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簡(jiǎn)介：華東師范大學(xué)碩士學(xué)位論文師范院校美術(shù)史課程對(duì)小學(xué)美術(shù)教師專(zhuān)業(yè)素質(zhì)的影響姓名徐蘭蘭申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)美術(shù)教育指導(dǎo)教師錢(qián)初熹20061001THETEACHINGOFARTISTICAPPRECIATIONPLAYSANIMPORTANTROLEINARTISTICCURRICULUMOFMIDDLEANDPRIMARYSCH001SDURINGTHEREFORMOFNEWARTISTICCURRICULUMATTHEPRESENTSTAGE．HOWEVERTHEARTTEACHERSINMIDDLEANDPRIMARYSCHOOLSARENOTQUALIFIEDFORTHEJOB．ANDTHEREASONSFORTHATAREVARIOUS，THEMAINONE鯽ONGWHICHISTHATNORMALSCHOOLS，ASTHEBASEOFCULTIVATINGARTTEACHERSOFMIDDLEANDPRIMARYSCH。01S，DON’TPAYENOUGHATTENTIONTOTHESTUDENTS’EDUCATIONOFPROFESSIONALKNOWLEDGEANDCULTURALQUALITY，ESPECIALLYTHEPROPORTIONOFTHEHJSTORYOFARTWHICHISREGARDEDASAHUMANESUBJECTISQUITE10W，ANDIT’SCONTENTONLYFOCUSESONTHEARTISTICPHENOMENAIN01DANDMODERNTIMES，REGARDLESSOFTHOSEINPRESENTTIMESTHERESEARCHINGSUBJECTONLYFOCUSESONTHECLASSICWORKSINEUROPEANDSOMEOTHERDEVELOPEDAREAS，REGARDLESSOFTHEARTISTICWORDSOFNONMAINSTREAMCULTUREINSOMEUNDERDEVELOPEDAREAS．BESIDES，THEBORINGANDSIMPLISTICTEACHINGMETHODSCHARACTERIZEDINTEACHERS’TEACHINGANDCRAMⅢINGIGNORESTUDENT’SSELFSTUDYANDEXPLORATION，WEAKENSTHEUSAGEOFTHEHISTORYOFARTDEVELOPINGTHESTUDENTS’PROFESSIONALQUALITYANDAPPRECIATIONABILITYINNORMALSCHOOLS．TOCOUNTERTHISISSUE，THETHESISGRASPSSOMETEACHINGSITUATIONOFARTISTICAPPRECIATIONTHROUGHALOTOFFIELDWORK，INVESTIGATIONANDRESEARCHTOKNOWTHEPRIMARYSTUDENTS’1EARNINGSITUATIONANDTHEPRIMARYTEACHERS7TEACHINGSITUATIONOFARTISTICAPPRECIATIONANDTHENORMALSTUDENTS’LEARNINGSITUATIONOFTHEHISTORYOFART．0NTHEOTHERSIDETHETHESISALSOCLARIFIESTHEPOSITIVEEFFECTSOFTHEHISTORYOFATONCULTIVATINGTHEPROFESSION2LQUALITY，ESPECIALLYTHETEACHINGABILITYOFARTAPPRECIATLONOFTHEHISTORYOFARTINNORMALSCHOOLSONTHEBASISOFALARGEQUANTITYOFDATACOMINGFROMTHERELATIVERESEARCHOFTHERELATIVERESEARCHOFTHENORMALSTUDENTS1EARNINGSITUA七IONOFTHEHISTORYOFARTANDTHEIRTEACHINGPERFORMANCEOFARTISTICAPPRECIATIONDURINGTHETEACHINGPRACTICEPERIOD．

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簡(jiǎn)介：Y1407616學(xué)校代碼10200分類(lèi)號(hào)G427③研究生學(xué)號(hào)密級(jí)東北H予厄大季碩士學(xué)位論文1020064300玉高中化掌新舊教科書(shū)化掌史內(nèi)容的比較THECOMPARISONOFTHECONTENTSONTHEHISTORYOFCHEMISTRYINNEWTEXTBOOKSOFHIGHSCHOOLANDINTHEOLD作者沈曉燕指導(dǎo)教師董淑莉特級(jí)教師學(xué)科專(zhuān)業(yè)教育碩士研究方向?qū)W科教學(xué)化學(xué)學(xué)位類(lèi)型教育碩士東北師范大學(xué)學(xué)位評(píng)定委員會(huì)2008年12月ABSTRACTTHENEWCURRICULUMREQUIRESTHECOMPAREHENRIVECULTIVATIONOFSTUDENT’SSCIENTIFICACCOMPLISHMENT．THEREFORE，THEINTRODUCTIONOFTHEHISTORYOFCHEMISTRYANDTHEENHANCEMENTOFTHEEDUCATIONABOUTIT．ISANEFFECTIVEWAYOFIMPLEMENTINGSCIENTIFICACCOMPLISHMENTEDUCATION．WHATARETHEMAINCHANGESOFTHEHISTORYOFCHEMISTRYCOVEREDINNEWTEXTBOOKSCOMPAREDWITHTHEOLDVERSION．FORPROMPTASSURANCEOFTHEBASICPHILOSOPHYOFNEWCURRICULUMREFORMINHIGHSCHOOL’SCHEMISTRYANDDISPLAYTHEFUNCTIONOFTHEHISTORYOFCHEMISTRYEDUCATION，THEPAPERFOCUSESONTHEFULLTIMEORDINARYHIGHSCHOOLTEXTBOOKSOFCHEMISTRYPEOPLEEDUCATIONPUBLISHINGCOMPANY．THEPAPERCOMPARESTHECONTENTSOFTHEHISTORYOFCHEMISTRYINBOTHTEXTBOOKSANDILLUSTRATESTHESIMILARITIESANDDIFFERENCES，ADVANTAGESANDDISADVANTAGESAIMINGATHELPINGCOMPILINGORCHOOSINGTHEHISTORYOFCHEMISTRY．ATTHESAMETIME，IALSOIHOPEITCANHELPTEACHERSTHEBASICPHILOSOPHYOFNEWCURRICULUMREFORM，CONFRONTINGTHECHALLENGESTHENEWTEXTBOOKSBRING，TEACHERSATTACHMOREIMPORTANCETOTHEHISTORYOFCHEMISTRYANDTAKEFULLYUSEOFITSFUNCTION．THEPAPERCONSISTSOFFIVEPARTSTHEFIRSTPARTISTHEINTRODUCTIONOFTHETOPICWITHTHECOMBINATIONOFPRESENTSTATEANDTHEREFORMOFTHEREFORMOFTHEHISTORYOFCHEMISTRYTEACHING，THEORIGN。NOFTHEPAPER,THEAIMANDRESEARCHINGMETHODSAREILLUSTRATED．THESECONDPARTISTHEEXPOUNDINGOFTHERESEARCHFOUNDATIONOFTHEPAPER．BASEDONTHEPRINCIPLEOFCOMPARATIVEPEDAGOGY’SRESEARCHLAURINDELEITEANALYSISMETERANDFORMERRESEARCHFOUNDATIONICONSTRUCTTHECOMPANIONMODELOFTHETEACHINGCONTENTSOFTHEHISTORYOFCHEMISTRY．THETHIRDPARTISTHEPAPERCOMPARISONOFTHEHISTORYOFCHEMISTRYANDTHEMAINBODYOFTHEPAPER．ACCORDINGTOTHEMODELCONSTRUCTED，F(xiàn)ORTHETEACHINGCONTENTSONTHEHISTORYOFCHEMISTRYINTEXTBOOKSOFHIGHSCHOOLAFTERTHEREFORM，WHICHAREBOTHPUBLISHEDBYPEOPLE’SEDUCATIONPUBLISHINGCOMPANY,IMAKEADETAILEDCOMPARISONFROMTHEPERSPECTIVEOFTHEPRESENTATION，ORGANIZATIONANDTHETUDINGMETHODSOFTHECONTENT．THEFOURTHPARTDRAMSACONCLUSION．BAREDONTHECOMPREHENSIVECOMPARISON．IDRAWACONCLUSION，ABOUTTHERESULTOFTHECOMPARISONABOUTTHETEACHINGCONTENTSOFTHEHISTORYOFHIGHSCHOOLANDANALYZETHEPOSSIBLEREASONS．THEFIFTHPARTISITSIMPLICATION．INTHISPARTTHESUGGESTIONSONCOMPILINGOFTHECONTENTSOFTHEHISTORYOFCHEMISTRYANDONTHETEACHER’STEACHINGKEYWORDSTHEHISTORYOFCHEMISTRY；COMPARISONRESARCH；CHEMISTRYOFHIGHSCHOOL；NEWCURRICULUM．II

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簡(jiǎn)介：南京師范大學(xué)碩士學(xué)位論文鄉(xiāng)土史校本課程的開(kāi)發(fā)與實(shí)施以南京市J中學(xué)的鄉(xiāng)土史教學(xué)為例姓名翟麗云申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)學(xué)科教學(xué)（歷史）指導(dǎo)教師吳曉晴20091024

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簡(jiǎn)介：南京師范大學(xué)碩士學(xué)位論文在中國(guó)古代史教學(xué)中培養(yǎng)學(xué)生的民族認(rèn)同意識(shí)姓名孫華申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)學(xué)科教學(xué)（歷史）指導(dǎo)教師劉軍20080101INCREASINGSTUDENT，S●NATIONAIIDENTITYNTHETEACKINGOFTHEANCIENTEACHENTINGOTICHINESEHISTORYTHISARTICLETELLSUSWHATISTHENATIONALIDENTITYCONSCIOUSNESSATFIRSTTHENATIONALIDENTITYCONSCIOUSNESSHASTHREELAYERSOFMEANINGTHENITTELLSUSNATIONALIDENTITYCONSCIOUSNESSISTHEPREMISEOFTHEPATRIOTISMEDUCATIONTHEREFOREITHASVERYVITALTHEORETICALANDPRACTICALSIGNIFICANCETOINCREASESTUDENT’SNATIONALIDENTITYCONSCIOUSNESSANCIENTCHINESEHISTORYISEASIERTOINCREASESTUDENT’SNATIONALIDENTITYCONSCIOUSNESSTHANOTHERPARTSAFTEREIGHTHCURRICULUMREFORMATION，THENEWEDITION’STEXTBOOKHASTHESPECIALSUPERIORITYININCREASINGSTUDENT’SNATIONALIDENTITYCONSCIOUSNESSSOHOWTOINCREASESTUDENT’SNATIONALIDENTI哆CONSCIOUSNESSINACTUALHISTORICALTEACHINGISONEOFTHEIMPORTANTSUBSTANCESTHATTHISARTICLEINVESTIGATESKEYWORDSNEWEDITION’STEXTBOOKANCIENTCHINESEHISTORYNATIONALIDENTITYⅡ

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簡(jiǎn)介：隨著教學(xué)改革的不斷發(fā)展，以人為本的教學(xué)觀(guān)念深入人心，各種教育教學(xué)改革的嘗試方興未艾。在高中物理教學(xué)中滲透物理學(xué)史作為改革物理教學(xué)的一種手段，越來(lái)越受到國(guó)內(nèi)外教育工作者的廣泛重視，為了更好的在高中物理教學(xué)中滲透物理學(xué)史，本文從理論和實(shí)踐兩方面對(duì)這一問(wèn)題進(jìn)行了研究，首先闡述了提出這一問(wèn)題的緣由，介紹了課題研究的現(xiàn)狀，從理論與實(shí)踐兩方面分析了本課題研究的意義，接著通過(guò)問(wèn)卷形式對(duì)高中物理學(xué)史的教學(xué)現(xiàn)狀進(jìn)行了調(diào)查，對(duì)造成這種現(xiàn)狀的原因進(jìn)行了分析，并指出了存在的問(wèn)題。針對(duì)這些具體問(wèn)題提出了在教學(xué)過(guò)程中引入物理學(xué)史的基本原則，分析了物理學(xué)史的教育功能。具體的介紹了四種在高中物理教學(xué)中滲透物理學(xué)史的方式。并且初步的探討了在高中物理教學(xué)中滲透物理學(xué)史的課堂教學(xué)模式，給出了概念教學(xué)和實(shí)驗(yàn)規(guī)律教學(xué)兩種教學(xué)模式的課堂操作程序。通過(guò)對(duì)研究結(jié)果的分析和討論，作者認(rèn)為在高中物理教學(xué)中滲透物理學(xué)史，在很大程度上改變了學(xué)生對(duì)待物理的態(tài)度，增加了教學(xué)的趣味性、知識(shí)性，使更多的同學(xué)對(duì)物理產(chǎn)生了興趣。利用物理學(xué)史來(lái)訓(xùn)練學(xué)生的科學(xué)方法是行之有效的。通過(guò)科學(xué)方法的教育帶動(dòng)了知識(shí)教學(xué)。在課堂教學(xué)的某些部分引入物理學(xué)史內(nèi)容，使學(xué)生從另外的角度認(rèn)識(shí)物理概念和規(guī)律，降低了難度，有利于學(xué)生學(xué)習(xí)。教師為了更好的扮演起學(xué)生學(xué)習(xí)活動(dòng)的組織者的角色，要求教師應(yīng)具有必要的物理學(xué)史素養(yǎng)。領(lǐng)悟物理學(xué)史中所蘊(yùn)含的辯證法思想。理解物理學(xué)基本概念建立過(guò)程中所包涵的方法論、思想論。了解物理學(xué)家的生平事跡。作者認(rèn)為滲透物理學(xué)史教育在具體實(shí)踐中依然存在著很多的問(wèn)題，但是為了學(xué)生的終身發(fā)展，我們?nèi)匀恍枰訌?qiáng)物理學(xué)史教育，本文所總結(jié)出的教學(xué)模式并不是一成不變的，不能拿來(lái)生搬硬套。只能在具體的教學(xué)實(shí)踐中靈活運(yùn)用，此論文期望能夠拋磚引玉，使廣大教師在具體的實(shí)踐中有所啟示，促使他們自覺(jué)的在教學(xué)過(guò)程滲透物理學(xué)史，也就達(dá)到了本文的目的。

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