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簡介：南京師范大學碩士學位論文碩士生性別角色類型與求職行為的相關(guān)研究姓名王艷紅申請學位級別碩士專業(yè)應用心理學指導教師趙凱20100508ABSTRACTABSTRACTTHESTUDYEXAMINEDTHESITUATIONOFGENDERROLEANDJOBSEEKINGBEHAVIORABOUTCURRENTMASTERSTUDENTSINNANJINGBYEXPATIATEDONANDINTEGRATEDBOTHDOMESTIEANDOVERSEASCONCEPTSANDTHEORIESABOUTGENDERROLEANDJOBSEEKINGBEHAVIOR．THEPURPOSEOFTHISSTUDYWASTOANALYZEWHETHERTHEREWERESIGNIFICANTDIFFERENCESBETWEENTHEPARTICIPANTSFROMALLKINDSOFDIFFERENTGROUP．ANDTHENANALYZERELATIONSHIPSBETWEENTYPESOFGENDERROLEANDJOBSEEKINGBEHAVIOR．IILTHEFIRSTSTEPOFTHISSTUDY,BASEDONTHECONCEPTANDTHEORIESABOUTJOB．SEEKINGBEHAVIORAND‘JOBSEARCHBEHAVIORQUESTIONNAIRE’COMPLETEDBYTONGJUNWANG,ANEWQUESTIONNAIREWASAMENDEDTOMEASURETHEJOBSEEKINGBEHAVIORABOUTCURRENTMASTERSTUDENTS．ACCORDINGTOTHERESULTSOFFACTORANALYSISANDRELIABILITYANALYSIS，25ITEMSWERESELECTED，WHICHCOMPOUNDS5PRIMARYCOMPONENTSCALLEDJOBSEEKINGINTENSITY,LONGTERMORSHORT．TERMJOBSEEKING,JOBSEEKINGFREQUENCY,INTERNETJOBSEEKINGANDSELFJOB．SEEKING．THECUMULATIVETOTALVARIANCEAMOUNTOFINTERPRETATIONIS48．99％．THECROBACH旺COEFFICIENTISMORETHAN0．8，WHICHINDICATETHEQUESTIONNAIREISSTATISTICALLYSIGNIFICANT．INTHENEXTSTEP，USEDTHEAMENDED‘JOBSEARCHBEHAVIORQUESTIONNAIRE’’ANDCSRICHINESESEXROLEINVENTORY，F(xiàn)INALLYSELECTED383VALIDDATA．THERESULTSOFTHISRESEARCHAREASFOLLOWTHEDISTRIBUTIONOFTHESEFOURTYPESOFGENDERROLEHASASTATISTICALLYSIGNIFICANTDIFFERENCEAMONGTHECURRENTMASTERSTUDENTSINNANJING．THEMAJORITYAREUNDIFFERENTIATED．THENEXTINORDERISTHEMASCULINE，THEANDROGYNOUS，THEFEMININE．THEREWASNOSIGNIFICANTDIFFERENCEOFJOBSEEKINGBEHAVIORAMONGPARTICIPANTSWITHDIFFERENTGENDER,REGISTEREDRESIDENCE，F(xiàn)AMILYFINANCIALSTATUS．BUTAMONGTHEPARTICIPANTSWITHDIFFERENTGRADEANDMAJORTHEREWERESIGNIFICANTDIFFERENCES．TYPESOFGENDERROLEHADACOLLECTIONWITHJOBSEEKINGBEHAVIOR．THEMASCULINEHASANEGATIVECOLLECTIONWITHINTERNETJOBSEEKINGANDJOBSEEKINGFREQUENCY．THEANDROGYNOUSALSOHASANEGATIVECOLLECTIONWITHJOBSEEKINGINTENSITYANDSELFJOBSEEKING．KEYWORDSCURRENTMASTERSTUDENTS，TYPESOFGENDERROLE，JOBSEEKINGBEHAVIORII

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簡介：西南大學博士學位論文大學生的生涯不確定感類型與癥結(jié)研究生涯混沌論的視角姓名曾維希申請學位級別博士專業(yè)基礎(chǔ)心理學指導教師張進輔20090601兩南人學博十學位論文透視生涯發(fā)展，從而留出足夠的心理空間，以靈活、理性與樂觀的心理素質(zhì)積極應變，達成良好的生涯適應狀態(tài)，塑造優(yōu)質(zhì)的“命運”。從研究的內(nèi)容來講，本研究屬于職業(yè)心理學的范疇；從研究的對象群體來看，本研究屬青年心理學范疇。具體米講，本研究要深入審視當前中國大陸社會經(jīng)濟文化背景下處于成年初顯期EMERGINGADULTHOOD的大學生，在面對未來職業(yè)生涯發(fā)展議題時所體驗到的不確定感，并從生涯混沌論的視角重新透視這種心理現(xiàn)象的本質(zhì)、表現(xiàn)類型、可能的癥結(jié)以及因應之道。含四個主要研究研究一從大學生最切身的生涯體驗入手，以不同類型的生涯體驗界定大學生的生涯發(fā)展狀態(tài)，從而對大學生的生涯不確定感作清晰的描述；研究二旨在挖掘大學生可能存在的諸種生涯信念，通過探索其深層的心結(jié)，發(fā)現(xiàn)導致生涯適應不良的認知根源，進而為后面的合理信念的塑造提供方向。研究三通過生涯適應良好者與適應不良者的相互比較，分析出生涯適應之勝任力模型，即達成良好的生涯適應，積極應對生涯不確定感需要具備的心理特質(zhì)一一生涯靈性CAREERSPIRITUALITY。通過生涯輔導使米訪者具備良好的心理行為模式是生涯輔導需要達劍的目標。研究四通過隱喻與啟發(fā)式的團體輔導，著重從個體的認知開放性入手，使來訪者重新審視生涯發(fā)展中的不確定性，以獲得對不確定性的辯證認識，減輕不適應癥狀，并積極接納、創(chuàng)造和利用不確定性。本研究主要采用文獻綜述、理論思辨、開放式問卷調(diào)查、結(jié)構(gòu)化問卷測查、方格技術(shù)、隱喻啟發(fā)式團體輔導等研究方法，力求從質(zhì)和量上對研究對象進行準確的描述、解釋和干預。并得到以下結(jié)論1大學生生涯不確定感可以根據(jù)大學生的生涯認知分化性和整合性，根據(jù)人學生對生涯發(fā)展中的原發(fā)性質(zhì)素和繼發(fā)性質(zhì)素的不同把握程度，分成“迷失型”、“頃暫型”、“沖動型”、“精慮型”這4種典型類型，同時也可以分析出其間的多類弧型。2大學生生涯不確定感的測量可以從大學生的生涯體驗入手，由不同的生涯體驗反映其生涯不確定感類型。3大學生生涯不確定感的狀態(tài)存在性別、年級、專業(yè)、生源上的差異。4大學生存在13種典型生涯信念，包括“盲從成功”、“忽視規(guī)劃”、“路徑定勢”、“角色定勢”、“盲目樂觀”、“完美匹配”、“工作至上”、“依賴他人”、“決策了結(jié)”、“職場幻象”、“考試依賴”、“絕對把握”、“性別刻板”。這些信念表現(xiàn)出高分端和低分端的非理性特征，可能影響大學生生涯適應狀態(tài)，是導致生涯適應不良的重要根源。5不同生涯狀態(tài)的大學生其生涯信念狀態(tài)譜有所不同。“迷失型”、“沖動型”的個體表現(xiàn)出更多的非理性生涯信念，具有更高的認知封閉性、了結(jié)需要、完美主義傾向。6大學生具有積極的生涯適應潛質(zhì)，表現(xiàn)為5個維度的生涯靈性，分別是“開放靈活”、“意義追尋”、“務實行動”、“樂觀豁達”、“堅韌執(zhí)著”。

簡介：獨創(chuàng)性聲明學位論文題目一△IP墓交霉坷丞目盈地壟型＆盎崮區(qū)生整L熊硇躥娃、疆蘊本人提交的學位論文是在導師指導下進行的研究工作及取得的研究成果。論文中引用他人已經(jīng)發(fā)表或出版過的研究成果，文中已加了特別標注。對本研究及學位論文撰寫曾做出貢獻的老師、朋友、同仁在文中作了明確說明并表示衷心感謝。學位論文作者艿錳林簽字日期OOT1年5月16日學位論文版權(quán)使用授權(quán)書本學位論文作者完全了解西南大學有關(guān)保留、使用學位論文的規(guī)定，有權(quán)保留并向國家有關(guān)部門或機構(gòu)送交論文的復印件和磁盤，允許論文被查閱和借閱。本人授權(quán)西南大學研究生院籌可以將學位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫進行檢索，可以采用影印、縮印或掃描等復制手段保存、匯編學位論文。保密的學位論文在解密后適用本授權(quán)書，本論文口不保密，口保密期限至年月止。學位論文作者簽名彥幢酥簽字日期2OFF年S月皤日磣～打矽鉀汐目錄摘要IABSTRACTIII1前言111選題依據(jù)112研究目的與意義22文獻綜述321國內(nèi)文獻綜述3211有關(guān)網(wǎng)球技戰(zhàn)術(shù)方面的研究3212有關(guān)不同場地網(wǎng)球選手技戰(zhàn)術(shù)對策的研究4213有關(guān)持拍隔網(wǎng)對抗項群基本單元競技過程的研究522國外文獻綜述63研究對象與方法831研究對象832研究方法9321文獻資料法9322錄像統(tǒng)計法9323數(shù)理統(tǒng)計法114結(jié)果與分析1241不同場地對網(wǎng)球運動員技戰(zhàn)術(shù)影響的對比分析12411不同場地對發(fā)球技戰(zhàn)術(shù)的影響12412不同場地對接發(fā)球技戰(zhàn)術(shù)的影響15413不同場地對上網(wǎng)技戰(zhàn)術(shù)的影響1842不同場地對網(wǎng)球基本單元競技過程基本特征影響的對比分析20421不同場地網(wǎng)球基本單元競技過程多拍結(jié)構(gòu)頻數(shù)分布的對比分析20422不同場地網(wǎng)球基本單元競技過程得分區(qū)域的對比分析23423不同場地網(wǎng)球基本單元競技過程得分方式的對比分析26424不同場地網(wǎng)球基本單元競技過程得分技術(shù)的對比分析3043不同場地對運動員身體素質(zhì)要求的對比分析32431不同場地對運動員速度的要求36

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簡介：2011年度研究生專業(yè)碩士學位論文學校代碼10269學號51092902085葶震印甕天學歷史知識類型與中學歷史知識的有效傳授以閔行中學歷史教育實驗為例院系厶塞塾會抖堂堂院壓史堂丕類別塾直亟領(lǐng)域堂抖教堂壓塞2指導教師孟鮭建副教握申請人姜握2011年5月完成DISSEIRTATIONFORMASTERDEGREE2011UNIVERSITYCODE10269STUDENTID51092902085EASTCHINANORMALUNIVERSI夠THETYPEOFTHEHISTO巧KNOWLEDGEANDTHEEFFECTIVEIMPARTATIONOF么即HISTO巧KNOWLEDGEOFTHEMIDDLESCHOOL僅MPLE對THEHISTORYTENCHINGERIMENTINSHCLNGHCLI凡亂NHCLNG丸伍DDLESCHOOLDEPARTMENTANDCOLLEGEGQ星G曼Q￡H望堡墾墮鰱I魚墨墾N亟SQ堡I魚墨魚I曼衛(wèi)星曼，MAJORMASTEROFEDUCATIONRESEARCHFIELD￡曼魚墾GQGI堡壘￡Q墜鯉煎HI墨Q碰TUTOR叁焦星衛(wèi)G圣HQ墮西I星塹Q星￡旦建墨曼QMASTERSTUDENTCOMPLETEDINMAY2011

簡介：蘇州大學碩士學位論文對中職學生三角函數(shù)錯誤類型的研究姓名李翔申請學位級別碩士專業(yè)教育碩士指導教師王金才201010ABSTRACTRESEARCHONERRTYPEOFTRIGONOMETRICFUNCTIONOFSECONDARYVOCATIONALSCHOOLSTUDENTSIIRESEARCHONERRTYPEOFTRIGONOMETRICFUNCTIONOFSECONDARYVOCATIONALSCHOOLSTUDENTSABSTRACTTRIGONOMETRICFUNCTIONISAVERYIMPTANTPARTOFSECONDARYSCHOOLMATHEMATICSSTUDYBASISTHEMAINPURPOSEOFTHISSTUDYISTOEXPLETHEWRONGTYPEOFTRIGONOMETRICFUNCTIONOFVOCATIONALSTUDENTSINTERMSOFCONCEPTCOUNTINGALSOTHEREASONOFERRTHISRESEARCHBASESONLITERATURERESEARCHSURVEYRESEARCHINTERVIEWSOTHERMETHODSCONCLUDETHERESULTSTHROUGHTHETRIGONOMETRICFUNCTIONTESTON171STUDENTSFROMFOURCLASSESTHEPARTICIPANTSAREPICKEDUPTOTAKENONSTARDIZEDINTERVIEWTHEREAREFIVEWRONGTYPEOFTRIGONOMETRICFUNCTIONASFOLLOWING（1）THEWRONGCONCEPTOFANGLE2DETERMINATIONOFPOSITIVENEGATIVEERROFTRIGONOMETRICFUNCTIONS3WRONGLYBELIEVETHECOSINEFUNCTIONISANODDFUNCTION4THEBASICFMULAOFTRIANGULAROPERATIONERR5LACKOFPRIKNOWLEDGEANALYSISOFERRFROMTHESTUDENTSCOGNITIVESTRUCTUREMANYTYPESOFSTUDENTERRSARESTRATEGICERRSKNOWLEDGEBASEDERRSASFOLLOWING1LACKOFTHEBASICCONCEPTSFMULASFGOTTEN2USINGINAPPROPRIATESOLVINGMETHOD3NOBASISFREASONING4IGNECONDITIONS5LACKOFPRIKNOWLEDGEFINALLYACCDINGTOTHEACTERISTICSOFVOCATIONALSTUDENTSSOMESUGGESTIONSAREPROPOSEDFTEACHINGEVALUATIONCONTENTCOMPILEKEYWDSSECONDARYVOCATIONALSCHOOLSTUDENTSTRIGONOMETRICFUNCTIONERRTYPEATTRIBUTEWRITTENBYLIXIANGSUPERVISEDBYWANGJINCAI

簡介：廈門大學博士學位論文不同類型高等教育機構(gòu)對毛入學率的貢獻率研究姓名高燕申請學位級別博士專業(yè)高等教育學指導教師鄔大光201207要分布在大于70％和小于20％兩個區(qū)間；發(fā)展中國家私立高等教育機構(gòu)對毛入學率的貢獻率分布在各個層次；轉(zhuǎn)型國家則以公立高等教育為主。高等教育大眾化國家私立高等教育機構(gòu)對毛入學率的貢獻率顯著高于高等教育處于精英與普及化階段的國家。從整體來看，公立高等教育機構(gòu)對毛入學率的貢獻率占據(jù)主導地位，而私立高等教育已成為新的增長點。三、高等教育機構(gòu)類型分化與毛入學率之間存在相關(guān)性。高等教育機構(gòu)類型分化對毛入學率的結(jié)構(gòu)與內(nèi)涵產(chǎn)生重要影響，且成為毛入學率增長的必要條件之一；而高等教育毛入學率增長能夠加快各類高等教育機構(gòu)分化的速度，革新分化觀念，推動了高等教育教育機構(gòu)與政府的關(guān)系。在此基礎(chǔ)上，本研究提出，高等教育機構(gòu)類型與毛入學率之間可能存在四種相關(guān)性類型，即穩(wěn)定的單一型、穩(wěn)定的多樣型、單一多樣單一型和多樣單一多樣型。四、我國高等教育存在典型的類型“壓抑”。通過與世界范圍內(nèi)進行比較，發(fā)現(xiàn)我國高等教育毛入學率較低，不能滿足大眾化階段社會經(jīng)濟發(fā)展需要及個體需求；大學與非大學對毛入學率的貢獻率平分秋色，呈現(xiàn)特殊性；私立高等教育機構(gòu)對毛入學率的貢獻率處于較低水平。解決這一問題的前提是高等教育危機意識的養(yǎng)成，關(guān)鍵是因地制宜、因時制宜進行革新，降低路徑依賴的危害，進而推動高等教育大眾化。大眾化理論的科學性與局限性并存。世界高等教育在走向大眾化與普及化，且在不同的階段呈現(xiàn)不同的特征，大眾化理論對此具有一定的解釋力。然而大眾化理論是基于特定年代、特定區(qū)域、特定國家的經(jīng)驗判斷，今后需要在國際視野下，修繕與完善大眾化理論對高等教育機構(gòu)類型變化的質(zhì)性描述，總結(jié)高等教育發(fā)展的規(guī)律。本研究從分析現(xiàn)象入手，考量差異，以多元視野展開，研究各類高等教育機構(gòu)的貢獻率，從差異中提煉出普遍性的解釋；探索不同高等教育機構(gòu)對毛入學率貢獻之規(guī)律，反映高等教育屬性的變化；繪制高等教育發(fā)展的基因圖，為解決當今高等教育發(fā)展中的深層次問題打下基礎(chǔ)。關(guān)鍵詞高等教育機構(gòu)；高等教育毛入學率；貢獻率

簡介：南京師范大學碩士學位論文課堂教學生成類型的研究姓名代天真申請學位級別碩士專業(yè)教育學；課程與教學論指導教師李如密20110410ABSTRACTTHERESEARCHABOUTTHETYPESOFGENERATINGINCLASSINSTRUCTIONWITHTHEDEVELOPMENTOFEDUCATIONALTHEORYANDNEWCURRICULUMANDINSTRUCTIONREFORM，THETHEORYOFGENERATINGINCLASSINSTRUCTIONHASBEENACKNOWLEDGEDBYMOSTOFTEACHERSITHASACQUIREDGREATACHIEVEMENTNOTONLYINTHEORIESBUTALSOINPRACTICESITHASGREATVALUEANDSIGNIFICANCEONCONVERTINGTHEMECHANICALWEARISOMEANDPROCEDURALTRADITIONALINSTRUCTIONBUTWHENTHEGENERATINGISGROWINGVIGOROUSLYTHEGENERATINGTHATCAN’TBEPREDICTEDISBECOMINGTHEPRONOUNOFGENERATINGWHICHISUBIQUITOUSINOURRESEARCHTHISINCLINATIONHASCAUSED“ILLUSORYPROSPERITY’INCLASSROOMINSTRUCTIONTHEAUTHORCONSIDERSTHATOURSUPERFICIALUNDERSTANDINGONGENERATINGRESULTSINTHEINCLINATIONTHEWHOLEANDINDEPTHUNDERSTANDINGONGENERATINGCOULDREFINEOURCLASSROOMINSTRUCTIONSOTHEAUTHORTRIESHERBESTTOANALYZEANDSORTOUTTHEDOCUMENTSANDREFERENCEMATERIALSWHICH啪BEFOUNDACCORDINGTOITSSEMANTICROOTANDTEACHINGFORMINPRACTICE，THEAUTHORDIVIDEDIFFERENTFORMSOFGENERATING，ANDGETGREATENLIGHTENMENTINTHECOURSETHEAUTHORDISCUSSESTHEGENERATIONFROMFOURPARTSTHEFIRSTPARTMAINLYILLUSTRATESTHEBACKGROUNDANDVMUEOFTHISPAPERANDTHECURRENTSITUATIONRESEARCHMETHODS，ANDSOONTHESECONDPARTEXPLORESHOWTHETEACHERSTREATTHEGENERATIONINCLASSROOMINSTRUCTIONANDWHATTHEPROBLEMSARE，ANDSUMMARIZESTHEREASONSDEEPLYTHETHIRDPARTWHICHISTHECENTEROFTHISPAPERMAINLYSTRESSESTHEDIFFERENTTYPESOFGENERATIONACCORDINGITSSEMANTICROOTTWOTYPESOFGENERATIONAREDIALECTICALLYUNITEDWITHTHECASEANALYSISTHEFONHPARTPUTSFORWARDGENERATIVETEACHINGSTRATEGIESANDTHEENLIGHTENMENTTHATWEACQUIREDOURCLASSROOMINSTRUCTIONSHOULDEMPHASIZETHEWISDOMOFINSTRUCTIONNOTONLYTHEKNOWLEDGEANDTAKECAREOFSPIRITUALHAPPINESSOFTHESTUDENTSONLYINTHISWAYCANWEREALIZETHEINTEGRATEDAIMSLASTPARTWHICHISBASEDONMYUNDERSTANDINGOFTHEGENERATION，CHOOSEIMPORTANTSTRATEGIESTHATCOULDHELPTEACHERSTOTREATGENERATIONWELLINCLASSROOMINSTRUCTIONTHEAUTHORINSISTSTHATWESHOULDPUTANAIMOFCHASINGTHECHANGETODIRECTIONOFINSTRUCTIONTHATISFROMKNOWLEDGETOSPIRITUALHAPPINESS，HOPINGTOPROVIDESOMEHELPFORTEACHERSTOUNDERSTANDALLAPPLYTHEGENERATIVETEACHINGBETTERONLYINTHISINSTRUCTIONCANWESHOWARTIFICIALITYANDHUMANITYOFINSTRUCTIONKEYWORDSCLASSMOMINSTRUCTION，GENERATION，TYPE，STRATEGIESN

簡介：2011年4月完成DEPIARTMENTFINEARTSCHOOLSPECIALITYTHEFINEARTRESEARCHFIELDARTEDUCATIONSUPERVISORPROFQIANCHUXJGRADUATESTUDENTSHIYANHUAAPRIL2011

簡介：南京師范大學碩士學位論文L2英語課堂中任務類型對形式注意的影響一項實驗研究姓名張穎申請學位級別碩士專業(yè)學科教學（英語）指導教師劉學惠20110506ABSTRACT觸孤EFFECTIVEL2TEACHINGANDLEARNINGMODEWHICHCOMBINESMEANINGCENTEREDNESSANDFORMEENTEREDNESS，THETHEORYFOCUSONFORMHASAMENDEDTHEIMPERFECTIONOFINACCURATELANGUAGEBSEINTASKBASEDLANGUAGELEARNINGTHISMODEHASBEENACCEPTEDANDSUPPORTEDBYMANYLANGUAGETEACHERSANDSCHOLARSTHEREAFTERASERIESOFRESEARCHESHAVEBEENCARRIEDOUTTOEXPLORETHEEFFECTIVETASKTYPESTORR01KSESTUDENTS’ATTENTIONTOLANGUAGEFORMSTHISARTICLEREPORTSONTHERESULTSOFASMALLSCALESTUDYINWHICHTWOCOMMUNICATIVETASKSDICTOGLOSSJIGSAW，WHICHWERESIMILARINCONTENTSBUTDIFFERENTINFORMAT，WEREUSEDWITHHIGHSCHOOLSTUDENTSBASEDONTHEFOCUSONFORMTHEORYINPUTOUTPUTHYPOTHESIS，NOTICINGHYPOTHESISTOGETHERWITHCOLLABORATIVELEARNINGTHEORYTHISSTUDYWASAIMEDATEXPLORINGTHEEFFECTOFTASKTYPESONSTUDENTS’ATTENTIONTOLINGUISTICFORMBYANALYZINGTHENUMBERSOFTUMTAKINGANDLRES1ANGUAGERELATEDEPISODESINSTUDENTS’GROUPDISCUSSIONABOUTTHETASKS；MEANWHILEBYANALYZINGTHEQUALITYOFCOMPOSITIONSPRODUCED，THERESEARCHERINTENDEDTOFINDOUTHOWSTUDENTS’TALKSONTHETASKSAFFECTTHEIROUTPUT，NAMELYTHECOMPOSITIONSTHERESULTSOFTHESTUDYAREASTHEFOLLOWING1BOTHTASKSCANAROUSESTUDENTS’ATTENTIONTOMEANINGANDFORMEFFECTIVELYBUTJIGSAWDOESBETTERTHANDICTOGLOSSINGENERATINGSTUDENTS’TALKONLANGUAGEFORM，THOUGHTHEDIFFERENCEISNOTSIGNIFICANTINJIGSAWTASK，STUDENTSTALKEDMUCHMOREONTHEUSAGEOFVERBSANDVERBPHRASESTHANOTHERLANGUAGEFORMS，ANDTHECOVERAGEOFTHEIRFORMBASEDEPISODESISWIDERTHANDICTOGLOSS，WHICHCREATEDMANYLRESONTENSESANDSPELLING2STUDENTS’COMPOSITIONSINJIGSAWTASKGOTHIGHERMARKSTHANTHOSEDONETHROUGHDICTOGLOSS，MAINLYONCONTENTSANDORGANIZATION，BUTNOSIGNIFICANTDIFFERENCEWASDETECTEDONTHEMEASUREMENTSOFVOCABULARYMORPHOLOGYANDSYNTAX3INDICTOGLOSSTASK，THEINFLUENCEOFFORMBASEDEPISODESINSTUDENTS’TALKONTHEIRCOMPOSITIONSISSIGNIFICANT；ONTHECONTRARYTHEINFLUENCEOFJIGSAWTASKISINSIGNIFICANT，SOMEEVENNEGATIVELYCORRELATEDTHETWOTASKSUSEDINTHISSTUDYCANBEUSEDASFOCUSONFORMTASKSINCOMMUNICATIVECLASSROOMWHICHCOULDLEADTOFOCUSONBOTHMEANINGANDFORMTHEMOSTSALIENTDIFFERENCEISTHATDICTOGLOSSTASKMAYIMPOSEASETOFCONSTRAINTSWHILEJIGSAWTASKISH

簡介：遼寧師范大學碩士學位論文線索提示的時間和類型對視覺掩蔽效應的影響姓名葛秋芬申請學位級別碩士專業(yè)發(fā)展與教育心理學指導教師張奇201205線索提示的時間和類型對視覺掩蔽效應的影響THEDURATIONANDTYPEOFTHESPATIALCUINGINFLUENCETHEVISUALMASKINGABSTRAOTINORDERTOEXPLOREHOWTHEDURATIONANDTYPEOFTHESPATIALCUINGINFLUENCETHEVISUALMASKINGWECONDUCTEDTWOSTUDIESBYUSINGTHEPARTICIPANTOFCOLLEGESTUDENTS，WHICHCHOSETHESINGLECOMPLETERINGORSIXTEENCOMPLETERINGSASCUEEXPERIMENTALMATERIALS，CHOOSESIXTEENPICTURESWHICHHALFTHERINGSHADAVERTICALBARACROSSTHEBOTTOMASTARGETSTIMULUSMATERIALSANDCHOSETHEFOURDOTSASTHEMASKINGSTIMULUSMATERIALSWEEXAMINEDTHEMEMORIESGRADESOFTHESTUDENTSUNDERTHESITUATIONSWHICHWERETHEDURATIONANDTYPEOFTHESPATIALCUINGTHERESULTSWEREASFOLLOWS1THEDURATIONOFTHESPATIALCUINGWASDIVIDEDINTOSIXTIMESLOTS；THESEWERE10MS，20MS，45MS，80MS，100MS，AND180MSANDSEPARATELYEXAMINEDTHEINFLUENCEOFVISUALMASKINGEXPERIMENTLSHOWEDTHATTHESTRENGTHOFVISUALMASKINGDECLINEDPROGRESSIVELYASTHEDURATIONOFTHESPATIALCUINGINCREASED，THATIS，MEMORIESGRADESOFTHESTUDENTSWEREMOREANDMOREHIGH，ANDSUGGESTEDTHATTHEDURATIONOFTHESPATIALCUINGWASTHEIMPORTANTFACTORWHICHINFLUENCEDTHEVISUALMASKING；2EXPERIMENT2SHOWEDTHATTHEDURATIONANDTYPEOFTHESPATIALCUINGSIGNIFICANTLYINFLUENCEDTHEVISUALMASKINGWITLLINTHEVALIDTRIALSOFTHESPATIALCUING，THEVISUALMASKINGWASTHEWORST；UNDERTHEINVALIDTRIALSOFTHESPATIALCUINGCONDITIONS，THEMASKINGWASTHEBEST；ANDTHEMASKINGWASBETWEENTHEVALIDANDTHEINVALIDTRAILSINTHENEUTRALTRAILSWHAT’SMORE，BOTHTHEDURATION20MS，80MSANDL80MSANDTYPEOFTHESPATIALCUINGHADSIGNIFICANTLYINTERACTIONWIMINTHEVALIDTRIALSOFTHESPATIALCUING，THESTRENGTHOFVISUALMASKINGDECLINEDPROGRESSIVELYASTHEDURATIONOFTHESPATIALCUINGINCREASED；UNDERTHEINVALIDTRIALSANDTHEINVALIDTRIALSOFTHESPATIALCUINGCONDITIONS，THESTRENGTHOFVISUALMASKINGDIDN’THAVEDIFFENERCEASTHEDURATIONOFTHESPATIALCUINGINCREASED，BUTDECLINED，ANDSHOWEDTHEVISUALMASKINGWEREINCREASINGⅥMAT’SMORETHELONGERTHEDURATIONOFTHESPATIALCUINGINCREASED，THE10WEROBJECTSRECALLEDTHENUMBERSOFTARGETKEYWORDSTHEDURATIONOFPRECUE；THESPATIALCUING；THEVISUALMASKINGII

簡介：河北師范大學碩士學位論文大學生性別角色類型、自尊與人際交往能力的關(guān)系研究姓名樊曉盼申請學位級別碩士專業(yè)應用心理學指導教師王欣20100520IVABSTRACTTHISRESEARCHMAKESASURVEYONTHEGENDERROLETYPES,SELFESTEEMANDINTERPERSONALCOMMUNICATIONABILITYAMONGUNIVERSITYSTUDENTS,ANDDISCUSSESTHERELATIONSHIPSBETWEENTHEMTHEMAINPURPOSEISTOPROVIDEMOREINFORMATIONFORTHERESEARCHOFGENDERROLETYPES,SELFESTEEMANDINTERPERSONALCOMMUNICATIONABILITYAMONGUNIVERSITYSTUDENTS,ENRICHOURRESEARCHINTHISFIELDANDALSOTOPROVIDEADDITIONALGUIDANCEFORTHEGENDERROLESHAPEANDINTERPERSONALCOMMUNICATIONOFCOLLEGESTUDENTSTHERESEARCHADOPTSSTRATIFIEDCLUSTERSAMPLINGMETHODANDSELECTED900MEMBERSFROMSEVERALUNIVERSITIES,SUCHASHEBEINORMALUNIVERSITY,HEBEIUNIVERSITYOFECONOMICSANDBUSINESSHEBEIUNIVERSITYOFSCIENCEANDTECHNOLOGY,HEBEIAGRICULTURALUNIVERSITYTHISRESEARCHADOPTSTHEQUESTIONNAIRESOFBSRI,SLCSANDINTERPERSONALCOMMUNICATIONABILITYAMONGUNIVERSITYSTUDENTSALLEFFECTIVEDATAISANALYZEDBYTHEMEANSOFDESCRIPTIVESTATISTICS,CHISQUARETEST,CORRELATIONANALYSISANDREGRESSIONANALYSISTHISSTUDYMAKESTHEFOLLOWINGCONCLUSIONS1THEDISTRIBUTIONOFCOLLEGESTUDENT’SGENDERROLETYPEISNOTBALANCEDANDITHASREMARKABLEDIFFERENCESTHEDISTRIBUTIONOFMASCULINITYANDFEMININITYISEVIDENTLYLESSTHANTHEDISTRIBUTIONOFANDROGYNYANDUNDIFFERENTIATIONTHERESULTISINASCENDINGORDERINGBYMASCULINITY,FEMININITY,ANDROGYNYANDUNDIFFERENTIATIONTHEMAINGENDERTYPEOFMALEISANDROGYNYANDUNDIFFERENTIATIONTHEMAINGENDERTYPEOFFEMALEISFEMININITYANDANDROGYNY,BUTTHEPROPORTIONOFANDROGYNYISALSOHIGHTHEMASCULINITYINMALESTUDENTSISMUCHMORETHANTHEFEMININITYINMALESTUDENTS,ANDTHEFEMININITYINFEMALESTUDENTSISMUCHMORETHANTHEMASCULINITYINFEMALESTUDENTSTHEDISTRIBUTIONOFTHEFOURGENDERTYPESHASCROSSGRADECOHERENCETHEDISTRIBUTIONOFCOLLEGESTUDENT’SGENDERROLETYPEHASREMARKABLEDIFFERENCESONMAJOR2EACHGENDERROLETYPEHASREMARKABLEDIFFERENCESINTHELEVELOFSELFESTEEMANDINTERPERSONALCOMMUNICATIONABILITY3COMPAREDWITHTHEOTHERTHREETYPESOFGENDERROLES,ANDROGYNYSTUDENTSHAVEHIGERLEVELOFSELFESTEEM

簡介：河南大學碩士學位論文目標類型和呈現(xiàn)方式對不同認知方式初中生學習判斷準確性的影響姓名王曉莉申請學位級別碩士專業(yè)發(fā)展與教育心理學指導教師趙俊峰201105IIIABSTRACTJUDGMENTOFLEARNINGASANIMPTANTFMOFMETACOGNITIONPROSPECTIVEMONITIESISTOPREDICATIVELYJUDGELEARNERS’ACHIEVEMENTINTHERECALLTESTSAFTERLEARNERSFINISHTHEIRLEARNINGTHESTUDYONACCURACYOFLEARNINGJUDGMENTCANDISCUSSHOWHUMANBEINGSMONITCONTROLTHEIRMEMIESPROVIDETHETHEETICALMETHODOLOGICALBASISFTHEDEVELOPMENTOFTEENAGERS’INTELLECTUALPREVIOUSSTUDIESHAVESHOWNTHATTHECUETYPEISASIGNIFICANTVARIABLETOAFFECTTHEACCURACYOFLEARNINGJUDGMENTTHEDIFFERENTTYPEOFEXTRINSICCUESWILLEXERTDIFFERENTIMPACTONTHEACCURACYOFLEARNINGJUDGMENTTHEREFECOMBININGWITHTHECOGNITIVESTYLESOTHISPAPERWILLDISCUSSHOWTHEDIFFERENTEXTRINSICCUESINFLUENCETHEACCURACYOFLEARNINGJUDGMENTINDERTOFINDTHEBETTERWAYOFIMPROVINGTHEACCURACYOFLEARNERS’LEARNINGJUDGMENTTHISPAPERWILLBEDIVIDEDINTOTWOPARTSJUNISCHOOLSTUDENTSARETHERESEARCHSUBJECTSTHESETWOPARTSADOPTTWOKINDSOFMETHODSTODISCUSWHETHERTHEDIFFERENTEXTRINSICCUESCANIMPROVETHEACCURACYOFLEARNINGJUDGMENTBETTERINTHEFIRSTPARTTHEMETHODIS2COGNITIVESTYLEFIELDINDEPENDENTFIELDDEPENDENT4TYPESOFWDSIDENTICALWDSCLUEWDSTARGETWDSDISPARATEWDS2PRESENTATIONMODEPRESENTATIONINDERPRESENTATIONATTHESAMETIMETHESECONDPARTADOPTSTHEMETHOD2COGNITIVESTYLEFIELDINDEPENDENTFIELDDEPENDENT4TYPESOFWDSIDENTICALWDSCLUEWDSTARGETWDSDISPARATEWDS2TIMEOFJUDGMENTIMMEDIATEJUDGMENTDELAYEDJUDGMENTTHROUGHTHESETWORESEARCHESTHECONCLUSIONSARESUMMARIZEDFIRSTTHETARGETTYPEMAKESTHESIGNIFICANTEFFECTONACCURACYOFLEARNINGJUDGMENTTHEACCURACYOFLEARNINGJUDGMENTWITHTHESAMETARGETCUESISHIGHERTHANTHEACCURACYOFLEARNINGJUDGMENTWITHTHESINGLETARGETCUESECONDPRESENTATIONMODETHEJUDGMENTTIMEHAVEDIFFERENTINFLUENCESONTHEACCURACYOFLEARNINGJUDGMENTPRESENTATIONINDERTHEDELAYEDJUDGMENTCANBOTHIMPROVETHELEARNINGJUDGMENTLEVELOFTHESUBJECTSTHIRDTHEFIELDINDEPENDENTTHEFIELDDEPENDENTPRODUCEDIFFERENTSENSITIVITYTOTHETWOKINDSOFEXTRINSICCUESTHEPRESENTATIONMODETHEJUDGMENTOFTIMEINTERVALMEOVERTHEFIELDINDEPENDENT

簡介：KLFI～|．／I●A‘“，獨創(chuàng)性聲明本人提交的學位論文是在導師指導下進行的研究7作及取得的研究成果。論文中引用他人已經(jīng)發(fā)表或出版過的研究成果，文中已加了特別標注。對本研究及學位論文撰寫曾做出貢獻的老師、朋友、同仁在文中作了明確說明并表示衷心感謝。學位論文作者杏’孑易簽字日期C2。}『年節(jié)月鄉(xiāng)日學位論文版權(quán)使用授權(quán)書．7．‘本學位論文作者完全了解西南大學有關(guān)保留、使用學位論文的規(guī)定，有權(quán)保留并向國家有關(guān)部門或機構(gòu)送交論文的復印件和磁盤，允許論文被查閱和借閱。本人授權(quán)西南大學研究生院‘籌可以將學位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫進行檢索，可以采用影印、縮印或掃描等復制手段保存、匯編學位論文。保密的學位論文在解密后適用本授權(quán)書，本論文口不保密，口保密期限至年月止。學位論文作者簽名各芬壓簽字日期乒。J／年壙月多日導師簽名簽字日期如／／年多月／日T．，‘～結(jié)語參考文獻致謝404145