簡(jiǎn)介：四川師范大學(xué)學(xué)位論文獨(dú)創(chuàng)性及使用授權(quán)聲明本人聲明所呈交學(xué)位論文，是本人在導(dǎo)師筮佳墓熬援指導(dǎo)下，獨(dú)立進(jìn)行研究工作所取得的成果。除文中已經(jīng)注明引用的內(nèi)容外，本論文不含任何其他個(gè)人或集體已經(jīng)發(fā)表或撰寫過(guò)的作品或成果。對(duì)本文的研究做出重要貢獻(xiàn)的個(gè)人和集體，均已在文中以明確方式標(biāo)明。本聲明的法律結(jié)果由本人承擔(dān)。本人承諾已提交的學(xué)位論文電子版與論文紙本的內(nèi)容一致。如因不符而引起的學(xué)術(shù)聲譽(yù)上的損失由本人自負(fù)。本人同意所撰寫學(xué)位論文的使用授權(quán)遵照學(xué)校的管理規(guī)定學(xué)校作為申請(qǐng)學(xué)位的條件之一，學(xué)位論文著作權(quán)擁有者須授權(quán)所在大學(xué)擁有學(xué)位論文的部分使用權(quán)，即1已獲學(xué)位的研究生必須按學(xué)校規(guī)定提交印刷版和電子版學(xué)位論文，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(kù)供檢索；2為教學(xué)、科研和學(xué)術(shù)交流目的，學(xué)?？梢詫⒐_(kāi)的學(xué)位論文或解密后的學(xué)位論文作為資料在圖書館、資料室等場(chǎng)所或在有關(guān)網(wǎng)絡(luò)上供閱讀、瀏覽。本人授權(quán)中國(guó)科學(xué)技術(shù)信息研究所將本學(xué)位論文收錄到中國(guó)學(xué)位論文全文數(shù)據(jù)庫(kù)，并通過(guò)網(wǎng)絡(luò)向社會(huì)公眾提供信息服務(wù)。保密的學(xué)位論文在解密后適用本授權(quán)書??躲鋤辟同一名癌硝簽字日期伽11年5N≯6日簽字日期≯悻Q爿％日＼●N、F㈣ILLLL7ILL4LU825LLILFLRIII高中生物學(xué)“活動(dòng)單導(dǎo)學(xué)’’的實(shí)踐研究教育碩士學(xué)科教學(xué)生物專業(yè)研究生袁錦明指導(dǎo)教J幣徐作英摘要轉(zhuǎn)變學(xué)生被動(dòng)接受的學(xué)習(xí)方式，倡導(dǎo)自主、合作、探究的學(xué)習(xí)方式，重視學(xué)生學(xué)習(xí)能力的培養(yǎng)，是我國(guó)當(dāng)前新課程改革的重點(diǎn)。教學(xué)改革的重點(diǎn)在課堂，難點(diǎn)也在課堂。為了徹底轉(zhuǎn)變教師的教學(xué)方式和學(xué)生的學(xué)習(xí)方式，打造高效活力課堂，江蘇省太湖高級(jí)中學(xué)開(kāi)展了“活動(dòng)單導(dǎo)學(xué)“的教學(xué)實(shí)驗(yàn)研究。本文第一部分主要闡述了“活動(dòng)單導(dǎo)學(xué)”的內(nèi)涵和教學(xué)原則。第二部分闡述了課題提出的背景、研究意義和創(chuàng)新性。第三部分主要論述了國(guó)內(nèi)外相關(guān)研究狀況。第四部分主要論述了“活動(dòng)單導(dǎo)學(xué)“的實(shí)驗(yàn)研究，結(jié)合教學(xué)實(shí)踐，針對(duì)學(xué)校層面、生物組層面、教師層面設(shè)計(jì)實(shí)驗(yàn)并對(duì)實(shí)驗(yàn)結(jié)果進(jìn)行了分析，并提出了下階段改革建議。經(jīng)過(guò)本課題的實(shí)驗(yàn)研究證明，“活動(dòng)單導(dǎo)學(xué)“的實(shí)施能明顯地激發(fā)師生的激情，激活師生的智慧，提高學(xué)生的學(xué)習(xí)成績(jī)和自學(xué)能力?！盎顒?dòng)單導(dǎo)學(xué)”教學(xué)模式在高中生物教學(xué)和其他學(xué)科教學(xué)中是可以推行與借鑒的。關(guān)鍵詞高中生物學(xué)活動(dòng)單導(dǎo)學(xué)實(shí)踐2

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簡(jiǎn)介：編號(hào)三比陽(yáng)呻尬大爹頑士虧位論支題目基礎(chǔ)教育新課程改革與研究型教師隊(duì)伍建設(shè)沈陽(yáng)市第一零七中學(xué)個(gè)案分析所在院專業(yè)名指導(dǎo)教研究完成時(shí)系教育科學(xué)學(xué)院稱教育管理師鄧曉春研究員生郁燕問(wèn)2005年8月沈陽(yáng)師范大學(xué)研究生處制基礎(chǔ)教育新課程故革與研究型教師隊(duì)伍建設(shè)THENEWCURRICULUMREFORMOFBASICEDUCATIONANDRESEARCHORIENTEDTEACHERSFACULTYCONSTRUCTIONABSTRACTTUMOFTHECENTURYTHECURRICULMNREFORMOFBASICEDUCATIONRECEIVESTHEUNPRECEDENTEDATTENTIONWORLDWIDEALOTOFCOUNTRIESINTHEWORLD，ESPECIALLYDEVELOPEDCOUNTRIES，OFTENALLPROCEEDWITHCURRICULUMREFORMOFBASICEDUCATIONTHROUGHREFORMINGBASICEDUCATIONCURRICULUM，ADJUSTINGTALENTSTRAININGOBJECTIVE，CHANGINGTHEPERSONNELTRAININGMODE，ANDIMPROVINGPERSONNELTRAININGQUALITY，TOSTRENGTHENONE。SOWNSTRENGTHINTHEWORLD“DECISIONOFTHECENTRALCOMMITTEEOFTHECPCANDTHESTATECOUNCILONDEEPENINGEDUCATIONREFORMANDADVANCINGQUALITYEDUCATION”POINTOUTTHEBASICEDUCATIONISTHEPROJECTOFLAYINGAFOUNDATIONOFREVITALIZINGTHENATIONTHROUGHSCIENCEANDEDUCATION，WHICHHASEFFECTONIMPROVINGCHINESENATION’SQUALITYTRAININGALLTYPESOFTALENTS，PROMOTINGSOCIALISTMODERNIZATIONCONSTRUCTIONTOHAVEBASIC，OVERALLGUIDINGFUNCTIONSSO，WEMUSTBEFROMTHESTANDINGOFIMPLEMENTINGSTRATEGYOFREVITALIZINGTHENATIONTHROUGHSCIENCEANDEDUCATION，F(xiàn)ROMTHESTANDINGOFIMPROVINGNATION’SQUALITY，STRENGTHENINGOVERALLNATIONALSTRENGTH，TOKNOWANDADVANCETHEREFORMOFBASICEDUCATIONCURRICULUMITISPOINTEDOUTCLEARLYTHAT”DECISIONOFTHECENTRALCOMMITTEEOFTHECPCANDTHESTALECOUNCILONDEEPENINGEDUCATIONREFORMANDADVANCINGQUALITYEDUCATION“IN1999”SETUPTHEEFFECTIVEMECHANISMOFOPTIMIZINGTHETEACHINGFACULTYANDIMPROVETHEWHOLEQUALITYOFTHETEACHINGFACULTY”O(jiān)BVIOUSLYLEACHER‘SFACULTYCONSTRUCTIONNOTONLYDELERMINESEDUCATIONALDEVELOPMENTSPEED，BUTALSOISAKEYOFREFORMINGTHESUCCESSORFAILUREOFNEWCURRICULUMOFTHEBAGICEDUCATIONTHETEACHERSOFMIDDLEANDPRIMARYSCHOOLSARETHEMOSTDIRECTPARTICIPANTSINTHENEWCURRICULUMREFORRNOFTHEBASICEDUCATIONWHETHERNEWCURRICULUMSUCCEEDSORNOT，THETEACHER’SQUALITYATTIMDE，MEETINGANDIMPROVINGAREAKEYFACTOREACHTEACHERWANTSTEGARDLEARNING，STUDYINGASTHEWAYTOSURVIVEANDWORK，ASTHEINDISPENSABLECOMPONENTINTHEWORKANDLIFEWHILEWORKINGTHEYSHOULDBEABSORBINGTHENEWTECHNOLOGYANDNEWKNOWLEDGECONSTANTLY。THROUGHINSISTING01“1CONSTANTSTUDYCREATEONE，DEVELOPONESELFPROMOTINGTALENTS’CULTIVATION、IMPROVEMENTOFQUALITY，WHICHISEXACTADEMANDOFANEWCURRICULUMREFORMTHETEACHERISNOLONGERPERSONWHOTEACHESTHEKNOWLEDGE，ANDSHOULDBETHEPROMOTEROFSTUDENT’SSTUDYTHETEACHERISNOLONGERATEACHER。、ARTISAN”，BUTAPERSONWHOHASCONECTIDEASKNOWSHOWTEVIEWTECHNOLOGYANDISGOODATCOOPERATIONBECOMING”RESEARCH”TEACHERISTHEINEVITABLECHOICEOFTHESCHOOLANDTEACHERSTOADVANCEWITHTHETIMES，UPGRADEONE，PROMOTEOVERALL2

簡(jiǎn)介：山東師范大學(xué)碩士學(xué)位論文高中語(yǔ)文校本課程開(kāi)發(fā)的研究與實(shí)踐以濟(jì)南市第七中學(xué)為例姓名梁蓉申請(qǐng)學(xué)位級(jí)別碩士專業(yè)學(xué)科教學(xué)語(yǔ)文指導(dǎo)教師馬先義20090408山東師范大學(xué)碩士學(xué)位論文源的重要內(nèi)容等。第三部分，探討高中語(yǔ)文校本課程開(kāi)發(fā)的策略。以一個(gè)具體學(xué)校即濟(jì)南七中為例，分別從學(xué)校層面、教師層面和學(xué)生層面探討高中語(yǔ)文校本課程開(kāi)發(fā)的策略。并結(jié)合具體案例，分別從專題研究型和綜合實(shí)踐型兩個(gè)角度，通過(guò)開(kāi)發(fā)基礎(chǔ)、課程綱要、具體實(shí)施、課程反思幾個(gè)步驟，探索高中語(yǔ)文校本課程開(kāi)發(fā)實(shí)踐過(guò)程中的重要環(huán)節(jié)。本課題的設(shè)計(jì)思路即立足于語(yǔ)文校本課程開(kāi)發(fā)過(guò)程中出現(xiàn)的主要問(wèn)題，由理論和實(shí)踐入手，力求為高中語(yǔ)文校本課程的開(kāi)發(fā)提供明晰的理論指導(dǎo)和實(shí)用的案侈L。Ⅱ關(guān)鍵詞高中語(yǔ)文校本課程課程開(kāi)發(fā)分類號(hào)G6333

簡(jiǎn)介：分類號(hào)密級(jí)單位代碼幽學(xué)號(hào)壁壘墨壘2壘竺天滓I幣厄大雪研究生學(xué)信S自TB技L嗣了X。JO又術(shù)在垂學(xué)生物學(xué)課程中的整合與實(shí)踐THEPRACTICEANDINTEGRATIONBETWEENITANDMEDICALBIOLOGY研究生王筮查一指導(dǎo)教師型搓垂塾援一一申請(qǐng)學(xué)位類別亟專業(yè)名稱熬直亟一研究方向堂型熬堂生塑一一一一所在學(xué)院丞注垣整盔堂絲堂皇生金疊堂堂瞳。提交論文日期至QQ魚生堇Q旦天津帥范大學(xué)順學(xué)位論文信息技術(shù)在醫(yī)學(xué)生物學(xué)課程中的整合’J實(shí)踐ABSTRACTINFORMATIONTECHNOLOGYISINVADINGTHESCHOOLSWIMVARIOUSFORMSANDDIFFERENTLEVELSINTHEINFORMATIONAGE，THISPAPERISANINVESTIGATIONONINTEGRATIONBETWEENITANDBIOLOGYTEACHINGTHEEXPERIMENTATION，ACTIONRESEARCHANDCONVERSATIONAREUSEDCOMBINEDTHEFOREIGNANDDOMESTICRESEARCHWITHTHESITUATIONOFTHELANGFANGHEALTHSCHOOLANENTIREINTEGRATIONPLANWASDESIGNED，WHICHISBASEDONTHECONSTRUETIVISMINORDERTOIMPROVETHEEXPERIMENT’SEFFECTCOOPERATIVELEARNINGANDSELFEVALUATIONALEUSEDINCARRYINGOUTTHEPLANTHERESULTSSHOWEDTHATTHEINTEGRATIONBETWEENITANDMEDICALBIOLOGYTEACHINGIMPROVEDSTUDENTS’INFORMATIONLITERACYTHESTUDENTBECAMEINCREASINGLYINTERESTEDINTHESUBJECTANDTHEGRADESWENTUPTHERELATIONSHIPBETWEENSTUDENTSANDTEACHERSGOTBETTERTHEABILITYOFAUTONOMOLLSLEARNINGWASDEVELOPEDSOMEKNOWLEDGESTOREDINMEMORYKEEPSLONGERBECAUSEOFINVOLVEDINMULTIMEDIASTUDENTS’ATTITUDETOLEARNINGCHANGEDALOTTHERESULTSALSOINDICATEDTHATWHETHERTHESTUDENTSPARTICIPATEINTHEAUTONOMOUSLEARNINGANDSELFEVALUATIONACTIVELYORNOTDEPENDSONTHEACCEPTINGTOTHELEARNINGWAYSOFINTEGRATIONBETWEENITANDSUBJECTTEACHINGINFORMATIONLITERACYHASNELEVANCETOTHEGRADETHESTUDENTSSHOULDNOTBEFORDEDTOACCEPTTHEINTEGRATIONTHISISAPRELIMINARYSTUDYONINTEGRATIONBETWEENITANDMEDICALBIOLOGYTEACHINGIMPROVEMENTISNEEDEDINFUTURETEACHINGKEYWORDINFORMATIONTECHNOLOGY；MEDICALBIOLOGY；CURRICULUMINTEGRATIONIII

簡(jiǎn)介：新疆師范大學(xué)碩士學(xué)位論文現(xiàn)象學(xué)教育學(xué)視域下的體育課程理念研究姓名劉韜申請(qǐng)學(xué)位級(jí)別碩士專業(yè)體育教育訓(xùn)練學(xué)指導(dǎo)教師彭立群20070417新疆師范大學(xué)碩士學(xué)位論文2ABSTRACTTHENOTIONSOFCOURSEARETHEBASISCEPARTOFEDUCATIONWITHOUTTHELIGHTOFNOTIONSTHECOURSESINEDUCATIONWOULDBEBLINDAIMLESSWILLLOSTDIRECTIONSSOONERLATERWITHTHEFESEEABLEENDINGATTHEWRONGDESTINATIONJUSTLIKETHOSEWHOSAILWITHOUTACOMPASSTHISSTUDYSTARTEDFROMTHEANGLEOFPHENOMENALEDUCATIONELABATEDTHENOTIONSOFCOURSEINPHYSICALEDUCATIONPETRIEDTOPROVIDEANEWIDEATOTHEDEVELOPMENTREVOLUTIONOFPEREVOLUTIONBASEDONTHEREVIEWOFPHENOMENALEDUCATIONTHISSTUDYANALYZEDTHECRELATEDCONCEPTSOFNOTIONTHENOTIONOFCOURSETHENOTIONOFCOURSEINPEBYAPPLYINGTHEMETHODSOFBIBLIOGRAPHICINFMATIONRETRIEVALCOMPARISONANALYSISHISTICALRESEARCHINADDITIONTHISSTUDYGAVEABRIEFREVIEWONTHEDEVELOPMENTOFNOTIONOFCOURSEINPEINCHINAFURTHEREDTHEEXPLATIONTHISCONCEPTWITHINTHEFIELDOFPHENOMENALEDUCATIONFROMFOURLEVELSTHEEDUCATIONCONTENTSEDUCATIONPROCESSEDUCATIONMETHODSTHETEACHERSTUDENTRELATIONSHIPINTHEENDTHESTUDYSUMMARIZEDTHEENLIGHTENMENTOFPHENOMENALEDUCATIONTOTHEMODERNPHYSICALEDUCATIONTHERESULTOFTHISSTUDYISNEITHERASTOFEDUCATIONTECHNIQUENANEDUCATIONMETHODITISANOTIONOFEDUCATIONMEOVERITISAMODEOFTHINKINGIEPRODUCTIVEMODEOFTHINKINGTHEUTILIZATIONSTRATEGYOFTHISNOTIONISMULTIDIMENSIONALINREALITYITMECONCENTRATEONTHEMODESOFLEARNINGINUNDERSTINGREALIZATIONPERCEPTUALCOGNITIONPRACTICEWHILEINTHEDETAILSITUNIQUELYEMPLOYSTHEACTIVEEDUCATIONMETHODBYREPLACINGTHEPARENTS’ROLEWITHTEACHERSALSOUSESTHEMETHODSOFPEEXPLATIONEDUCATIONREALIZATIONEDUCATIONREALTIMEEDUCATIONCOOPERATIONEDUCATIONTHEREFEITCOULDTAKETHEFULLADVANTAGEOFTHEMODERNEDUCATIONTECHNIQUESPAYMEATTENTIONSTOTHECOMBINATIONOFSTUDENT’SPERCEPTIONALCOGNITIONSFEELINGSWILLSASTHECONSEQUENCEITWILLBEVERYHELPFULTOTHESTUDENTSINDEVELOPINGTHEIRBRIGHTCHEERFULDISPOSITIONTHROUGHITSIMPROVEMENTONTHEPEEDUCATIONCONTENTITSTRENGTHENSTHECONNECTIONSBETWEENSTUDENTSSOCIETYBYCONCENTRATINGONIMPROVINGTHESTUDENTS’APPRECIATIONOFBEAUTIFULNESSMALSTARDSBRINGSINTOPLAYTHESTUDENTS’PERCEPTUALFEELINGPRACTICECOGNITIVEINTERACTIVESELFQUESTIONINGCREATIVEACTIVITIESASTOTHERELATIONSHIPBETWEENSTUDENTSTEACHERSITREQUIRESATURNINGFROMTHEROLEOFMERELYPASSINGOFKNOWLEDGEFROMTEACHERSTOSTUDENTSTOAMEEQUALINTERACTIONBETWEENTHEMTHEPEUNDERTHEPHENOMENALEDUCATIONREQUIRESPAYINGMEATTENTIONTOTHEFEELINGSOFSTUDENTSBYUSINGTHEACTIVEEDUCATIONMETHODSREPLACINGTHEROLEOFPARENTSWITHTEACHERSSETTINGUPAREALTIMESURROUNDINGITAIMSTOACTIVATETHEMOODOFSTUDENTSTOSTRENGTHENTHEINTERACTIONSBETWEENSTUDENTSTEACHERSTOCONSTRUCTTHEFEELINGIENTED

簡(jiǎn)介：學(xué)位論文獨(dú)創(chuàng)性聲明本人鄭重聲明L、堅(jiān)持以“求實(shí)、創(chuàng)新“的科學(xué)精神從事研究工作。2、本論文是我個(gè)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。3、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。4、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(guò)的研究成果。意。5、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作者簽名日期學(xué)位論文使用授權(quán)聲明本人完全了解南京師范大學(xué)有關(guān)保留、使用學(xué)位論文的規(guī)定，學(xué)校有權(quán)保留學(xué)位論文并向國(guó)家主管部門或其指定機(jī)構(gòu)送交論文的電子版和紙質(zhì)版；有權(quán)將學(xué)位論文用于非贏利目的的少量復(fù)制并允許論文進(jìn)入學(xué)校圖書館被查閱；有權(quán)將學(xué)位論文的內(nèi)容編入有關(guān)數(shù)據(jù)庫(kù)進(jìn)行檢索；有權(quán)將學(xué)位論文的標(biāo)題和摘要匯編出版。保密的學(xué)位論文在解密后適用本規(guī)定。作者簽名日期中文摘要中文摘要培養(yǎng)學(xué)生學(xué)習(xí)數(shù)學(xué)的主動(dòng)性，學(xué)案導(dǎo)學(xué)提供了一個(gè)平臺(tái)。它改變了傳統(tǒng)的以教師為中心的教學(xué)模式，建構(gòu)一種充分發(fā)揮學(xué)生認(rèn)知主體又能充分發(fā)揮教師主導(dǎo)作用的新型教學(xué)模式。本論文結(jié)合學(xué)校實(shí)際，從建構(gòu)主義理論，有意義學(xué)習(xí)理論，最近發(fā)展區(qū)理論，系統(tǒng)科學(xué)理論等方面闡述了“學(xué)案導(dǎo)學(xué)“的理論基礎(chǔ)。并從主體性原則，創(chuàng)新性原則，指導(dǎo)性原則，層次性原則，探究性原則，開(kāi)放性原則，民主性原則，實(shí)踐性原則等方面闡述了學(xué)案的編寫及編寫中的注意事項(xiàng)。從主體性原則，梯度性原則，引導(dǎo)性原則，探索性原則，系統(tǒng)性原則，方法化原則，知識(shí)遷移性原則等方面闡述了學(xué)案導(dǎo)學(xué)在教學(xué)中的實(shí)施。為了驗(yàn)證“學(xué)案導(dǎo)學(xué)”課堂教學(xué)模式有利于發(fā)揮學(xué)生的主體能動(dòng)性，筆者以所教的初三1班和初三2班為實(shí)驗(yàn)對(duì)象，采用等組前后測(cè)設(shè)計(jì)，對(duì)三個(gè)效能指標(biāo)學(xué)習(xí)熱情，自學(xué)能力，學(xué)業(yè)成績(jī)進(jìn)行對(duì)比，通過(guò)統(tǒng)計(jì)分析發(fā)現(xiàn)“學(xué)案導(dǎo)學(xué)“有助于發(fā)揮學(xué)生的主體能動(dòng)性，很好的落實(shí)了學(xué)生在數(shù)學(xué)課堂中的主體地位，激發(fā)了學(xué)生的數(shù)學(xué)學(xué)習(xí)熱情，滿足了素質(zhì)教育要求。關(guān)鍵詞學(xué)案導(dǎo)學(xué)學(xué)案編寫原則課堂教學(xué)減負(fù)增效

簡(jiǎn)介：福建師范大學(xué)碩士學(xué)位論文高中英語(yǔ)自主學(xué)習(xí)學(xué)案導(dǎo)學(xué)研究姓名江巧華申請(qǐng)學(xué)位級(jí)別碩士專業(yè)學(xué)科教學(xué)英語(yǔ)指導(dǎo)教師岳峰20070801中文摘要隨著教育改革的不斷深化，“自主學(xué)習(xí)”已經(jīng)成為中學(xué)教育研究中一個(gè)熟悉的話題。從方法論的角度來(lái)看，自主學(xué)習(xí)是一種有效的學(xué)習(xí)途徑，從社會(huì)學(xué)的視角看，它則是人的個(gè)性目標(biāo)。研究者就此提出多種不同的理論。普通高中英語(yǔ)課程標(biāo)準(zhǔn)人教版，2003對(duì)自主學(xué)習(xí)按分級(jí)目標(biāo)提出了具體要求。筆者考察教學(xué)現(xiàn)狀發(fā)現(xiàn)，學(xué)生自主學(xué)習(xí)的意識(shí)增強(qiáng)了，但是，他們自主學(xué)習(xí)的實(shí)際行動(dòng)并不明顯，學(xué)生對(duì)老師的依賴性仍然很突出，自主學(xué)習(xí)的理念與實(shí)踐的距離較遠(yuǎn)。本文著眼于高中英語(yǔ)教學(xué)的現(xiàn)狀，針對(duì)高中英語(yǔ)教學(xué)中學(xué)生自主學(xué)習(xí)的實(shí)踐活動(dòng)不是等現(xiàn)象，研究“以學(xué)生為中心”的“學(xué)案導(dǎo)學(xué)”的教學(xué)模式，力求通過(guò)“學(xué)案”，為高中英語(yǔ)的自主學(xué)習(xí)搭建一條從理論到實(shí)踐的橋梁，有效落實(shí)學(xué)生的“學(xué)習(xí)責(zé)任”，保障學(xué)生的學(xué)習(xí)主體地位，從而實(shí)現(xiàn)自主學(xué)習(xí)的目標(biāo)。本研究在建構(gòu)主義和人本主義理論的指導(dǎo)下，重點(diǎn)探究自主學(xué)習(xí)的行為方式，強(qiáng)調(diào)其“實(shí)踐性”和“任務(wù)性”。通過(guò)問(wèn)卷調(diào)查、訪談、觀察和實(shí)證研究，筆者得出了以下研究結(jié)果1、“學(xué)案導(dǎo)學(xué)”是師生實(shí)現(xiàn)高中英語(yǔ)自主學(xué)習(xí)愿望的有效途徑之一；2、“學(xué)案導(dǎo)學(xué)”突出學(xué)習(xí)者行為的“主動(dòng)性、獨(dú)立性、獨(dú)特性、實(shí)踐性、問(wèn)題性、任務(wù)性和生成性”。關(guān)鍵詞自主學(xué)習(xí)，學(xué)案導(dǎo)學(xué)，實(shí)踐性

簡(jiǎn)介：?R???ⅧY1532407H女目第中研裂火警碩士學(xué)位論文镕‰一主±皇蟄堂塞墜堡堡蘭垂堂里豎登魚墮盤學(xué)位申請(qǐng)人姓名盤墊壁申請(qǐng)碩士學(xué)位類別全里劌塑±申請(qǐng)學(xué)位專業(yè)方向塞塹堡壁生塾至疊指導(dǎo)教師姓名生鱉筮捶⑨碩士學(xué)位論丈MASTER’STHESISABSTRACTBIOLOGYISANATURALSCIENC圮WHICHISBASEDONEXPERIMENT．THEDEVELOPMENTOFBIOLOGYFAN’TDEPARTFROMEXPERIMENT,NEITHERTHEBIOLOGYTEACHING．BECAUSELEARNINGEVALUATIONOFTHEBIOLOGYEXPERIMENTALCURRICULAISALLIMPORTANTPARTINTHEEXPERIMENTALTEACHING．TOESTABLISHASCIENTIFICANDEFFECTIVELEARNINGEVALUATIONFORBIOLOGYEXPERIMENTALCURRICULAINSENIORHI曲SCHOOLWILLPROMOTETHEEXPERIMENTALTEACHING，SOASTOPROMOTETHEDEVELOPMENTOFEACHSTUDENTS．HOWEVER,INTHEACTUALEXPERIMENTALCURRICULALEARNING，ITISNOTENOUGHTOCARRYONTHEEVALUATION,SOTHELEARNINGEVALUATIONDOESN’TPLAYITSFULLVITALITY．INTHISRESEARCHWEPROPOSEAMULTIPLYLEARNINGEVALUATIONFORTHEEXPERIMENTALCURRICULAWITHTHEPURPOSEOFBETTERINGTHEFUNCTIONSOFEVALUATION,ANDTOGIVETHEREFERENCEINFORMATIONFORTHEREFORMSOLLLEARNINGEVALUATIONINBASICEDUCATIONALCURRICULA．BYREADINGANDSTUDYINGTHERELEVANTLITERATURE，WEDEFINEDTHECONCEPTIONSOFTHEEVALUATION,LEARNINGEVALUATION,MULTIEVALUATION,SUMMARIZEDTHEBASICPRINCIPLESANDCURRENTSITUATIONOFLEARNINGEVALUATIONANDANALYZEDTHEGENERALTYPESANDCHARACTERISTICSOFEXPERIMENTALCURRICULAINBIOLOGY．ONTHEBASICOFTHEORETICALRESEARCHES，WELEARNTTHECURRENTSITUATIONANDPROBLEMSOFTHELEARNINGEVALUATIONINBIOLOGYEXPERIMENTALCURRICULAINNO．49SENIORHIL西SCHOOLINWUHANVIAQUESTIONNAIRE．THUS，ACCORDINGTOTHETHREETYPESOFEXPERIMENTALCURRICULAI．E．BASICEXPERIMENTALCURRICULA,INVESTIGATIVEEXPERIMENTALCURRICULA，RESEARCHFULCURRICULA，WEDESIGNEDACORRESPONDINGMULTISUBJECTS，MULTIWAYANDMULTICONTENTLEARNINGEVALUATIONRESPECTIVELY．THISMULTIEVALUATIONWASDESIGNEDACCORDINGTOTHECHARACTERISTICSOFDIFFERENTTYPESOFEXPERIMENTALCURRICULAINSENIORHIGHSCHOOLANDEMPHASIZEDONSTUDENTS’LEARNINGPROCESS，BYWHICHTOPROMOTESTUDENTSTOKNOWTHEIRSTUDYSITUATIONANDDISADVANTAGES，SOASTOIMPROVEMOREEFFICIENTLYANDPROMOTETHEDEVELOPMENTOFEACHSTUDENT．KEYWORDSBIOLOGY,EXPERIMENTALCURRICULUM，MULTIEVALUATION

簡(jiǎn)介：華東師范大學(xué)碩士學(xué)位論文影響網(wǎng)絡(luò)學(xué)習(xí)成效關(guān)鍵因素探究以經(jīng)濟(jì)學(xué)原理網(wǎng)絡(luò)課程為例姓名王昭君申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育技術(shù)學(xué)指導(dǎo)教師陳偉杰20070501影響網(wǎng)絡(luò)學(xué)習(xí)成效關(guān)鍵因素探究ABSTRACTASANEWMODEOFEDUCATIONELEARNINGISVERYPOPULARAⅡOVERTHEWORLDFORITSFLEXIBILITYANDCONVENIENCEINOURCOUNTRYLEARNINGEFFECTBECOMESTHEBOTTLENECK船THEENDOFEXPANDINGSTAGEOFBLEARNINGALRLVESSOITISAVERYSIGNIFICANTTOPICINPRACTICETOINVESTIGATEHOWTOENHANCEEFFECTOFBL住MINGTHEMAINPURPOSEOFTHISRESEARCHISTOEXPLORETHEKEYINFLUENTIALFACTORSOFLEARNINGEFFECTBYUSINGTHEQUANTITATIVEANALYSISTHROUGHANALYZINGRELEVANTDOCUMENTS，EVALUATIONGUIDELINESOFLEARNINGEFFECTHAVEBEENPROPOSEDNAMELYSATISFACTIONOFELEARNINGPERFORMANCEOFELEARNING，ANDTHEFOURKEYINFLUENTIALFACTORSOFELEARNINGCHARACTERISTICOFSTUDENTSCHARACTERISTICOFCEUGSECHARACTERISTICOFLEARNINGSPACEANDINSTRUCTIONINTERACTIONACCORDINGTOTHERESULTSOF32STUDENTSWHOTOOKPARTINPRINCIPLEOFECONOMICSANDMAJOREDINADMINISTRATIVEMANAGEMENTINDISTANCEEDUCATIONCOLLEGEOFECNU2006FANBYUSINGPEARSON’SCORRELATIONANALYSISANDSTEPWISEREGRESSIONSTATISTICMETHOD，ITCONDUCTEDTHATINSTRUCTIONDESIGNANDWEBPAGEDESIGNOFCOURSE，PERCEIVEDUSEFULNESSOFLEARNINGSPACEBOTHHAVEINFLUENCEONLEARNINGSATISFACTIONANDPERFORMANCE；FLEXIBILITYOFELEARNINGCURRICULUMJUSTHASINFLUENCEOILLEARNINGSATISFACTION；OTHERFACTORSJUSTLATERFERCINLEARNINGEFFECTFINALLYACCORDINGTESEARCH，INORDERTOCREATEASUPERIORENVIRONMENTOFELEARNINGANDENHANCETHELEARNINGEFFECTSOMERELEVANTSUGGESTIONSWEREPMPOSEDTOLEARNERS，TEACHERS，ASSISTANTSANDDISTANCEEDUCATIONCOLLEGESKEYWORDSELEARNINGEFFECTORELEARNINGLEARNINGSATISFACTIONCONTENTANALYSISQUANTITATIVEANALYSISⅡ

簡(jiǎn)介：山東師范大學(xué)碩士學(xué)位論文高校教育技術(shù)學(xué)專業(yè)精品課程的建設(shè)與發(fā)展研究姓名孟慶娜申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育技術(shù)學(xué)指導(dǎo)教師郭根生20080425將該課程與多媒體畫面藝術(shù)基礎(chǔ)進(jìn)行更進(jìn)一步的比較，指出其不足之處。最后，在上述比較的基礎(chǔ)上，歸納總結(jié)攝影基礎(chǔ)精品課程的特色與創(chuàng)新之處，并對(duì)其未來(lái)的發(fā)展前景進(jìn)行展望。論文的最后一部分是結(jié)束語(yǔ)，總結(jié)了此次研究的主要內(nèi)容，指出論文撰寫過(guò)程中存在的不足和在今后的研究過(guò)程中應(yīng)注意的問(wèn)題，并提出了后續(xù)要做的工作，同時(shí)也展望了教育技術(shù)學(xué)專業(yè)精品課程的建設(shè)與發(fā)展的方向。【關(guān)鍵詞】精品課程；建設(shè)；網(wǎng)絡(luò)；教材；資源；教育技術(shù)學(xué)【分類號(hào)】G434