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簡介：揚州大學碩士學位論文學程式網(wǎng)絡(luò)課程的設(shè)計與開發(fā)現(xiàn)代教育技術(shù)網(wǎng)絡(luò)學程開發(fā)的個案姓名王延申請學位級別碩士專業(yè)課程與教學論指導(dǎo)教師馮銳20060601里揚州大學碩士學位論文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，

簡介：遼寧師范大學碩士學位論文試論學案導(dǎo)學在高中思想政治課中的應(yīng)用姓名夏玲玲申請學位級別碩士專業(yè)學科教學思想政治教育指導(dǎo)教師馬寶娟20090301

簡介：目前，盡管新課程改革如火如荼，但高中生物學課堂教學仍然存在眾多弊端，如學生的主體性被忽視、創(chuàng)造性思維培養(yǎng)的缺失，以致課堂教學效率低下。尋找一種能夠更加優(yōu)化的課堂教學策略就是本課題的出發(fā)點。鑒于此，筆者在理論分析的基礎(chǔ)上進行了思維導(dǎo)圖的實驗研究。思維導(dǎo)圖是英國人托尼博贊在20世紀70年代開發(fā)的一種組織性思維工具。他通過繪制圖的方法，將人認知知識、解決問題和發(fā)散想象的思路、途徑以及如何對它們進行配置有序的表達出來。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，對思維導(dǎo)圖概念進行了界定，對理論基礎(chǔ)進行了闡述，并介紹了國內(nèi)外的研究情況。介紹了思維導(dǎo)圖在課堂教學中的四大應(yīng)用策略，并對本研究的結(jié)果進行統(tǒng)計和分析，。提出了本研究存在的一些問題和對后續(xù)研究的一些建議。本研究結(jié)合我校實際情況，將思維導(dǎo)圖應(yīng)用于高中生物學課堂教學。在實驗前后進行座談和問卷調(diào)查，并對實驗組和對照組進行前測和后測，所得數(shù)據(jù)均采用SPSS115軟件進行統(tǒng)計處理，從定性和定量兩方面對思維導(dǎo)圖的應(yīng)用效果進行了評價。通過調(diào)查及對實驗結(jié)果的分析，筆者認為將思維導(dǎo)圖應(yīng)用高中生物學課堂教學將有利于發(fā)散性思維能力的培養(yǎng)，有利于學生學習興趣的提高，有利于提高課堂教學的有效性。

簡介：中腦導(dǎo)水管周灰質(zhì)PAG被認為是調(diào)節(jié)恐懼、焦慮等負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主要負責主動性的防御行為。然而，電刺激與化學刺激作為傳統(tǒng)的腦刺激方式，無法做到同時在時間和空間上達到精確可控，這給DPAG相關(guān)的神經(jīng)功能研究及動物行為的精確控制帶來了不利影響。近年來，光遺傳學展示了其在激活或者抑制可興奮細胞方面驚人的前景當被適當波長的光照射時，光敏感離子通道打開，造成細胞膜的去極化，產(chǎn)生動作電位。這種基于光遺傳學的技術(shù)同時擁有優(yōu)異的時間和空間可控性，并且最大程度的規(guī)避了非特異性的激活或抑制。因此，選擇性的使目標區(qū)域的神經(jīng)元表達光敏感蛋白，即可達到對特定區(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技術(shù)，精確激活大鼠DPAG核團，進而考察①有效光刺激強度是否與非條件反射的防御行為強度相關(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。本研究內(nèi)容及創(chuàng)新點主要為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，并進行了純化濃縮，得到高滴度的一次感染性病毒顆粒（高達～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。光刺激的同時使用PLEXON系統(tǒng)進行電記錄，確認了DPAG中CHR2陽性神經(jīng)元的激活與激光的頻率、強度相關(guān)，反映了動作電位的發(fā)放頻率和FSL兩者結(jié)合可以一定程度的反應(yīng)大鼠對DPAG刺激的響應(yīng)程度，揭示神經(jīng)元的時域、頻域編碼方式③對比了在光刺激和電刺激誘發(fā)大鼠的行為差異，說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通過腦片CFOS免疫染色，確認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，確認其他核團的激活狀況，解釋了兩種刺激方式造成行為差異的原因⑤使用CAMKⅡΑ啟動子的AAV，繼而對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。

簡介：物理學是一門以實驗為基礎(chǔ)的學科物理實驗教學是素質(zhì)教育的重要環(huán)節(jié)。傳統(tǒng)的實驗教學重結(jié)果、輕過程學生被動地接受知識以機械操作為主缺乏實驗設(shè)計的訓練忽視學生之間的合作與互助。這種教學方式限制了學生主觀能動性的發(fā)揮不利于學生學習能力和實驗?zāi)芰Φ呐囵B(yǎng)。為了學生終身發(fā)展的需要提高實驗教學的質(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)驗在高中物理實驗教學中實施導(dǎo)學式小組合作教學。本研究以實驗法為主輔以調(diào)查法采用等組前測后測準實驗設(shè)計模式。被試選取蘆臺一中高中二年級的兩個平行班采用分層取樣各30人隨機指定對照班和實驗班。本實踐研究中本著組內(nèi)異質(zhì)組間同質(zhì)的原則動態(tài)分組合理搭配以實現(xiàn)優(yōu)勢互補。實驗班在實驗教學中采用導(dǎo)學式小組合作教學法進行物理實驗教學按照“1教師引導(dǎo)設(shè)問學生預(yù)習構(gòu)思2小組合作討論確定實驗方案3教師過程指導(dǎo)學生自主探究4分析總結(jié)數(shù)據(jù)進行評估總結(jié)5組間交流討論教師疏導(dǎo)評價”的操作程序而對照班在實驗教學過程中采用傳統(tǒng)的常規(guī)的教學方式。最后由研究者將統(tǒng)計數(shù)據(jù)輸入計算機用EXCEL軟件進行統(tǒng)計分析。采用Z檢驗對兩個班進行物理實驗成績、物理實驗?zāi)芰臀锢韺W習興趣水平的統(tǒng)計分析。實驗結(jié)果表明在高中物理實驗教學中實施導(dǎo)學式小組合作教學法對學習效果產(chǎn)生了積極的影響收到了預(yù)期的效果。在高中物理實驗教學中采用導(dǎo)學式小組合作教學方法有利于提高學生的物理實驗成績有利于提高學生的物理實驗?zāi)芰τ欣谔岣邔W生學習物理的興趣。實踐表明這種學習方式具備可行性和實效性為促進物理實驗教學的改革提供了依據(jù)。

簡介：浙江師范大學碩士學位論文新課程理念下高中生物學實驗的功能探索姓名張大也申請學位級別碩士專業(yè)生物學教學指導(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

簡介：學位論文獨創(chuàng)性聲明本人鄭重聲明所提交的學位是本人在導(dǎo)師指導(dǎo)下進行的研究工作和取得的研究成果。本論文中除引文外，所有實驗、數(shù)據(jù)和有關(guān)材料均是真實的。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構(gòu)已經(jīng)發(fā)表或撰寫過的研究成果。其他同志對本研究所做的貢獻均已在論文中作了聲明并表示了謝意。學位論文作者簽名南辱ET期D。M5DD學位論文使用授權(quán)聲明研究生在校攻讀學位期間論文工作的知識產(chǎn)權(quán)單位屬南京師范大學。學校有權(quán)保存本學位論文的電子和紙質(zhì)文檔，可以借閱或上網(wǎng)公布本學位論文的部分或全部內(nèi)容，可以采用影印、復(fù)印等手段保存、匯編本學位論文。學?？梢韵驀矣嘘P(guān)機關(guān)或機構(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位論文屬于保密論文，保密期限為年。學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實踐意義及創(chuàng)新之處312國內(nèi)外研究現(xiàn)狀及趨勢3121國外的研究現(xiàn)狀3122國內(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6213思維導(dǎo)圖的用途722教學策略的研究8221教學策略的定義8222教學策略的分類9223教學策略的使用原則1123思維導(dǎo)圖教學策略應(yīng)用于教學的理論基礎(chǔ)12231腦科學理論12232建構(gòu)主義理論13233人本主義理論1424新課程目標的內(nèi)容15241提出背景15242總體目標與具體目標15243新課程目標的特點17244高中生物新課程目標18第3章實驗研究2031研究的焦點問題20

簡介：提升教學質(zhì)量是很多學校必須面對的重大問題現(xiàn)在課堂效率低、學生無心學習、疲于應(yīng)付、教師勞而無功的局面的確是困頓學校教學質(zhì)量的難題?！皢栴}導(dǎo)學”教學模式就是通過教師鉆研教學目標、次開發(fā)教材在核心知識處設(shè)置問題或情境讓學生以“問題”為預(yù)習目標去學習課本內(nèi)容在課堂中以“問題”為橋梁搭建師生之間的交流重要的是學生間相互激發(fā)生成“新的問題”使之成為課堂教學的資源。體現(xiàn)教師的主導(dǎo)作用和學生的主體意識通過教師的正確“導(dǎo)學”讓學生掌握科學的學習方法和良好的思維品質(zhì)使他們的思維能力、情感意識和創(chuàng)新能力達到質(zhì)的飛躍。讓教學從“教”為重心轉(zhuǎn)移到以“學”為重心。本研究是基于農(nóng)村規(guī)模小、師資弱的學校為研究對象分析在推行新課改初期教學中出現(xiàn)的諸多現(xiàn)象。挖掘隱藏在現(xiàn)象背后深層次的內(nèi)因為今后的新課改教學活動提供一些新的經(jīng)驗。通過訪談學校的管理層和一線教師找出當前學校教學工作效率低的原因。分析實行本模式前后學生課堂的變化和成績的變化論證“問題導(dǎo)學”的實踐價值。得出結(jié)論問題情境下的學生激發(fā)出的學習熱情足以提高課堂教學效率而且這樣學習環(huán)境下的學生其問題意識也得到了培養(yǎng)為今后的繼續(xù)學習打好基礎(chǔ)。

簡介：廈門大學碩士學位論文基于思維導(dǎo)圖的課程網(wǎng)絡(luò)教學系統(tǒng)研究與開發(fā)姓名杜一寧申請學位級別碩士專業(yè)指導(dǎo)教師劉暾東201109進行整體上的教學設(shè)計，同時運用思維導(dǎo)圖對課程網(wǎng)絡(luò)教學系統(tǒng)進行導(dǎo)航設(shè)計和模塊設(shè)計，對接下來的課程網(wǎng)絡(luò)教學系統(tǒng)建設(shè)和實現(xiàn)有一個整體的全局的把握。四以數(shù)據(jù)庫原理及應(yīng)用課程網(wǎng)絡(luò)教學系統(tǒng)為例，對基于思維導(dǎo)圖的課程網(wǎng)絡(luò)教學系統(tǒng)設(shè)計和建設(shè)成果進行介紹和驗收。五對論文和研究進行總結(jié)，指出基于思維導(dǎo)圖的課程網(wǎng)絡(luò)教學系統(tǒng)設(shè)計和實現(xiàn)中的不足和未完全實現(xiàn)的功能，為后續(xù)研究指明方向，并對本課程的研究提出展望。關(guān)鍵詞課程網(wǎng)絡(luò)教學系統(tǒng)；思維導(dǎo)圖；知識呈現(xiàn)II

簡介：西北師范大學碩士學位論文高職高專西方經(jīng)濟學自主學習型網(wǎng)絡(luò)課程的設(shè)計姓名楊懋申請學位級別碩士專業(yè)教育技術(shù)學指導(dǎo)教師張筱蘭20071106ABSTRACTDURINGTHESEYEARSTHEAUTONOMOUSLEARNINGHASBEENPOPULARINEDUCATIONALPSYCHOLOGYATHOMEANDABOARDTHEAUTONOMOUSLEARNINGCANBEOFREALSIGNIFICANCEINTHEIMPLEMENTOFCREATIVEEDUCATIONANDDIATHESISEDUCATIONANDTHEAUTONOMOUSLEARNINGPROVIDESAFELICITOUSINTERFACEFORNETWORKCOURSEINITSPRIMARYSTAGE，WHENTHEAUTONOMOUSLEARNINGISMDEDBYNETWORK，NETWORKTECHNIQUESWORKASATOOLTOHELPHUMANCOGNITIONANDAPLATFORMFORSHARINGINFORMATIONFURTHERMORE，THENETWORKENVIRONMENTFACILITATESINDIVIDUALLYAUTONOMOUSLEARNINGANDPROMOTESCOMMUNICATIONANDOPERATIONBETWEENLEARNERSFROMTHEVIEWPOINTOFCOMBINATIONOFNETWORKTECHNIQUESANDAUTONOMOUSLEARNINGASWELLASBASEDONWESTERNECONOMICSFORHIGHERVOCATIONALSCHOOLSANDCOLLEGES，THENETWORKCOURSEFORAUTONOMOUSLEARNINGISDESIGNEDTHETHESISCONSISTSOFFIVEPARTSINPARTONE，AQUESTIONFORDISCUSSIONISPUTFORWARDRESEARCHPURPOSE，RESEARCHSIGNIFICANCEANDRESEARCHMETHODAREALLDISCUSSEDPARTTWOTALKSABOUTTHESETUPOFNETWORKCOURSESANDTHETEACHINGOFWESTERNECONOMICSINTHESESCHOOLSANDCOLLEGESMEANWHILE1HAVEANALYZEDSOMENETWORKCOURSES，THETEACHINGOFWESTERNECONOMICS，F(xiàn)INECOURSESANDLEARNINGWEBSITESFORSPECIALTYITISFOUNDTHATSOMEPROBLEMSEXISTINTHENETWORKCOURSESOFWESTERNECONOMICSMOREOVERTHEFUTUREDEVELOPMENTOFTHENETWORKCOURSESINTHESESCHOOLSISALSOANALYZEDPARTTHREEEXPLORESTHECHARACTERISTICSANDCONNOTATIONOFTHENETWORKCOURSESFORAUTONOMOUSLEARNING，BYMEANSOFABSTRACTINGTHEDEFINITIONOFCOURSES，NETWORKCOURSESANDAUTONOMOUSLEARNINGBASEDONTHEORETICALFOUNDATIONOFTHENETWORKCOURSESFORAUTONOMOUSLEARNING，THEDESIGNPRINCIPLESOFTHESECOURSESAGERAISEDWITHTHEHELPOFTHEORETICALRESEARCH，THECOMPOSITIONOFTHESECOURSESISANALYZEDWITHTHEFOUNDATIONOFWESTERNECONOMICSFORHIGHERVOCATIONALSCHOOLSANDCOLLEGES，BASEDONTHECHARACTERISTICSOFBOTHTHECOURSESANDTHELEARNERS，ITISPROPOSEDTHATTHESECOURSESISCOMPOSEDOFTHECOURSESUMMARYTEACHINGCONTENTANDTHEENVIRONMENTOFNETWORKLEARNINGTHEPAPERDELIBERATESTHEDESIGNMETHODSANDPRINCIPLESOFTHECOURSESUMMARYANDTEACHINGCONTENTITALSODISCUSSESTHEMAINFUNCTIONANDDESIGNPRINCIPLEOFNETWORKLEARNINGENVIRONMENTINDETAILTHEFIFTHPARTOFTHEPAPERSUMMARIZESTHEWHOLERESEARCH，GENERALIZESTHECONCLUSIONANDPOINTSOUTTHEDISADVANTAGESOFTHERESEARCHANDDIRECTIONOFTHERESEARCHINFUTUREKEYWORDSAUTONOMOUSLEARNINGNETWORKCOURSES，HIGHERVOCATIONALSCHOOLSANDCOLLEGES，WESTERNECONOMICS111

簡介：湖北大學碩士學位論文湖北省高校體育教育訓練學碩士研究生課程設(shè)置的初步研究姓名鄒平申請學位級別碩士專業(yè)體育教育訓練學指導(dǎo)教師李可可20100501課程總數(shù)設(shè)置有待完善，部分高校專業(yè)基礎(chǔ)課程的學時偏少，公共課課時偏多。3湖北省高校體育教育訓練學碩士研究生課程設(shè)置特色方面，武漢體育學院不僅注重培養(yǎng)學生專業(yè)基礎(chǔ)知識，也加強對學生教學訓練理論方面的培養(yǎng)，另外，在總課時和總學分方面，武漢體育學院設(shè)置也比較合理。華中師范大學、湖北大學和長江大學均比較重視對學生個性的培養(yǎng)和知識視野的拓寬。武漢理工大學、中國地質(zhì)大學和華中科技大學這3所大學比較重視學生專業(yè)基礎(chǔ)課程的學習，并且加強對學生工具類課程的學習。建議；1湖北省7所擁有體育教育訓練學碩士研究生培養(yǎng)權(quán)的高校，在培養(yǎng)目標與人才規(guī)格制定上，不僅要依據(jù)國家相關(guān)的法律法規(guī)和學校的教學資源，更加要認識到社會對本專業(yè)人才需求的重要性，并根據(jù)時間的變化對培養(yǎng)目標與人才規(guī)格進行相應(yīng)的調(diào)整。2湖北省體育教育訓練學碩士研究生的課程設(shè)置在總體上得到廣大專家的好評，但在一些細節(jié)方面也存在不足，結(jié)合專家意見，建議將總學分設(shè)置為3536這一范圍，總學時設(shè)置在60卜700范圍內(nèi)，學位課程學時占總學時的比例為31州0％，總課程門數(shù)為30’35，跨學科、跨專業(yè)課程的學時占總學時的比例為11％一15％。3湖北省7所擁有體育教育訓練學碩士研究生培養(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所高校之間加強交流，相互學習，在吸取和借鑒別校長處的同時，積極發(fā)揚本校的特色和優(yōu)點，逐步完善體育教育訓練學碩士研究生課程設(shè)置體系。關(guān)鍵詞湖北省體育教育訓練學；課程設(shè)置；碩士研究生II

簡介：上海師范大學碩士學位論文初中數(shù)學“學案導(dǎo)學”教學模式下的自主學習探討姓名孫怡虹申請學位級別碩士專業(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．

簡介：蘇州大學碩士學位論文學案導(dǎo)學模式在中學語文教學中的運用姓名鄒金梅申請學位級別碩士專業(yè)學科教學（語文）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

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