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簡(jiǎn)介：目的基于千金方本體資料，系統(tǒng)研究孫思邈兒科相關(guān)文獻(xiàn)，梳理提煉孫思邈兒科診療方法，完善其學(xué)術(shù)思想，為中醫(yī)兒科臨床應(yīng)用和科學(xué)研究提供理論依據(jù)，同時(shí)為推動(dòng)中醫(yī)兒科學(xué)發(fā)展提供參考和借鑒。方法采用文獻(xiàn)研究法和比較研究法。首先全面收集整理相關(guān)研究文獻(xiàn)，在參考千金方原著的基礎(chǔ)上，梳理提煉孫思邈兒科學(xué)術(shù)思想及診療方法；其次通過(guò)與孫思邈之前與之后兒科發(fā)展情況的比較，總結(jié)其對(duì)推動(dòng)中醫(yī)兒科進(jìn)步所作出的巨大貢獻(xiàn)，以及對(duì)后世兒科學(xué)發(fā)展的深刻影響。結(jié)果通過(guò)對(duì)孫思邈兒科學(xué)術(shù)思想現(xiàn)狀的研究總結(jié)出尚存在的問(wèn)題有缺少全面系統(tǒng)的整理；缺少方藥層面的探討；缺少深層次規(guī)律的總結(jié)。通過(guò)對(duì)千金方中小兒篇文本的研究，可以看出孫思邈對(duì)胎教、小兒生長(zhǎng)發(fā)育特點(diǎn)、小兒喂養(yǎng)、疾病治療等都進(jìn)行了全面深入的探討。其中疾病治療是所占篇幅最多的部分，故作為重點(diǎn)研究?jī)?nèi)容，包括初生兒疾病、傷寒、咳嗽、驚癇、客忤、癖結(jié)脹滿、癰疽瘰疬、下痢等。結(jié)論①孫思邈為中醫(yī)兒科學(xué)的獨(dú)立成科起了奠基性的作用；②孫思邈對(duì)小兒胎教、小兒生長(zhǎng)發(fā)育特點(diǎn)、小兒喂養(yǎng)以及各類疾病的防治都進(jìn)行了全面深入的研究，其方效法活，對(duì)現(xiàn)代中醫(yī)兒科學(xué)的發(fā)展還具有指導(dǎo)借鑒作用。③孫思邈對(duì)后世中醫(yī)兒科學(xué)發(fā)展產(chǎn)生了深遠(yuǎn)的影響，不論是中醫(yī)兒科學(xué)框架的構(gòu)建還是兒科各種疾病的防護(hù)治療，都影響了其后所有的中醫(yī)兒科醫(yī)家。

簡(jiǎn)介：山東師范大學(xué)碩士學(xué)位論文幼兒科學(xué)與藝術(shù)啟蒙教育整合實(shí)驗(yàn)研究姓名黃海濤申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育管理指導(dǎo)教師高偉20060530山東師范大學(xué)碩士學(xué)位論文中文摘要“幼兒科學(xué)與藝術(shù)啟蒙教育整合實(shí)驗(yàn)研究”是中國(guó)學(xué)前教育研究會(huì)“十五”研究課題，山東省教育科學(xué)“十五”規(guī)劃重大課題。它重點(diǎn)研究支持幼兒從知識(shí)轉(zhuǎn)化成素質(zhì)的整合課程“幼兒科學(xué)與藝術(shù)整合教育活動(dòng)”的目標(biāo)、內(nèi)容以及教學(xué)的方法，重點(diǎn)研究如何實(shí)現(xiàn)科學(xué)教育與藝術(shù)教育內(nèi)在整合的途徑；解決教學(xué)中幼兒認(rèn)知與情感割裂問(wèn)題，解決綜合課程的“拼盤”問(wèn)題；探索完整教育教學(xué)的形式、內(nèi)容和方法，探索科學(xué)與藝術(shù)整合教育與幼兒創(chuàng)造力發(fā)展的關(guān)系。研究者在過(guò)去的五年實(shí)驗(yàn)研究、理論研究過(guò)程中，逐步認(rèn)識(shí)到教育要尋找本真、追求仁善、顯現(xiàn)審美。如何實(shí)現(xiàn)這一崇高目標(biāo)，研究者認(rèn)為只有通過(guò)真、善、美統(tǒng)一的教育，只有通過(guò)科學(xué)教育與藝術(shù)教育整合的教育途徑來(lái)實(shí)現(xiàn)這一崇高的教育目的。因?yàn)橥ㄟ^(guò)對(duì)山東省71所幼兒園的2000余名幼兒進(jìn)行的“科學(xué)與藝術(shù)整合教育活動(dòng)”教材簡(jiǎn)案的實(shí)驗(yàn)，研究者發(fā)現(xiàn)，只要實(shí)驗(yàn)教師實(shí)踐著“明了一遷移一表現(xiàn)”的這一教學(xué)過(guò)程，體味著科學(xué)教育與藝術(shù)教育“整合點(diǎn)”，幼兒的創(chuàng)造力就能得到培養(yǎng)，幼兒就能在科學(xué)認(rèn)知中發(fā)現(xiàn)淺顯事物的規(guī)律，就能在藝術(shù)情感表現(xiàn)中自然地顯現(xiàn)理性、科學(xué)和知識(shí)。實(shí)驗(yàn)結(jié)果顯示實(shí)驗(yàn)班幼兒比對(duì)照班幼兒創(chuàng)造力發(fā)展?fàn)顩r有顯著的差異．證明進(jìn)行科學(xué)與藝術(shù)整合教育對(duì)幼JL,T≥J造力培養(yǎng)是有益的，能夠促進(jìn)其創(chuàng)造力的發(fā)展，“科學(xué)教育與藝術(shù)教育‘整合點(diǎn)”’研究與幼JI,O,RJ造力發(fā)展是成正相關(guān)的關(guān)系?！坝變嚎茖W(xué)與藝術(shù)啟蒙教育整合實(shí)驗(yàn)研究”是在國(guó)內(nèi)外對(duì)赫胥黎提出的“科學(xué)教育與藝術(shù)教育接合”這一論題較早地進(jìn)行系統(tǒng)深入的實(shí)驗(yàn)研究；是對(duì)科學(xué)教育與人文教育整合這一教育哲學(xué)論題實(shí)踐研究的一個(gè)深化和補(bǔ)充；是對(duì)我國(guó)幼兒綜合教育研究的繼承和發(fā)展；是對(duì)課程、教學(xué)與幼兒創(chuàng)造力培養(yǎng)關(guān)系研究的補(bǔ)充。這項(xiàng)研究初步實(shí)驗(yàn)雖然結(jié)束，但它啟示我們不但在幼兒教育階段進(jìn)行此課題研究，而且還應(yīng)把“科學(xué)教育與藝術(shù)教育整合”的理念貫穿到中小學(xué)教育教學(xué)中去，進(jìn)行“中小學(xué)科學(xué)與藝術(shù)啟蒙教育整合實(shí)驗(yàn)研究”；通過(guò)本課題成功經(jīng)驗(yàn)證明．進(jìn)行“科學(xué)教育與藝術(shù)教育整合的教育”不是進(jìn)行的理想化教育，而是在基礎(chǔ)教育中實(shí)踐著、實(shí)現(xiàn)著素質(zhì)教育、完整的教育。它能使人本真明白人為什么活著，使人仁善明白人活著要干什么，使人審美一一明白人的歸宿。它還啟示我們，要實(shí)現(xiàn)素質(zhì)教育、完整教育，在理論層面還有許多未知的內(nèi)容等待我們?nèi)ヌ剿鳎谄喗艿目茖W(xué)認(rèn)知發(fā)展理論、柯爾伯格的道德認(rèn)知發(fā)展理論的基礎(chǔ)上，科學(xué)地研究人的審美認(rèn)知發(fā)展理論，揭示人的一生中美的認(rèn)知發(fā)展軌跡。這一研究必將影響未來(lái)人的研究、教育研究的發(fā)展趨向，為人類文明的進(jìn)步做出貢獻(xiàn)?！娟P(guān)鍵詞】幼兒科學(xué)與藝術(shù)整合教育創(chuàng)造力整合課程完整的教學(xué)過(guò)程科學(xué)教育與藝術(shù)教育“整合點(diǎn)”【分類號(hào)】G4061

簡(jiǎn)介：自個(gè)類別全日制教育碩士√在職教育碩士編號(hào)教育碩士學(xué)位論文教育碩士學(xué)位論文題目幼兒科學(xué)活動(dòng)中問(wèn)題設(shè)計(jì)的研究專業(yè)教學(xué)部學(xué)前與初等教育學(xué)院專業(yè)名稱學(xué)前教育指導(dǎo)教師李愛(ài)秋、羅英智研究生年婕提交時(shí)間2013年6月沈陽(yáng)師范大學(xué)教育碩士研究生院沈陽(yáng)師范大學(xué)教育碩士研究生院制目錄摘要IABSTRACTII緒論1一、研究緣起1（一）問(wèn)題教學(xué)法1（二）幼兒科學(xué)活動(dòng)的性質(zhì)1二、研究意義2（一）理論意義2（二）實(shí)踐意義2三、核心概念界定3（一）幼兒科學(xué)活動(dòng)3（二）問(wèn)題設(shè)計(jì)4四、文獻(xiàn)綜述5（一）關(guān)于問(wèn)題設(shè)計(jì)的文獻(xiàn)綜述5（二）幼兒園教學(xué)活動(dòng)中問(wèn)題設(shè)計(jì)的文獻(xiàn)綜述8第一章研究設(shè)計(jì)11一、研究方法11（一）觀察法11（二）訪談法11（三）案例分析法11二、研究對(duì)象11三、研究思路12第二章研究結(jié)果13一、幼兒科學(xué)活動(dòng)中問(wèn)題設(shè)計(jì)的現(xiàn)狀13（一）問(wèn)題的類型13（二）提問(wèn)的目的17（三）侯答時(shí)間20（四）教師反饋方式21

簡(jiǎn)介：蘇州大學(xué)碩士學(xué)位論文幼兒科學(xué)探究能力培養(yǎng)策略研究姓名何鳳莉申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育管理指導(dǎo)教師吳繼霞20090901THESUMMARYOFTHESTUDYINGMETHODOFTRAININGABOUTKIDS’SCIENTIFICEXPLORATIONABILITYTHESUMMARYOFTHESTUDYINGMETHODOFTRAININGABOUTKIDS’SCIENTIFICEXPLORATIONABILITYABSTRACTNOWTHEFASTDEVELOPMENTOFECONOMICSANDSOCIETYPROMOTESTHEPROGRESSOFEDUCATIONITHASBECOMEALLIMPORTANTAIMTOGETTHEABILITYTHATISGOODFORT11EIRALLLIFEDEVELOPMENTBYSTUDENTS’ACTIVELYSTUDYTOMAKEKIDSHAVETHEABILITYTOLEARNANDBEHAPPYTOLEARNANDGETTHEEXPERIENCEABOUTTHEMATERIALWORLDANDIT’SPERCEPTUALEXPERIENCE，WESHOULDTRAINTHEKIDSTOHAVETHEABILITYOFRESEARCHINGANDSTUDYINGANDLETTHEMTOEXPERIENCETHEPROCESSOFRESEARCHINGANDDISCOVERING“HOWTOCARRYONWITHTHERESEARCHINGEDUCATION”，‘HOWTOTRAINCHILDREN’SSCIENCERESEARCHINGABIFITY”THEYARCVERYGOODTOPICSTOATEACHINGWORKERTHISTHESISDISSECTINGFROMTHEORYANDPRACTICE，INDICATESTHATEXPLORINGISALSOONEWAYOFLEARNINGACTIVITIESWITHMULTIANGLES，WHICHHASFEATURESOFWATCHING，ASKING，PROVINGANDCOMMUNICATINGKIDSOWNBIRTHLYCURIOSITYANDEXPLORATIONWITHWHICHTHEYPERFORMANDEFFECTTHEIRENVIRONMENT，INWHICHTHEYAGAINANDAGAINDISPLAYWHATTHEY’VELEARNT，LEARNHOWTOSOLVEPROBLEMS，OBTAINSCIENTIFICEMOTIONANDMETHODSTHESECOULDBESCIENTIFICEXPLORATIONFORKIDS，WHICHISUSUALLYUNSTEADLY’ROUGHANDUNIQUETRAININGCHILDREN’SSCIENCERESEARCHINGABILITYISTHENEEDOFPROTECTINGMEIRCURIOSITYIT’SGOODTOMOTIVATECHILDREN’SPASSIONANDINITIATIVEITCANTRAINTHECHILDRENTESPECTTHEFACT，CHASETHEREALITYANDFORMTHEGOODLIVINGATTITUDEANDTHINKINGHABITIT’SALSOGOODFORTEACHERSTOGRASPTHECHILDREN’SSTUDYINGFEATURES，ANDDEEPLYCALTYONWITHTHEKINDERGARTEN’SSCIENCEEDUCATIONALACTIVITIESTHISPAPEREMPHASIZESATSTATINGTHEMETHODSOFTRAININGCHILDREN’SSCIENCERESEARCHINGABILITYTHROUGHTHECREATIONOFTHESCIENCEEDUCATIONENVIRONMENTTHATISGOODFORCHILDREN’SRESEARCHINGABILITY；CARRYINGONWITHTHESCIENCEEDUCATIONACTIVITYTHATISGOODFORTHEDEVELOPMENTOFCHILDREN’SRESEARCHINGABILITYANDTHEEXPLORATIONOFTHESCIENTIFICGUIDINGWAYSTHATISGOODFORTHEDEVELOPMENTOFCHILDREN’SRESEARCHINGABILITYITCLEARLYSTATESTHEVIEWSENCOURAGINGCHILDRENTOBEDARETORAISEDOUBTS，GUIDINGTHECHILDRENACTIVELYTAKEPARTINTHERESEARCHINGPROCESS，GRASPINGEVERYCHAINOFRESEARCHINGEDUCATION，PROVIDINGRICHRESEARCHINGMATERIALS，CARRYINGONWITHTHESUITABLEINTERFEREGUIDESITALSOSTUDIES，Ⅱ

簡(jiǎn)介：南京師范大學(xué)碩士學(xué)位論文大班幼兒科學(xué)觀察行為的研究基于非集體教學(xué)活動(dòng)的情境姓名鐘玉芝申請(qǐng)學(xué)位級(jí)別碩士專業(yè)學(xué)前教育學(xué)指導(dǎo)教師虞永平20092ABSTRACTSCIENCEOBSERVINGISVERYIMPTANTFCHILDRENSSCIENCELEARNINGTHROUGHTAKINGTHEQUALITATIVEANALYSISQUANTITATIVEANALYSISTOGETHERTHISPAPERMAKESASTUDYABOUTSCIENCEOBSERVINGBEHAVIOFTOPCLASSCHILDRENATNONCOLLECTIVETEACHINGACTIVITIESFIRSTLYTHEPAPERREVEALSTHEACTERISTICSOFSCIENCEOBSERVINGBEHAVIOFTOPCLASSCHILDRENFROMDIFFERENTANGLESFROMTHESCIENCEOBSERVINGOFTHECONTENTMULTIDIMENSIONALOBSERVINGOFTHINGSBUTMEEMPHASISONOBSERVINGOFTHEEXTERNALACTERISTICSOFTHEOBJECTLIKETOSPECULATEFMTHESOURCEOFTHINGSTRYTOEXPLAINTHEEXPERIENCEPARTICIPANTOBSERVINGCONSTRUCTTHEIROWN“THEY“INTHEOBSERVINGFROMTHESCIENCEOBSERVINGOFTHEMETHODMULTISENSYINTERACTIONWITHTHESURROUNDINGWLDBUTMAINLYUSEDTHEVISUALSENSYOBSERVETHINGSBY“OPERATEONHS“SPONTANEOUSLYDO“SCIENTIFICEXPERIMENT“BLINKINGWITHTHESPIRITOFSCIENTIFICCONFIRMATIONFROMTHESCIENCEOBSERVINGOFTHEACTERIZATIONACTERIZEMAINLYBYLANGUAGEOCCASIONALLYBYNONLANGUAGEEXCHANGESDIALOGUEATOBSERVETHINGSSHARETHERESULTSDIALOGUEWITHTHEOBSERVINGOBJECTBYTHERICHEMOTIONTALKTOHIMSELFINTHEOBSERVINGPROCESSFROMTHESCIENCEOBSERVINGOFTHEQUALITYATCURIOSITYALTHOUGHMECOMEFROMNATUREBUTEXTERNALSTIMULIISALSOIMPTANTATPURPOSETHEPURPOSEOFCHILDREN’SOBSERVINGISCONTINUOUSLYADJUSTGENERATEDINTHEPROCESSATFOCUSPERSISTENCETHELARGERDIFFERENCESBETWEENINDIVIDUALSRELATEDWITHTHECHILDSPERSONALITYSTUDYHABITSETCATACCURACYTHERESULTSOBTAINEDOFOBSERVINGISSTILLRELATIVELYBROADONESIDEDSINGLENOTSUFFICIENTLYPRECISESECONDLYTHEPAPERMAKESANANALYSISOFINFLUENCINGFACTSONSCIENCEOBSERVINGBEHAVIOFTOPCLASSCHILDRENFINDSTHATTHEINFLUENCINGFACTSOFTHEOBSERVEDOBJECTSCHILDREN’SSELFPEERTEACHERWHICHCONSTITUTEACOMPREHENSIVESITUATIONALFACTOFCHILDREN’SSCIENCEOBSERVINGBEHAVISAREMEPROMINENTSPECIFICPOINTSOFVIEWTHETARGETSOFOBSERVINGISNOVELUNIQUECANCHANGEMERICHDIFFERENCESISPRONETOLEADSUSTAINTHESCIENCEOBSERVINGBEHAVIOFCHILDCHILDSOWNCOGNITIVEABILITIESEXPERIENCEMAKEAGREATERIMPACTOFTHEOCCURRENCEPROCESSOFCHILDREN’SSCIENCEOBSERVINGBEHAVICOMPANIONSTEACHERS’INFLUENCINGOFCHILDREN’SSCIENCEOBSERVINGBEHAVIARETWOFOLDBOTHPOSITIVENEGATIVEIMPACTTHESEFACTSPOSEDBYACOMPREHENSIVESITUATIONALFACTOFCHILDREN’SSCIENCEOBSERVINGBEHAVIPLAYSAROLEINTHEIMPACTGENERALFINALLYTHERESEARCHERMAKESAREFLECTIONOFTHERESEARCHITSELFKEYWDSTOPCLASSCHILDRENNONCOLLECTIVETEACHINGACTIVITIESSCIENCEOBSERVINGBEHAVISINFLUENCINGFACTS

簡(jiǎn)介：遼寧師范大學(xué)碩士學(xué)位論文幼兒科學(xué)教育活動(dòng)中的師幼互動(dòng)研究姓名劉文婷申請(qǐng)學(xué)位級(jí)別碩士專業(yè)學(xué)前教育學(xué)指導(dǎo)教師谷忠玉201204ABSTRACTFROMTHEGLOBALVIEWPOINT，THESTUDYOFTEACHERCHILDINTERACTIONHASALREADYBECOMEAN’IMPORTANTISSUEINTHEFIELDOFPRESCHOOLEDUCTIONESPECIALLYTODAYCHILDRENSCOMPREHENSIVEDEVELOPMENTINSCIENTIFICQUALITYISPAIDMOREATTENTIONITISMEANINGFULTOSTUDYTHESITUATIONOFTEACHERCHILDINTERACTIONINTHEPRESCHOOLSCIENCEEDUCATIONACTIVITYTHISRESEARCHMAINLYADOPTSFLANDERSINTERACTIONANALYSISSYSTEM，THROUGHTHEOBSERVATIONON10PRESCHOOLSCIENCEEDUCATIONACTIVITIESDESCRIBESTHECURRENTSITUATIONOFTEACHERCHILDINTERACTIONINTHEPRESCHOOLSCIENCEEDUCTIONACTIVITYANDTHENANALYZESITSEXISTINGDILEMMAANDTHENTHERESEARCHERPUTSFORWARDFEASIBLESUGGESTIONSTOIMPROVETEACHERCHILDINTERACTIONINTHEPRESCHOOLSCIENCEEDUCATIONACTIVITYTHISSTUDYISNO、TONLYCONDUCIVETOENRICHRELATEDTHEORIESOFTHEPRESCHOOLSCIENCEEDUCATIONANDTEACHERCHILDINTERACTION，BUTALSOCONTRIBUTESTOPROMOTINGPRESCHOOLTEACHERS’PROFESSIONALDEVELOPMENT，ANDIMPROVINGTHEQUALITYOFTHEPRESCHOOLSCIENCEEDUCATIONTHISSTUDYISDIVIDEDINTOSIXPANSTHEFIRSTPARTISTHEINTRODUCTIONFOCUSINGONTEACHERCHILDINTERACTIONINTHEPRESCHOOLSCIENCEEDUCTIONACTIVITYITSTATESTHERESEARCHBACKGROUNDANDRESEARCHSIGNIFICANCETHESECONDPARTISTHESTUDYSUMMARYTHROUGHTHEANALYSISONDOMESTICANDFOREIGNRELATEDLITERATURES，BASEDONTHEORETICALBASISINECOLOGYSOCIOLOGYPHILOSOPHYPEDAGOGYANDPSYCHOLOGYFINALLYTHEKEYCONCEPTSOFTHISSTUDYAREDEFINEDTHETHIRDPARTISTHESTUDYDESIGNTHERESEARCHERCARRIEDONTHEVIDEOTAPEOBSERVATIONON10PRESCHOOLSCIENCEEDUCATIONACTIVITIESTHERESEARCHTOOLISFLANDERSINTERACTIONANALYSISSYSTEMTHEFOURTHPARTISRESEARCHRESULTSANDANALYSISAFTERTHEINTEGRATIONANALYSISOF10PRESCHOOLSCIENCEEDUCTIONACTIVITIES，THERESEARCHERSELECTSTHREECHARACTERISTICPRESCHOOLSCIENCEEDUCATIONACTIVITIESONTEACHERCHILDINTERACTIONANDCARRIESONTHECASEANALYSISTHEFIFTHPARTISTHEANALYSISOFDILEMMAONTEACHERCHILDINTERACTIONINTHEPRESCHOOLSCIENCEEDUCATIONACTIVITYBASEDONTHEABOVEANALYSISANDDISCUSSION，F(xiàn)ROMMICROANDMACROPERSPECTIVE，THEDILEMMAOFTEACHERCHILDINTERACTIONINTHEPRESCHOOLSCIENCEEDUCATIONACTIVITYISSUMMARIZEDINTHEBASICPARTSOFTHEPRESCHOOLSCIENCEEDUCATIONACTIVITYITMAINLYDISPLAYSINTHEFOLLOWINGFIVEASPECTSINTHESTAGEOFRAISINGQUESTIONS，TEACHERCHILDINTERACTIONLACKSSITUATION；INTHESTAGEOFCONSTRUCTINGHYPOTHESES，TEACHERCHILDINTERACTIONLACKSUNIVERSALITY；INTHESTAGEOFVERIFYINGHYPOTHESES，TEACHERCHILDINTERACTIONLACKSSUITABILITY；INTHESTAGEOFDISCUSSING，TEACHERCHILDINTERACTIONLACKSDIALOGISM；INTHESTAGEOFSUMMARIZINGCONCLUSIONS，TEACHERCHILDINTERACTIONLACKSSUPPORTINTHEOVERALLSITUATIONOFTHEPRESCHOOLSCIENCEEDUCATIONACTIVITYITMAINLYDISPLAYSINTHEⅡ