACHINGMODELINJUNIORMIDDLESCH001．ITBRIEFLYANALYZESTHEPROSANDCONSOFCURRENTTEACHINGMODELDEVELOPEDINJUNIORMIDDLESCHOOL，COMBINEDWITHMODERNEDUCATIONTHEORY,THECONSTRUCTIONOFTEACHINGMODEL“GUIDEDTOLEARNEXPLOREAUTOMATICALLY”INJUNIORMIDDLESCHOOLWASDISCUSSEDAFTERWARDS．ACCORDINGTOTHEMODEMEDUCATIONTHEORY,THEMODELAIMSTOPROMOTESTUDENTS’ABILITYOFKNOWLEDGEANDSKILLS，PROCESSESANDMETHODS，EMOTIONSANDA仕IMDESFORTHEHARMONIOUSDEVELOPMENTOFTHETHREEGOALSINTHECLASSROOMTEACHING．NETEACHERSHOULDDESIGNASUITABLEENVIRONMENT,NUDGEANDENCOURAGETHESTUDENTSTOTAKEPARTINTHEACTIVITIES，USETHEVARIETYEVALUATIONWAYSINORDERTOMAKEANEFFICIENTTEACHINGMODEL．FINALLY,THEAUTHORPUTTHEMODELOF“GUIDEDTOLEARNEXPLOREAUTOMATICALLY“INTOJUNIORMIDDLESCHOOLENGLISHCLASSFORATERMOFTEACHINGPRACTICE．BYTHERESULTSOFANALYSISOFTEACHINGPRACTICE，STUDENTSHAVEGAINEDABETTERTHREEDIMENSIONALTARGETDEVELOPMENT，WHICHSHOWSTHATTHISMODELOFENGLISHTEACHINGINJUNIORMIDDLESCHOOLAPPLICATIONISFEASIBLE，BUTTHEMODELINPRACTICALAPPLICATIONSSTILLHAVEMANYPLACESNEEDTOBECORRECTED．ANDALLTHESEARERETHINKINGANDTOSTIMULATETHEAUTHORTOHAVETHERUINERRESEARCHONTHETHEORYANDPRACTICE．KEYWORDSJUNIORMIDDLESCHOOLENGLISH，TEACHINGENVIRONMENT，TEACHINGMODELOF“GUIDEDTOLEARNEXPLOREAUTOMATICALLY’

簡介：分類編號密級Y840岳20單位代碼。IQQ鰱學號；天滓I幣苊大掌研究生學位論文論文題目直蟲物理竺昱堂二拯究式堂生塞驗教堂的塞踐班塞學’生姓名越申請學位級別教直硒申請專業(yè)名稱堂抖教堂研究方向物堡教直指導教師姓名；割掛苤專業(yè)技術(shù)職稱耋L撞提交論文日期三QQ五生二目ABSTRACTRIKQUALITYEDUCATIONADVOCATESRAISESSTUDENTSEOMPREHEUSIVEABILITYTHELNIDDLESCHOOLPHYSICSSTUDENTTESTSTEACHINGISTHEMAINPLACETOENHANCETHESTUDENT’SSYNTHESIZESABILITYHOWEVERTHETRADITIONALPHYSICSEXPERIMENTALTEACHINGMETHODHASALOTOFSHORTCOMINGSFOREXAMPLE，THESTUDENTSACCEPTEDTHEKNOWLEDGENEGATIVELYNOTTAKINGALLACTIVEPARTINTHECLASSROOMACTIVITIES，THISNEGLECTEDSTUDENFSMAINBODYSTATUS。ITWASNOTEXTREMELYSYMMETRICTOTHEQUALITYEDUCATIONANDTHEREQUESTOFEDUCATIONREFORMSITUATIONINORDERTORAISETHESTUDENTS’PHYSICEXPERIMENTALABILITYTOCHANGETHESHORTCOMINGSOFTRADITIONALPHYSICSSTUDENTTESTSTEACHINGTHISRESEARCHTESTSIN出ETEACLLILLGINTHEHIGLLSCHOOIPHYSICSSTUDENTCARRIEDON‘LEADINGINQUIRY‘THETYPETEACHINGPRACTICEANDTHERESEARCHTLLISRESEARCHHASADOPTED“11坨EXPERIMENTALMODULOOFEQUAIGROUPBEFOREANDAFTEREXAMINATION’’ATTHESAMETIMETHEINVESTIGATIONANDSTATISTICSHASBEENCARRIEDOUTTOMAKETHISRESEARCHBEFEASIBLETLLISRESEARCHCHOOSESTOCHASTICALLYTWOPARALLELCLASESINSENIORTWOINSHIHUANO1MIDDLESCHOOLASSUBJECTS，THEONECLASSISTHEEXPERIMENTALCLASS。THEOTHERCLASSFORTHECOMPARISONCLASSTHECOMPARISONCLASSADOPTSTHETRADITIONALWAY；THEEXPERIMENTALCLASSADOPTS‘LEADINGINQUIRY”WAYCARRIESONTHESTUDENTDIVIDEDGROUPSEXPERIMENTALTEACHING”LEADINGINQUIRY”，ISUNDERTEACHER’SINSTRUCTION，THESTUDENTSTHROUGHSTUDIESINDEPENDENTLYFORMAND50OILDISCUSSIONINQUIREINTOEXPERIMENTPOSITIVELYONOWNINITIATIVESTUDIESANDSELECTEDTHENEWEXPERIMENTALTEACHINGAPPRAISALMETHOD。DISTRIBUTED也EEXPERIMENTALCLASSROOMRECORDINGCARDINTHECLASS，CONCERNEDONSTUDENTS’PERFORMANCEJNTHEEXPERIMENTALPROCESSINTHISWAYTEACHERSCARLPROMOTESTUDEMS’EXPERIMENTALTECHNIQUEANDTHEINNOVATIONABILITYTISERESEARCHPROCEDUREASFCILLOWSPREPARINGALESSONTESTS，THEDESIGNPROPOSALOPTIONALEQUIPMENTTHEINDEPENDENTOPERATIONTEACHERSANDSTUDENTSDELIBERATES，THEREVISIONPLANEXCHANGESUBTOTALTHEINNOVATIONEXPLORATIONPROCESSSBNUMARIZCS，THEREASONABLEAPPRAISALINTHEEXPERIMENTALPCOCESS，THESTRICTCONTROLIRRELEVANTVARIABLE，THERESEARCHERWILLUNIFYGRADESTHERESULTINPUTCOMPUTERCARRIEDONTHESTATISTICALANALYSISWITHEXCELSOFTWARE，THEIUDGMENTSEXPERIMERITCLASSANDTHECOMPARISONELSSS’SEXPERIMENTALABILITYDEVELOPMENTHORIZONTALDIFFERENCEUTILIZESTHEZEXFL／NINATIONTHEFINDINGSINDICATESTHETEACHINGINTHEHIGHSCHOOLPHYSICSSTUDENTUSES”LEADINGINQUIRY”WAYSTUDENTTESTSTHETEACHINGISADVANTAGEOUSTORAISETHESMDANTS’PHYSICSEXPERIMENTALABILITY；ISADVANTAGEOUSTOENHANCESTHESTUDENTPHYSICSEXPERIMENTALRESULTS；ISADVANTAGEOUSTOENHANCESTHEEFFICIENCYOFPHYSICSSTUDYTLLISTEACHINGMETHODCANFULLYMANIFESTTEACHER’8LCADINGROLEANDSTUDENT’SMAINBODVSTATUS’HARMONIOUSUNIFICATIONBECAUSETHEEXPERIMENTALPROCESSSTUDYISSTRESSEDTHISCAUSEDSTUDENTSNOTONLYT0GRASPTHEKNOWLEDGESIMULTANEOUSLYALSOLEARNEDTHEGAINKNOWLEDGEMETHODMANIFESTEDTHEREQUESTWHICHTHEQUAIIVYEDUCATIONANDTHENEWTURNOFCURRICULUMREFORMEDTLISNEWEXPERIMENTALTEACHINGMETHODHASTHEFEASIBII畸ANDTHEACTUALEFFECT；ITISTHEBENEFICIAIEXPLORATIONTOCARRYONTHEQUALITYEDUCATIONINTHEEXPERIMENTALTEACHING。ITCANPROVIDETHEBENEFICIALREFERENCEFORTHEPHYSICALEXPERIMENTEDUCATIONALREFORMKEYWORDSHIGHSCHOOLPHYSICSLEADINGINQUIRYTHEEXPERIMENTALABILITYPRACTICESTUDIES