簡(jiǎn)介：揚(yáng)州大學(xué)碩士學(xué)位論文學(xué)程式網(wǎng)絡(luò)課程的設(shè)計(jì)與開(kāi)發(fā)現(xiàn)代教育技術(shù)網(wǎng)絡(luò)學(xué)程開(kāi)發(fā)的個(gè)案姓名王延申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)課程與教學(xué)論指導(dǎo)教師馮銳20060601里揚(yáng)州大學(xué)碩士學(xué)位論文ABSTRACTWITHTHECONTINUOUSEXPANSIONOFRESEARCHANDPRACTICEINWEBBASEDEDUCATION，THEWEBBASEDCOURSEAST11ECORERESOURCEOFWEBBASEDEDUCATIONHASBEENCONCERNEDINCREASINGLYITISACTIVELYEXPLOREDTHETHEORETICALFOUNDATION，VALUEORIENTATIONANDTECHNICALMEASURETOSUPPORTTHEDESIGNOFWEBBASEDCOURSEBASEDONCONSTRUCTIVISMSITUATEDCOGNITIONANDLEARNINGTHEORYTHISDISSERTATIONBRINGSUPTHEIDEAOFTHELEARNINGORIENTEDWEBBASEDCOURSE，MYPURPOSEISTOLAYOUTANDORGANIZETHEDESIGNEDELEMENTSOFTHEWEBBASEDCOURSEFROMTHEPERSPECTIVEOFLEARNINGPROJEST，LEARNINGTASK，LEARNINGENVIROMENTANDLEARNINGEVALUATION，THENTOREALIZETHEINQUIRYBASEDDESIGNIDEAOFWEBBASEDCOURSETHECOREISSUETOBERESOLVEDIS“WHATTOLEARNANDHOWTOLEARN“THELEARNINGORIENTEDWEBBASEDCOURSE，WHICHISSETUPINTHEDISSERTATION，ISBASEDONTHEFOLLOWINGTHELOGICTHRESHOLDLEARNINGISONEKINDOFPROCEDURESFROM10WLEVELTOHI曲LEVEL，F(xiàn)ROMSIMPLETOCOMPLEX；LEARNINGISTHEPOCESSOFSOLVINGPROBLEMSINTHEREALSITUATIONANDTHEPROCESSOFTHENEEDFOREFFECTIVESUPPORTANDFACILIATION；NOTONLYISLEARNINGANINDIVIDUALACTBUTALSOASOCIALBEHAVIOURSOTHEDISSERTATIONHASPROBEDINTOTHEDESIGNANDPRACTICEOFTHELEAMIN鯽RIENTEDWEBBASEDCOURSEBYTHEMETHODOFTHEPERIODICALLITERATUREACTIONRESEARCHANDCASESTUDYETCMAINRESEARCHINCLUDES1RESEARCHONTHECONTENTANDTHEORETICALFOUNDATIONOFTHELEAMING_吣RIENTEDWEBBASEDCOURSET11ESTUDYISBASEDONTHEANALYSISOFTHEWEBBASEDCOURSECONCEPTANDINDICATESTHATTHELEARNINGORIENTEDWEBBASEDCOURSEISTHECOURSESYSTEMWHICHISBASEDONTHESUPPORTINGSYSTEMOFWEBBASEDLEAMINGTOCOMPLETEASERIESOFLEARNINGTASK，TOREALIZEKNOWLEDGECONSTRUCTION，ANDTHENTOREACHCOURSEOBIECTIVESCONSTRUCTIVISMANDSITUATEDCOGNITIONTHEORYARETHETHEORETICALFOUNDATIONOFTHELEARNINGORIENTEDWEBBASEDCOURSETHEPRIMARILYFEATURESINCLUDESTASKDRIVENACTIVITYGUIDED，KNOWLEDGEEMBEDED，RESOURCESASSURED，ENVIRONMENTNOURISHED，AUTONOMOUSEXPLORATION，COILABORATIONANDSHARINGTHENFROMTHEASPECTOFCOURSEDESIGNTHEDISSERTATIONMAINLYEXPATIATESTHEFOLLOWINGTRAITSOFTHELEARNINGORIENTEDWEBBASEDCOURSE’DESIGNCOURSEOBJECTIVESAREPLURALITYCOURSECONTENTISFROMREALLIRESITUATION，COURSEIMPLEMENTATIONCONCERNSTHELEARNINGPROCESS，COURSEEVALUATIONUSESOBJECTIVEORIENTEDEVALUATION2EXPLORETHEMODELOFINSTRUCTIONALDESIGNINTHELEARNINGORIENTEDWEBBASEDCOURSETHEMODELOFINSTRUCTIONALDESIGNINTHE1EARNINGORIENTEDWEBBASEDCOURSEISCOMPOSEDOFTHEFOLLOWINGELEMENTSANALYZINGLEARNERS’CHARACTERISTICS，DETERMININGLEARNINGGOALS，ANALYZINGLEAMINGCONTENTTOBUILDLEARNINGSITUATION，ORGANIZINGPROCEDURESOFLEARNINGACTIVITYDESIGNINGLEARNINGENVIROMENTANDLEARNINGEVALUATIONBASEDONTHESEFEATURESOFLEARNINGORIENTEDWEBBASEDCOURSE，THEDISSERTATIONDISCOURSEDATGREATLENGTHONCHARACTERISTICSOFEVERYELEMENTANDIMPLEMENTINGMEASURES，MOREOVERCITEDVIVIDINSTANCESINILLUSTRATIONOFEVERYELEMENT3THESTUDYTAKES‘MODEMEDUCATIONTECHNOLOGY’COURSEASTHEEXAMPLEFOR，

簡(jiǎn)介：遼寧師范大學(xué)碩士學(xué)位論文試論學(xué)案導(dǎo)學(xué)在高中思想政治課中的應(yīng)用姓名夏玲玲申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)學(xué)科教學(xué)思想政治教育指導(dǎo)教師馬寶娟20090301

簡(jiǎn)介：目前，盡管新課程改革如火如荼，但高中生物學(xué)課堂教學(xué)仍然存在眾多弊端，如學(xué)生的主體性被忽視、創(chuàng)造性思維培養(yǎng)的缺失，以致課堂教學(xué)效率低下。尋找一種能夠更加優(yōu)化的課堂教學(xué)策略就是本課題的出發(fā)點(diǎn)。鑒于此，筆者在理論分析的基礎(chǔ)上進(jìn)行了思維導(dǎo)圖的實(shí)驗(yàn)研究。思維導(dǎo)圖是英國(guó)人托尼博贊在20世紀(jì)70年代開(kāi)發(fā)的一種組織性思維工具。他通過(guò)繪制圖的方法，將人認(rèn)知知識(shí)、解決問(wèn)題和發(fā)散想象的思路、途徑以及如何對(duì)它們進(jìn)行配置有序的表達(dá)出來(lái)。思維導(dǎo)圖是一種全新的思維模式，它結(jié)合了全腦的概念，包括左腦的邏輯、順序、條例、文字、數(shù)字以及右腦的圖像、想像、顏色、空間和整體等1。本文在提出選題的原因和研究的意義后，對(duì)思維導(dǎo)圖概念進(jìn)行了界定，對(duì)理論基礎(chǔ)進(jìn)行了闡述，并介紹了國(guó)內(nèi)外的研究情況。介紹了思維導(dǎo)圖在課堂教學(xué)中的四大應(yīng)用策略，并對(duì)本研究的結(jié)果進(jìn)行統(tǒng)計(jì)和分析，。提出了本研究存在的一些問(wèn)題和對(duì)后續(xù)研究的一些建議。本研究結(jié)合我校實(shí)際情況，將思維導(dǎo)圖應(yīng)用于高中生物學(xué)課堂教學(xué)。在實(shí)驗(yàn)前后進(jìn)行座談和問(wèn)卷調(diào)查，并對(duì)實(shí)驗(yàn)組和對(duì)照組進(jìn)行前測(cè)和后測(cè)，所得數(shù)據(jù)均采用SPSS115軟件進(jìn)行統(tǒng)計(jì)處理，從定性和定量?jī)煞矫鎸?duì)思維導(dǎo)圖的應(yīng)用效果進(jìn)行了評(píng)價(jià)。通過(guò)調(diào)查及對(duì)實(shí)驗(yàn)結(jié)果的分析，筆者認(rèn)為將思維導(dǎo)圖應(yīng)用高中生物學(xué)課堂教學(xué)將有利于發(fā)散性思維能力的培養(yǎng)，有利于學(xué)生學(xué)習(xí)興趣的提高，有利于提高課堂教學(xué)的有效性。

簡(jiǎn)介：中腦導(dǎo)水管周灰質(zhì)PAG被認(rèn)為是調(diào)節(jié)恐懼、焦慮等負(fù)面情緒和防御性行為的最終神經(jīng)通路。其中，中腦導(dǎo)水管周灰質(zhì)背側(cè)區(qū)DPAG主要負(fù)責(zé)主動(dòng)性的防御行為。然而，電刺激與化學(xué)刺激作為傳統(tǒng)的腦刺激方式，無(wú)法做到同時(shí)在時(shí)間和空間上達(dá)到精確可控，這給DPAG相關(guān)的神經(jīng)功能研究及動(dòng)物行為的精確控制帶來(lái)了不利影響。近年來(lái)，光遺傳學(xué)展示了其在激活或者抑制可興奮細(xì)胞方面驚人的前景當(dāng)被適當(dāng)波長(zhǎng)的光照射時(shí)，光敏感離子通道打開(kāi)，造成細(xì)胞膜的去極化，產(chǎn)生動(dòng)作電位。這種基于光遺傳學(xué)的技術(shù)同時(shí)擁有優(yōu)異的時(shí)間和空間可控性，并且最大程度的規(guī)避了非特異性的激活或抑制。因此，選擇性的使目標(biāo)區(qū)域的神經(jīng)元表達(dá)光敏感蛋白，即可達(dá)到對(duì)特定區(qū)域神經(jīng)元特異性的控制，這為精確研究大鼠DPAG功能及在人為誘發(fā)大鼠產(chǎn)生防御性行為方面提供了新的方法。本研究擬利用光遺傳學(xué)技術(shù)，精確激活大鼠DPAG核團(tuán)，進(jìn)而考察①有效光刺激強(qiáng)度是否與非條件反射的防御行為強(qiáng)度相關(guān)②光刺激與電刺激誘發(fā)大鼠防御性行為的差異及產(chǎn)生差異的原因③光刺激與電刺激激活中腦的范圍④DPAG內(nèi)谷氨酸能神經(jīng)元在防御性行為中的作用。本研究?jī)?nèi)容及創(chuàng)新點(diǎn)主要為①建立了穩(wěn)定的病毒包裝、濃縮、純化體系，成功的包裝了AAV、LV，并進(jìn)行了純化濃縮，得到高滴度的一次感染性病毒顆粒（高達(dá)～109顆粒ML的LV、～1013顆粒ML的AAV）用于感染大鼠DPAG神經(jīng)元。②建立了完整的光刺激系統(tǒng)用于穩(wěn)定誘發(fā)大鼠僵直行為和逃跑行為。光刺激的同時(shí)使用PLEXON系統(tǒng)進(jìn)行電記錄，確認(rèn)了DPAG中CHR2陽(yáng)性神經(jīng)元的激活與激光的頻率、強(qiáng)度相關(guān)，反映了動(dòng)作電位的發(fā)放頻率和FSL兩者結(jié)合可以一定程度的反應(yīng)大鼠對(duì)DPAG刺激的響應(yīng)程度，揭示神經(jīng)元的時(shí)域、頻域編碼方式③對(duì)比了在光刺激和電刺激誘發(fā)大鼠的行為差異，說(shuō)明了光刺激比電刺激在誘發(fā)防御行為方面更加溫和可靠④通過(guò)腦片CFOS免疫染色，確認(rèn)了兩種刺激方式激活中腦的范圍差異，繼而使用逆行性及順行性神經(jīng)元追蹤染料，確認(rèn)其他核團(tuán)的激活狀況，解釋了兩種刺激方式造成行為差異的原因⑤使用CAMKⅡΑ啟動(dòng)子的AAV，繼而對(duì)DPAG中谷氨酸能亞型神經(jīng)元特異性激活，明確此種單一亞型的神經(jīng)元在防御性行為中的作用?？傊?，本研究規(guī)避了傳統(tǒng)腦刺激存在的缺陷，能夠更好的應(yīng)用于大鼠的防御行為誘發(fā)，并服務(wù)于DPAG相關(guān)的基礎(chǔ)研究。

簡(jiǎn)介：物理學(xué)是一門(mén)以實(shí)驗(yàn)為基礎(chǔ)的學(xué)科物理實(shí)驗(yàn)教學(xué)是素質(zhì)教育的重要環(huán)節(jié)。傳統(tǒng)的實(shí)驗(yàn)教學(xué)重結(jié)果、輕過(guò)程學(xué)生被動(dòng)地接受知識(shí)以機(jī)械操作為主缺乏實(shí)驗(yàn)設(shè)計(jì)的訓(xùn)練忽視學(xué)生之間的合作與互助。這種教學(xué)方式限制了學(xué)生主觀能動(dòng)性的發(fā)揮不利于學(xué)生學(xué)習(xí)能力和實(shí)驗(yàn)?zāi)芰Φ呐囵B(yǎng)。為了學(xué)生終身發(fā)展的需要提高實(shí)驗(yàn)教學(xué)的質(zhì)量本研究以現(xiàn)代教育理論為依據(jù)在新課程理念的指導(dǎo)下吸取前人的經(jīng)驗(yàn)在高中物理實(shí)驗(yàn)教學(xué)中實(shí)施導(dǎo)學(xué)式小組合作教學(xué)。本研究以實(shí)驗(yàn)法為主輔以調(diào)查法采用等組前測(cè)后測(cè)準(zhǔn)實(shí)驗(yàn)設(shè)計(jì)模式。被試選取蘆臺(tái)一中高中二年級(jí)的兩個(gè)平行班采用分層取樣各30人隨機(jī)指定對(duì)照班和實(shí)驗(yàn)班。本實(shí)踐研究中本著組內(nèi)異質(zhì)組間同質(zhì)的原則動(dòng)態(tài)分組合理搭配以實(shí)現(xiàn)優(yōu)勢(shì)互補(bǔ)。實(shí)驗(yàn)班在實(shí)驗(yàn)教學(xué)中采用導(dǎo)學(xué)式小組合作教學(xué)法進(jìn)行物理實(shí)驗(yàn)教學(xué)按照“1教師引導(dǎo)設(shè)問(wèn)學(xué)生預(yù)習(xí)構(gòu)思2小組合作討論確定實(shí)驗(yàn)方案3教師過(guò)程指導(dǎo)學(xué)生自主探究4分析總結(jié)數(shù)據(jù)進(jìn)行評(píng)估總結(jié)5組間交流討論教師疏導(dǎo)評(píng)價(jià)”的操作程序而對(duì)照班在實(shí)驗(yàn)教學(xué)過(guò)程中采用傳統(tǒng)的常規(guī)的教學(xué)方式。最后由研究者將統(tǒng)計(jì)數(shù)據(jù)輸入計(jì)算機(jī)用EXCEL軟件進(jìn)行統(tǒng)計(jì)分析。采用Z檢驗(yàn)對(duì)兩個(gè)班進(jìn)行物理實(shí)驗(yàn)成績(jī)、物理實(shí)驗(yàn)?zāi)芰臀锢韺W(xué)習(xí)興趣水平的統(tǒng)計(jì)分析。實(shí)驗(yàn)結(jié)果表明在高中物理實(shí)驗(yàn)教學(xué)中實(shí)施導(dǎo)學(xué)式小組合作教學(xué)法對(duì)學(xué)習(xí)效果產(chǎn)生了積極的影響收到了預(yù)期的效果。在高中物理實(shí)驗(yàn)教學(xué)中采用導(dǎo)學(xué)式小組合作教學(xué)方法有利于提高學(xué)生的物理實(shí)驗(yàn)成績(jī)有利于提高學(xué)生的物理實(shí)驗(yàn)?zāi)芰τ欣谔岣邔W(xué)生學(xué)習(xí)物理的興趣。實(shí)踐表明這種學(xué)習(xí)方式具備可行性和實(shí)效性為促進(jìn)物理實(shí)驗(yàn)教學(xué)的改革提供了依據(jù)。

簡(jiǎn)介：浙江師范大學(xué)碩士學(xué)位論文新課程理念下高中生物學(xué)實(shí)驗(yàn)的功能探索姓名張大也申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)生物學(xué)教學(xué)指導(dǎo)教師馬伯軍20090415THEEXPLORATIONINTHEFUNCTIONSOFBIOLOGYEXPERINⅡNTTEACHINGI腳ERT皿小MWABSTRACTBIOLOGYISANATURALSUBJECTWHICHCONTAINSALOTOFEXPERIMENTS，ANDEXPERIMENTSPLAYALLIMPORTANTROLEINTHEDEVELOPMENTOFBIOLOGYEXPERIMENTSPROVIDESSTUDENTS謝THNOTONLYAWAYTOGETPERPETUALKNOWLEDGE，BUTALSOAWAYTOEXPERIENCEAREALSTUDYINGENVIRONMENT，ANDSTIMULATESTUDENTS’INTERESTINBIOLOGYLEARNING，SOTHATTHESTUDENTSCALLMASTERSCIENTIFICWAYSANDCULTIVATETHEIRSCIENTIFICATTITUDEASARESULT，THEEXPERIMENTTEACHINGINBIOLOGYISEXTREMELYIMPORTANTINTHISROUNDOFCURRICULUMREFORMHOWEVER，THEREALSITUATIONOFEXPERIMENTTEACHINGINSENIORHIGHSCHOOLSISNOTOPTIMISTICTHEREALFUNCTIONOFITHASN’TBEENDUGOUTTHEREAREMAINLYTWOPROBLEMS1MOSTOFTHESENIORHIGHSCHOOLSDON’TPAYENOUGHATTENTIONTOTHEEXPERIMENTSTEACHING2THEREARESOMEDISADVANTAGESINTHENOWUSEDTEACHINGSYSTEMTHEREALSITUATIONOFBIOLOGYEXPERIMENTTEACHINGDOESN’TGOWITHTHECURRICULUMREFORMFORTHISREASONAFTERIHAVECONDUCTEDSOMERESEARCHESONTHEREALBIOLOGYEXPERIMENTTEACHINGANDGOTSOMEIDEASWHERETHESTUDENTSANDTEACHERSHAVESOMEPROBLEMS，UNDERTHEBACKGROUNDOFTHENEWCURRICULUMREFORM，ITISOFSPECIALIMPORTANCETOCONFIRMTHE3FUNCTIONSOFBIOLOGYEXPERIMENTTEACHINGEPISTEMOLOGYFUNCTIONOFBIOLOGYEXPERIMENTS；METHODOLOGYFUNCTIONOFBIOLOGYEXPERIMENTS；TEACHINGANDLEARNINGTHEORYFUNCTIONOFBIOLOGYEXPERIMENTSBASEDONTHE3FUNCTIONSABOVEANDTHENOWUSEDTEACHINGTEXTBOOKS，ALOTOFSTRENGTHENEDMEASURESCOMBINEDWITHTHEREALTEACHINGPRACTICEAREBEINGPUTFORWARDINTHISRESEARCHPAPEROPTIMIZETHEEXPERIMENTTEACHINGANDEXPERIMENTPROCESS；II

簡(jiǎn)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(xiě)過(guò)的研究成果。其他同志對(duì)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)位論文作者簽名南辱ET期D。M5DD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?jī)?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)校可以向國(guó)家有關(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)位論文作者簽名起母指導(dǎo)教師簽名EL期EOI、SDDET期目錄摘要IABSTRACTII前言1第1章研究的緣起111選題的理由及意義1111選題的理由’1112理論意義2113實(shí)踐意義及創(chuàng)新之處312國(guó)內(nèi)外研究現(xiàn)狀及趨勢(shì)3121國(guó)外的研究現(xiàn)狀3122國(guó)內(nèi)的研究現(xiàn)狀6第2章理論研究621思維導(dǎo)圖的概述6211什么是思維導(dǎo)圖6212思維導(dǎo)圖的特點(diǎn)6213思維導(dǎo)圖的用途722教學(xué)策略的研究8221教學(xué)策略的定義8222教學(xué)策略的分類(lèi)9223教學(xué)策略的使用原則1123思維導(dǎo)圖教學(xué)策略應(yīng)用于教學(xué)的理論基礎(chǔ)12231腦科學(xué)理論12232建構(gòu)主義理論13233人本主義理論1424新課程目標(biāo)的內(nèi)容15241提出背景15242總體目標(biāo)與具體目標(biāo)15243新課程目標(biāo)的特點(diǎn)17244高中生物新課程目標(biāo)18第3章實(shí)驗(yàn)研究2031研究的焦點(diǎn)問(wèn)題20

簡(jiǎn)介：提升教學(xué)質(zhì)量是很多學(xué)校必須面對(duì)的重大問(wèn)題現(xiàn)在課堂效率低、學(xué)生無(wú)心學(xué)習(xí)、疲于應(yīng)付、教師勞而無(wú)功的局面的確是困頓學(xué)校教學(xué)質(zhì)量的難題?！皢?wèn)題導(dǎo)學(xué)”教學(xué)模式就是通過(guò)教師鉆研教學(xué)目標(biāo)、次開(kāi)發(fā)教材在核心知識(shí)處設(shè)置問(wèn)題或情境讓學(xué)生以“問(wèn)題”為預(yù)習(xí)目標(biāo)去學(xué)習(xí)課本內(nèi)容在課堂中以“問(wèn)題”為橋梁搭建師生之間的交流重要的是學(xué)生間相互激發(fā)生成“新的問(wèn)題”使之成為課堂教學(xué)的資源。體現(xiàn)教師的主導(dǎo)作用和學(xué)生的主體意識(shí)通過(guò)教師的正確“導(dǎo)學(xué)”讓學(xué)生掌握科學(xué)的學(xué)習(xí)方法和良好的思維品質(zhì)使他們的思維能力、情感意識(shí)和創(chuàng)新能力達(dá)到質(zhì)的飛躍。讓教學(xué)從“教”為重心轉(zhuǎn)移到以“學(xué)”為重心。本研究是基于農(nóng)村規(guī)模小、師資弱的學(xué)校為研究對(duì)象分析在推行新課改初期教學(xué)中出現(xiàn)的諸多現(xiàn)象。挖掘隱藏在現(xiàn)象背后深層次的內(nèi)因?yàn)榻窈蟮男抡n改教學(xué)活動(dòng)提供一些新的經(jīng)驗(yàn)。通過(guò)訪談學(xué)校的管理層和一線教師找出當(dāng)前學(xué)校教學(xué)工作效率低的原因。分析實(shí)行本模式前后學(xué)生課堂的變化和成績(jī)的變化論證“問(wèn)題導(dǎo)學(xué)”的實(shí)踐價(jià)值。得出結(jié)論問(wèn)題情境下的學(xué)生激發(fā)出的學(xué)習(xí)熱情足以提高課堂教學(xué)效率而且這樣學(xué)習(xí)環(huán)境下的學(xué)生其問(wèn)題意識(shí)也得到了培養(yǎng)為今后的繼續(xù)學(xué)習(xí)打好基礎(chǔ)。

簡(jiǎn)介：廈門(mén)大學(xué)碩士學(xué)位論文基于思維導(dǎo)圖的課程網(wǎng)絡(luò)教學(xué)系統(tǒng)研究與開(kāi)發(fā)姓名杜一寧申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)指導(dǎo)教師劉暾東201109進(jìn)行整體上的教學(xué)設(shè)計(jì)，同時(shí)運(yùn)用思維導(dǎo)圖對(duì)課程網(wǎng)絡(luò)教學(xué)系統(tǒng)進(jìn)行導(dǎo)航設(shè)計(jì)和模塊設(shè)計(jì)，對(duì)接下來(lái)的課程網(wǎng)絡(luò)教學(xué)系統(tǒng)建設(shè)和實(shí)現(xiàn)有一個(gè)整體的全局的把握。四以數(shù)據(jù)庫(kù)原理及應(yīng)用課程網(wǎng)絡(luò)教學(xué)系統(tǒng)為例，對(duì)基于思維導(dǎo)圖的課程網(wǎng)絡(luò)教學(xué)系統(tǒng)設(shè)計(jì)和建設(shè)成果進(jìn)行介紹和驗(yàn)收。五對(duì)論文和研究進(jìn)行總結(jié)，指出基于思維導(dǎo)圖的課程網(wǎng)絡(luò)教學(xué)系統(tǒng)設(shè)計(jì)和實(shí)現(xiàn)中的不足和未完全實(shí)現(xiàn)的功能，為后續(xù)研究指明方向，并對(duì)本課程的研究提出展望。關(guān)鍵詞課程網(wǎng)絡(luò)教學(xué)系統(tǒng)；思維導(dǎo)圖；知識(shí)呈現(xiàn)II

簡(jiǎn)介：西北師范大學(xué)碩士學(xué)位論文高職高專(zhuān)西方經(jīng)濟(jì)學(xué)自主學(xué)習(xí)型網(wǎng)絡(luò)課程的設(shè)計(jì)姓名楊懋申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)教育技術(shù)學(xué)指導(dǎo)教師張?bào)闾m20071106ABSTRACTDURINGTHESEYEARSTHEAUTONOMOUSLEARNINGHASBEENPOPULARINEDUCATIONALPSYCHOLOGYATHOMEANDABOARDTHEAUTONOMOUSLEARNINGCANBEOFREALSIGNIFICANCEINTHEIMPLEMENTOFCREATIVEEDUCATIONANDDIATHESISEDUCATIONANDTHEAUTONOMOUSLEARNINGPROVIDESAFELICITOUSINTERFACEFORNETWORKCOURSEINITSPRIMARYSTAGE，WHENTHEAUTONOMOUSLEARNINGISMDEDBYNETWORK，NETWORKTECHNIQUESWORKASATOOLTOHELPHUMANCOGNITIONANDAPLATFORMFORSHARINGINFORMATIONFURTHERMORE，THENETWORKENVIRONMENTFACILITATESINDIVIDUALLYAUTONOMOUSLEARNINGANDPROMOTESCOMMUNICATIONANDOPERATIONBETWEENLEARNERSFROMTHEVIEWPOINTOFCOMBINATIONOFNETWORKTECHNIQUESANDAUTONOMOUSLEARNINGASWELLASBASEDONWESTERNECONOMICSFORHIGHERVOCATIONALSCHOOLSANDCOLLEGES，THENETWORKCOURSEFORAUTONOMOUSLEARNINGISDESIGNEDTHETHESISCONSISTSOFFIVEPARTSINPARTONE，AQUESTIONFORDISCUSSIONISPUTFORWARDRESEARCHPURPOSE，RESEARCHSIGNIFICANCEANDRESEARCHMETHODAREALLDISCUSSEDPARTTWOTALKSABOUTTHESETUPOFNETWORKCOURSESANDTHETEACHINGOFWESTERNECONOMICSINTHESESCHOOLSANDCOLLEGESMEANWHILE1HAVEANALYZEDSOMENETWORKCOURSES，THETEACHINGOFWESTERNECONOMICS，F(xiàn)INECOURSESANDLEARNINGWEBSITESFORSPECIALTYITISFOUNDTHATSOMEPROBLEMSEXISTINTHENETWORKCOURSESOFWESTERNECONOMICSMOREOVERTHEFUTUREDEVELOPMENTOFTHENETWORKCOURSESINTHESESCHOOLSISALSOANALYZEDPARTTHREEEXPLORESTHECHARACTERISTICSANDCONNOTATIONOFTHENETWORKCOURSESFORAUTONOMOUSLEARNING，BYMEANSOFABSTRACTINGTHEDEFINITIONOFCOURSES，NETWORKCOURSESANDAUTONOMOUSLEARNINGBASEDONTHEORETICALFOUNDATIONOFTHENETWORKCOURSESFORAUTONOMOUSLEARNING，THEDESIGNPRINCIPLESOFTHESECOURSESAGERAISEDWITHTHEHELPOFTHEORETICALRESEARCH，THECOMPOSITIONOFTHESECOURSESISANALYZEDWITHTHEFOUNDATIONOFWESTERNECONOMICSFORHIGHERVOCATIONALSCHOOLSANDCOLLEGES，BASEDONTHECHARACTERISTICSOFBOTHTHECOURSESANDTHELEARNERS，ITISPROPOSEDTHATTHESECOURSESISCOMPOSEDOFTHECOURSESUMMARYTEACHINGCONTENTANDTHEENVIRONMENTOFNETWORKLEARNINGTHEPAPERDELIBERATESTHEDESIGNMETHODSANDPRINCIPLESOFTHECOURSESUMMARYANDTEACHINGCONTENTITALSODISCUSSESTHEMAINFUNCTIONANDDESIGNPRINCIPLEOFNETWORKLEARNINGENVIRONMENTINDETAILTHEFIFTHPARTOFTHEPAPERSUMMARIZESTHEWHOLERESEARCH，GENERALIZESTHECONCLUSIONANDPOINTSOUTTHEDISADVANTAGESOFTHERESEARCHANDDIRECTIONOFTHERESEARCHINFUTUREKEYWORDSAUTONOMOUSLEARNINGNETWORKCOURSES，HIGHERVOCATIONALSCHOOLSANDCOLLEGES，WESTERNECONOMICS111

簡(jiǎn)介：湖北大學(xué)碩士學(xué)位論文湖北省高校體育教育訓(xùn)練學(xué)碩士研究生課程設(shè)置的初步研究姓名鄒平申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)體育教育訓(xùn)練學(xué)指導(dǎo)教師李可可20100501課程總數(shù)設(shè)置有待完善，部分高校專(zhuān)業(yè)基礎(chǔ)課程的學(xué)時(shí)偏少，公共課課時(shí)偏多。3湖北省高校體育教育訓(xùn)練學(xué)碩士研究生課程設(shè)置特色方面，武漢體育學(xué)院不僅注重培養(yǎng)學(xué)生專(zhuān)業(yè)基礎(chǔ)知識(shí)，也加強(qiáng)對(duì)學(xué)生教學(xué)訓(xùn)練理論方面的培養(yǎng)，另外，在總課時(shí)和總學(xué)分方面，武漢體育學(xué)院設(shè)置也比較合理。華中師范大學(xué)、湖北大學(xué)和長(zhǎng)江大學(xué)均比較重視對(duì)學(xué)生個(gè)性的培養(yǎng)和知識(shí)視野的拓寬。武漢理工大學(xué)、中國(guó)地質(zhì)大學(xué)和華中科技大學(xué)這3所大學(xué)比較重視學(xué)生專(zhuān)業(yè)基礎(chǔ)課程的學(xué)習(xí)，并且加強(qiáng)對(duì)學(xué)生工具類(lèi)課程的學(xué)習(xí)。建議；1湖北省7所擁有體育教育訓(xùn)練學(xué)碩士研究生培養(yǎng)權(quán)的高校，在培養(yǎng)目標(biāo)與人才規(guī)格制定上，不僅要依據(jù)國(guó)家相關(guān)的法律法規(guī)和學(xué)校的教學(xué)資源，更加要認(rèn)識(shí)到社會(huì)對(duì)本專(zhuān)業(yè)人才需求的重要性，并根據(jù)時(shí)間的變化對(duì)培養(yǎng)目標(biāo)與人才規(guī)格進(jìn)行相應(yīng)的調(diào)整。2湖北省體育教育訓(xùn)練學(xué)碩士研究生的課程設(shè)置在總體上得到廣大專(zhuān)家的好評(píng)，但在一些細(xì)節(jié)方面也存在不足，結(jié)合專(zhuān)家意見(jiàn)，建議將總學(xué)分設(shè)置為3536這一范圍，總學(xué)時(shí)設(shè)置在60卜700范圍內(nèi)，學(xué)位課程學(xué)時(shí)占總學(xué)時(shí)的比例為31州0％，總課程門(mén)數(shù)為30’35，跨學(xué)科、跨專(zhuān)業(yè)課程的學(xué)時(shí)占總學(xué)時(shí)的比例為11％一15％。3湖北省7所擁有體育教育訓(xùn)練學(xué)碩士研究生培養(yǎng)權(quán)的高校，在課程設(shè)置方面，各具特色，但都有不足之處，建議7所高校之間加強(qiáng)交流，相互學(xué)習(xí)，在吸取和借鑒別校長(zhǎng)處的同時(shí)，積極發(fā)揚(yáng)本校的特色和優(yōu)點(diǎn)，逐步完善體育教育訓(xùn)練學(xué)碩士研究生課程設(shè)置體系。關(guān)鍵詞湖北省體育教育訓(xùn)練學(xué)；課程設(shè)置；碩士研究生II

簡(jiǎn)介：上海師范大學(xué)碩士學(xué)位論文初中數(shù)學(xué)“學(xué)案導(dǎo)學(xué)”教學(xué)模式下的自主學(xué)習(xí)探討姓名孫怡虹申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)教育碩士指導(dǎo)教師張偉平201203ABSTRACTTHECORESTRATEGYOFTHESECONDROUNDCURRICULUMREFORMISTHATTHECURRICULUMISTOPROVIDETHESTUDENTSWITHTHELEARNINGOPPORTUNITYANDTHELEARNINGEXPERIENCE．ITISBASEDONTHEDEVELOPMENTOFSTUDENTSANDTHEWAYSOFLEARNINGISTHEBREAKTHROUGHTOCULTIVATESTUDENTS’CREATIVEANDPRACTICALABILITY．THISESSAYISBASEDONTHENEWEDUCATIONALCONCEPTANDCOMBINEDWITHTHEPRACTICALMATHSTEACHINGINTHEJUNIORMIDDLESCH001．ITALSOINVESTIGATESHOWTOIMPROVESTUDENTS’AUTONOMOUSLEARNINGABILITYINMATHSBYGUIDEDTEACHINGWITHLEARNINGPLANINJUNIORMIDDLESCH001．TH“一TPHASIZESHOWTOWRITETHEGUIDEDACHINGMATERIALSANDHOWLH1SESSAYEMPHASMESHOWTETHEGUIDEDTEACHNFFMATERIASANDHOWTOLEADSTUDENTSTOLEARNTHEMATERIALSTHEMSELVESBYGUIDEDTEACHINGWITHLEARNINGPLANTOCULTIVATETHEIRLEARNINGHABITSGRADUALLYSOTHATTHEYCANIMPROVETHEIRAUTONOMYANDINDEPENDENTLEARNINGABILITIESINMATHS．THEWAYSOFLITERATURESTUDYANDEXPERIMENTALSTUDYAREMAINLYUSEDWITHTHEINVESTIGATIONMETHODANDOBSERVATIONALMETHODINTHISESSAY．THISRESEACHCONCLUDESTHEOPERATIONALANDADAPTATIONOFUSINGGUIDEDTEACHINGWITHLEARNINGPLANTOIMPROVESTUDENTS’AUTONOMOUSLEARNINGABILITYINMATHSINJUNIORMIDDLESCH001．一FIVE，。NTHISLY．THEBACKGOFLHEREARERIVEPARTSINTHISESSAY．THEBACKMOUNDOFTHEMODEOFGUIDEDTEACHINGWITHLEARNINGPLAN，THEPURPOSE，THEIMPORTANCEANDTHEPROBLEMOFTHERESEARCHAREMENTIONEDINPARTONE．INPARTTWO，THEPRACTICALBASISANDTHETHEORETICALFOUNDATIONOFTHISPROJECTAREILLUSTRATED．

簡(jiǎn)介：蘇州大學(xué)碩士學(xué)位論文學(xué)案導(dǎo)學(xué)模式在中學(xué)語(yǔ)文教學(xué)中的運(yùn)用姓名鄒金梅申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)學(xué)科教學(xué)（語(yǔ)文）指導(dǎo)教師曾一果20090701“STUDIESTHEDOCUMENTTOLEADSTUDY’THEPATTERNINTHEMIDDLESCHOOLL她印篷E型里GU啦墮墮幽‘‘STUDIESTHEDOCUMENTTOLEADSTUDY’’THEPATTERNINTHEMIDDLESCHOOLLANGUAGETEACHINGUTILIZATIONABSTRACTATPRESENT,THEHOMEISTHEFUNDAMENTALRESEARCHALEMANYTOTHECLASSROOMINSTRUCTIONPATTERN’SRESEARCHSITUATION，THETEACHINGPRACTICERESEARCHAREFEW．THEREFORE,INEDUCATIONALREFORM’SFIDE，SYSTEMATICALLYSTUDIESTHECLASSROOMINSTRUCTIONPATTERNFROMTHETHEORYTOTHEPRACTICEISNOWVERYESSENTIAL．ONEOFCURRENTEDUCATIONALREFORMSESSENTIALTARGETSISMUSTCHANGETHETRADITIONTAKETHETEACHERASTHECENTRALEDUCATIONALMODEL，CONSTRUCTSONEKINDBOTHTOBEABLETOPLAYTHESTUDENTCOGNITIONMAINBODYROLEANDTOBEABLEFULLYTOMANIFESTTEACHER’SLEADINGROLENEWEDUCATIONALMODEL，BASEDONTHISREALIZESTHECOURSECONTENT，THETEACHINGMEDIAANDTHETEACHINGMETHODFURSCALEREFORMGRADUALLY．THISARTICLEUSESRESEARCHTECHNIQUESANDSOONTEACHINGEXPERIMENT,QUESTIONNAIRESURVEY,INTERVIEW,CASELAW,STUDYTHEDOCUMENTLEDSTUDYTHEEDUCATIONALMODELTOTHEMIDDLESCHOOLLANGUAGETEACHINGTOCONDUCTTHECOMPREHENSIVESYSTEM’SRESEARCH．NEPAPERISDIVIDEDTHREEMAJORPARTS，THEFIRSTPARTLEDSTUDYTHEEDUCATIONALMODELLIMITS，THEIMPLEMENTATIONBACKGROUND，THETHEORYTOSTUDYTHEDOCUMENTBASEDONANDSOONSEVERALASPECTSTOMAKETHEDETAILEDELABORATIONTHEORETICALLY．11LESECONDPART，THEELABORATIONSTUDYDOCUMENTLEADSSTUDYTHEEDUCATIONALMODELCONSTRUCTION,ELABORATEDTHISPATTERNESSENTIALFEATURE，THEBASICPRINCIPLESPECIFICALLYASWELLASSTUDYTHEDOCUMENTINTEGRANTPARTANDTHECOMPILATIONLIMCLIGHT．INFUNDAMENTALRESEARCHSFOUNDATION,HASCARRIED0NFORTHETIMEHALFYEARCONTRASTTEACHINGEXPERIMENT．碭EPAPERTHIRDPART,TOAPPLIEDSTUDYTHEDOCUMENTTOLEADSTUDYTHEEDUCATIONALMODELEXPERIMENTEFFECTTOCARRYONTHESTATISTICALANALYSISTOHAVETHEFNSTMATERIAL．HASDRAWNTHEMORERELIABLEEXPERIMENTCONCLUSION．硼忙FOURTHPARTLEDSTUDYTHEEDUCATIONALMODELTOSTUDYTHEDOCUMENTTOCARRYONTHEFORECAST．KEYWORDTHEEDUCATIONALMODEL，STUDIESTHEDOCUMENTTOLEADSTUDY,CONSTRUCTION,PRACTICEⅡWRITTENBYZOUJINMEISUPERVISEDBYZENGYIGUO

簡(jiǎn)介：小學(xué)整理課“因材導(dǎo)學(xué)’’學(xué)習(xí)方式的實(shí)踐研究THEPREDICAMENTOFREDUCINGHOMEWORKBURDENSINTHEMIDDLESCHOOLANDCOUNTERMEASURESRESEARCH一FROMTHEPERSPECTIVEOFTEACHING作者姓名吳霞珍學(xué)科專(zhuān)業(yè)教育管理MAJOREDUCATIONALMANAGEMENT學(xué)位授予單位浙江師范大學(xué)DEGREEAWARDIONGUNITZHEJIANGNORMALUNIVERSITY指導(dǎo)老師李長(zhǎng)吉教授浙江師范大學(xué)教師教育學(xué)院COLLEGEOFEDUCATION，ZHEJIANGNORMALUNIVERSITY二零一三年一十二月ABSTRACTSORTINGCOURSEISACURRICULUMCONCEPTPRESENTEDBYWENZHOUEXPERIMENTALPRIMARYSCHOOL，WITHFEWDOMESTICANDOVERSEASVALUABLERESEARCHACHIEVEMENTSTHEREASONOFOPENINGTHISCLASSISBASEDONOURJUDGMENTOFCURRENTEDUCATIONALSITUATIONANDTHINKINGOFELEMENTARYEDUCATIONALRESPONSIBILITYSORT／NGCOURSEREFERSTOACOURSEFORMWHICHUNDERTHETEACHER’SGUIDANCE，COMBINEDWITHTHECHARACTERISTIESOFSUBJECTCURRICULUMSANDPRACTICALCURRICULUMS，塒TLLTHEMAINCONTENTOFSORTINGOUTKNOWLEDGES，THEMETHODOFINDEPENDENTANDCOOPERATIVECOMBINEDLEARNING，THEPURPOSEOFGRADUALLYESTABLISHINGANINDIVIDUALIZEDLEARNINGSTRATEGYSYSTEMANDCULTIVATINGASUSTAINABLEASWELLASLIFELONGDEVELOPMENTALBEHAVIORHABITTHEFINALAIMOFSORTINGCOURSEISTOMASTERTHEMETHOD，TODEVELOPTHEHABITANDTOBEASELFMANAGED，SELFRELIANCEDANDINDEPENDENTSTUDENTTHEPRESENTRESEARCHOFSORTINGCOURSEISONAPRELIMINARYSTATUSWITHVARIOUSPROBLEMS，ESPECIALLYTHEPROBLEMOFTEACHINGDIFFERENTIATIONDURINGTHECOURSETHROUGHTHEINVESTIGATIONANDOBSERVATION，WEFOUNDTHATTHEREWASABIGDISPARITYOFSORTINGABILITYAMONGTHESTUDENTSGOODSTUDENTSCOULDHAVEDONEINPERFECTORDER，WHILEPOORCHILDRENSTILLDIDNTKNOWWHATTODOFORTHOSESTUDENTS011DIFFERENTLEVELSINCLASS，HOWDOTEACHERSGIVECORRESPONDINGSTIMULATIONTOKEEPTHEIRSTRONGINTERESTTHEREFORE，IPROPOSETHE‘DIFFERENTIATIONGUIDANCE’’TEACHINGMODELDURINGTHESORTINGCOURSETHE“DIFFEREUTIMIONGUIDANCE’’MODELHASBEENUSEDINOTHEREDUCATIONALFIELDSESPECIALLYMIDDLESCHOOLS，BUTISUNPRECEDENTEDINELEMENTARYEDUCATIONBASINGONTHEGREATEFFORTSTOENHANCETHECOURSEEFFICIENCY，WEPUTFORWARDDIFFERENTIATEDTEACHINGGOALSTHATLETTHEGOODSTUDENTSGOAHEADANDPOORONESFOLLOWCLOSELYTHE“DIFFERENTIATIONGUIDANCE’’MODELISAKINDOFCLASSTEACHINGMETHODSWITHTHEPREMISEOFRESPECTINGSTUDENTS’MAININDIVIDUALDIFFERENCESANDKNOWLEDGECATEGORIES，THEDIRECTIONOFHIERARCHICALTEACHINGGOALS，THECOMBINEDFORMOFGROUPTEACHINGANDINDIVIDUALIZEDTEACHING，ASWELLASTHETENETTHATTEACHERSLEADIL

簡(jiǎn)介：西南師范大學(xué)碩士學(xué)位論文中等衛(wèi)校微生物學(xué)及檢驗(yàn)技術(shù)課程教學(xué)中學(xué)生創(chuàng)新能力的培養(yǎng)姓名陳列申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)學(xué)科教學(xué)生物指導(dǎo)教師張耀光陳林光20040601ONTHETRAININGOFSTUDENTS’INNOVATIVECOMPETENCESINTHECOURSEOFMICROBIOLOGY＆TESTINGTECHNOLOGYMTTFORSECONDARYSANITATIONTECHNICALSCHOOLSSSTSMAJORBIOLOGYTEACHINGRESEARCHORENTATIONBIOLOGYPEDAGOGYTUTORSPROFESSORZHANGYAOGUANG，PROFESSORCHENLINGUANGAUTHORCHENLIEJ200036ABSTRACTTHECOMPETENCESOFINNOVATION，WHICHNEEDSSOMEKNOWLEDGEINFACT，ISAKINDOFINTELLECTUALACTIVITYASWELLASAMENTALINCLINATIONEXPLORINGTHEPROBLEMSACTIVELYANDPOSITIVELY，ALSOAKINDOFUNIVERSALPOTENTIALWHICHPEOPLEHAVEHOWEVER，THEPOTENTIALTRANSFORMISDEPENDINGONTHEEFFICIENTEDUCATIONTHEREARENOFORMED，STEADYANDSPECIFICPROJECTSANDMEASURESFORTHETRAININGOFINNOVATIVECOMPETENCESTHESUBJECTTEACHINGISAMAINCHANNELFOREDUCATIONTHEESSENTIALWAYTOTRAINTHESTUDENTS’INNOVATIVECOMPETENCESISTOREALIZEJNNOVATIONOFTEACHINGSUBJECTSACCORDINGTOTHECOGNITION，THISDISSEI’TATIONPRESENTSSUCHAPROPOSITIONTRAININGSTUDENTS’INNOVATIVECOMPETCNCESTHROUGHTHECOURSEOFMTT，ANDTHEAUTHORHASBEENDEMONSTRATINGTHEPROBABILITIESANDESSENTIALITIESOFSTUDENTS’INNOVATIONABILITIESTRAININGANDALSOPROPOSINGSOMENEWIDEASINTHESTUDYTHEDISSERTATIONFOCUSESONBOWTOINNOVATETEACHINGTHECOURSEOFMTTTOADAPTTOTHENEEDSOFTRAININGSTUDENTS’INNOVATIONINORDERTOKEEPUPWITHTHEPACEOFTHEEDUCATIONALREFORMANDDEVELOPMENTINSSTS，ANDMEETTHECHANGESOFTHESPECIALIZEDCOURSESOBJECTIVES，CHARACTERSANDMEDICALEDUCATIONALMODELS，THESTUDENTS’INNOVATIONCOMPETENCESMUSTBETRAINEDNOWADAYSATTHESAMETIME，THEPHYSICALANDMENTALCHARACTERSOFTHESTUDENT’SMAJOREDINTESTING2