簡介：分類號分類號G416單位代碼單位代碼10110學(xué)號號S20070014中北大學(xué)中北大學(xué)碩士學(xué)位論文碩士學(xué)位論文心理學(xué)在高校思想政治教育中的應(yīng)用碩士研究生麻娟碩士研究生麻娟指導(dǎo)教師沈興全教授指導(dǎo)教師沈興全教授學(xué)科專業(yè)思想政治教育學(xué)科專業(yè)思想政治教育2010年4月26日2010年4月26日原創(chuàng)性聲明本人鄭重聲明所呈交的學(xué)位論文，是本人在指導(dǎo)教師的指導(dǎo)下，獨立進(jìn)行研究所取得的成果。除文中已經(jīng)注明引用的內(nèi)容外，本論文不包含其他個人或集體已經(jīng)發(fā)表或撰寫過的科研成果。對本文的研究作出重要貢獻(xiàn)的個人和集體，均已在文中以明確方式標(biāo)明。本聲明的法律責(zé)任由本人承擔(dān)。論文作者簽名日期關(guān)于學(xué)位論文使用權(quán)的說明本人完全了解中北大學(xué)有關(guān)保管、使用學(xué)位論文的規(guī)定，其中包括①學(xué)校有權(quán)保管、并向有關(guān)部門送交學(xué)位論文的原件與復(fù)印件；②學(xué)?？梢圆捎糜坝?、縮印或其它復(fù)制手段復(fù)制并保存學(xué)位論文；③學(xué)?？稍试S學(xué)位論文被查閱或借閱；④學(xué)?？梢詫W(xué)術(shù)交流為目的，復(fù)制贈送和交換學(xué)位論文；⑤學(xué)?？梢怨紝W(xué)位論文的全部或部分內(nèi)容（保密學(xué)位論文在解密后遵守此規(guī)定）。簽名日期導(dǎo)師簽名日期

簡介：河北工業(yè)大學(xué)碩士學(xué)位論文基于兒童發(fā)展心理學(xué)的兒童娛樂設(shè)施研究姓名李美申請學(xué)位級別碩士專業(yè)設(shè)計藝術(shù)學(xué)指導(dǎo)教師許曉云20081101基于兒童發(fā)展心理學(xué)的兒童娛樂設(shè)施研究IIRESEARCHONCHILDRENSERTERTAINMENTFACILITIESBASEDONCHILDRENSPSYCHOLOGICALDEVELOPMENTABSTRACTCHILDRENAREFLOWERSOFTHEHUMANRACEPIONEEROFTHEFUTUREPEOPLENOWPAYMEATTENTIONTOHOWTOCREATEAGOODEDUCATIONALENTERTAINMENTENVIRONMENTFCHILDRENDESIGNINGFCHILDRENISEVENMEIMPTANTSINCECHILDRENARETHEFUTUREOFHUMANDEVELOPMENTTHEREFETHEPURPOSEOFTHISPAPERISTOFINDADESIGNPATTERNOFCHILDREN’SENTERTAINMENTFACILITIESWHICHISSUITABLEFTHEDEVELOPMENTOFCHILDRENTOMAKESURETHATTHEDESIGNOFCHILDRENSENTERTAINMENTFACILITIESISNOTONLYINTERESTINGBUTALSOINSTRUCTIVEBYMEANSOFLIVELYACTIVITIESUNDERTHEINFLUENCEOFSOCIALBACKGROUNDEDUCATIONCHILDREN’SPHYSICALMENTALBEHAVIALDEVELOPMENTSCHANGEALOTWHILEDOINGVARIOUSGAMEBASEDACTIVITIESENTERTAINMENTFACILITIESAREOFGREATSIGNIFICANCEASTHEMAINPARTOFCHILDREN’SPLAYENVIRONMENTPROMOTINGTHEDEVELOPMENTOFCHILDREN’SGAMESBEINGAPLATFMFCHILDREN’SGAMECOMMUNICATIONENTERTAINMENTFACILITIESCONCENTRATETHENEEDSOFCHILDRENINTOASMALLSPACEPROVIDETHEMAJITYOFCHILDRENPLAYACTIVITIESENTERTAINMENTFACILITIESFCHILDRENSHOULDBEDESIGNEDTO“CHILDIENTED“BASEDONCHILDDEVELOPMENTPSYCHOLOGYSUMMINGUPFEATURESOFPHYSICALPSYCHOLOGICALDEVELOPMENTOFALLAGESCHILDRENTHISPAPERANALYZEDTHERELATIONSHIPBETWEENENTERTAINMENTFACILITIESPHYSICALPSYCHOLOGICALDEVELOPMENTOFCHILDRENASWELLASTHEDESIGNELEMENTSOFCHILDREN’SENTERTAINMENTFACILITIESWHICHINCLUDEFMCOLSTRUCTUREMATERIALSECURITYENVIRONMENTITALSORESEARCHEDTHEPRINCIPLEOFCHILDREN’SENTERTAINMENTFACILITIESDESIGNINTHEPARTABOVEINDERTOPROVIDETHEETICALBASISINSTRUCTIONTOTHEDESIGNOFMODERNCHILDPRODUCTKEYWDSCHILDRENSENTERTAINMENTFACILITIESCHILDRENPSYCHOLOGICALDEVELOPMENT

簡介：B一并中釬鬣夫蓐碩士學(xué)位論文叢叢壘堂墨窒魚鏖塹壘高主差堡塑逛塾至T編號學(xué)位申請人姓名范墅申請專業(yè)學(xué)位類別熬盎塑申請學(xué)位專業(yè)方向甚量壘疊墼盎指導(dǎo)教師姓名劐盎墊趲⑨碩士擘位論文MASTER。STHESISABSTRACTTHE21STCENTURYISATIMEOFINFORMATIONATIMEOFLINGUISTICSENGLISHBEINGAUNIVERSALLANGUAGE，THESTUDYONITESPECIALONITSLEXICALTEACHINGWILLATTRACTMOREATTENTIONENGLISHLEXICALTEACHINGPLAYSANIMPORTANTROLEINIMPROVINGTHESTUDENTS’ABILITIESOFLISTENING，SPEAKINGREADINGANDWRITING，SOMASTERINGALARGEAMOUNTOFVOCABULARYISTHEFOUNDATIONOFLEARNINGENGLISHWELLTHEAUTHOROFTHISTHESISBELIEVETHATTHESTUDYONLEXICALTEACHINGSHOULDPLAYTHEEMPHASISONTHESTUDYONTHEPRINCIPLEOFCOGNITIVEPSYCHOLOGYANDTHEANALYSISOFTHESTUDENTS’PSYCHOLOGYTHEAUTHOROFTHISTHESISCOMBINETHEFEATURESOFTHE113曲SCHOOLSTUDENTSWITHTHECONCEPTIONSOFCOGNITIVEPSYCHOLOGYRELATEDTOTHELEXICALTEACHINGONTHEBASEDOFTHERESEARCHRESULTSOFTHESCHOLARSATHOMEANDABROADANDSUMNLARIZEFIVEKINDSOFTEACHINGSTRATEGIESSUITFORTHESTUDENTS’PSYCHOLOGYFEATURESTEACHINGSTRATEGYACCORDINGTOTHESTUDENTS’ABILITIES；TEACHINGSTRATEGYBYINTEGRATINGPO硫ANDSPHERE；TEACHINGSTRATEGYBYTHECOMPARISONANDANALOGUE；TEACHINGSTRATEGYBYSYSTEMICINTEGRATIONANDTEACHINGSTRATEGYBYANALYSISTHECONTEXTOFCULTUREANDTHENCONDUCTASERIESOFEXPERIMENTSTOCONCLUDETHATDURINGTHEORGANIZATIONOFTEACHING，THETEACHERSSHOULDFOLLOWTHEDISCIPLESOFCOGNITIVEPSYCHOLOGYANDADOPTVARIOUSOFMETHODSTOGUIDETHESTUDENTS’AUTONOMOUSLEARNING，TOWIDENTHESTUDENTS’VOCABULARYTOENHANCETHEABILITYOFREADINGCOMPREHENSIONANDTHELANGUAGEUSE，TOCULTIVATETHESTUDENTS’COMMUNICATIVECOMPETENCE，ANDFINALLYTOADVANCETHESTUDENTS’ENGLISHAGGREGATELEVELTHISPAPERINCLUDESSIXPARTSTHEFIRSTPARTISANINTRODUCTION，WHICHFOCUSESONTHESIGNIFICANCEANDTHERESEARCHINGPROSPECTOFTHISSTUDYTHESECONDPARTISCONCERNEDWITLLTHEPRESENTRESEARCHSITUATIONANDTRENDOFDEVELOPMENTOFLEXICALTEACHINGATHOMEANDABROADTHETHIRDPARTINTRODUCESTHEFUNDAMENTALCOGNITIVECONCEPTSRELATEDTOLEXICALTEACHINGTHEFOURTHPARTANALYSESTHEAPPLICATIONOFCOGNITIVETHEORIESONLEXICALTEACHINGANDPROVIDESATHEORETICALBASISFORITTHEFIFTHPARTPRESENTSARESEARCHINGREPORTONLEXICALTEACHINGINTHEVIEWOFCOGNITIVEPSYCHOLOGYTHEREPORTPROVESTHATADIRECTANALYSISOFALEANER’SLEXICALINFORMATIONPROCESSINGWORKSDIRECTLYFORTEACHERSTOTEACHDIFFERENTSTUDENTSWITHDIFFERENTMETHODS，THUSDETOURSCANBEAVOIDEDANDBLINDNESSCANBEREDUCEDTHESIXTHPARTISACONCLUSIONWHICHPUTSFORWARDANEFFECTIVE

簡介：作者簽名雖皇日期211I§芻學(xué)位論文使用授權(quán)聲明本人授權(quán)沈陽師范大學(xué)研究生處，將本人碩士學(xué)位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫進(jìn)行檢索；有權(quán)保留學(xué)位論文并向國家主管部門或其指定機構(gòu)送交論文的電子版和紙質(zhì)版，允許論文被查閱和借閱；有權(quán)可以采用影印、縮印或掃描等復(fù)制手段保存、匯編學(xué)位論文。保密的學(xué)位論文在解密后適用本規(guī)定。作者簽名盈望日期麴叱B，馬．THEMEASUREMENTANDEXPLICITINTERVENTIONOFPRESCHOOITEACHERS’TACITPSYCHOIOGICAIKNOWLEDGEABSTRACTTHEPRESENTSTUDYTOOKTHEPRESCHOOLTEACHERASRESEARCHOBJECT，WHICHAIMEDTOEXPLORETHESTRUCTURETOMEASURETHEPRESCHOOLTEACHERS’TACITPSYCHOLOGICALKNOWLEDGE，ANDBASEDONTHEMEASUREMENTSTRUCTURETODEVELOPASETOFMEASUREMENTTOOLSACCORDINGTOTHEPSYCHOMETRICREQUIREMENTSTOEXPLICITLYEVALUATETHEPRESCHOOLTEACHES’TACITPSYCHOLOGICALKNOWLEDGE，ANDTOINVESTIGATETHESTATUSOFPRESCHOOLTEACHERS’TACITPSYCHOLOGICALKNOWLEDGEINLIAONINGPROVINCE．ONTHISBASIS，THROUGHTHEMETHODOFEXPERIMENTALDESIGN，WEHADOBSERVEDTHEEFFECTSOFEXPLICITINTERVENTIONONPRESCHOOLTEACHERS’TACITPSYCHOLOGICALKNOWLEDGESOASTOIMPROVETHEVISUALIZEDLEVELOFPRESCHOOLTEACHERS’TACITPSYCHOLOGICALKNOWLEDGE．BASEDONTHEDIFFERENCEANALYSISOFSELFDESIGNED‘PRESCHOOLTEACHERS’TACITPSYCHOLOGICALKNOWLEDGEQUESTIONNAIRE“’ABOUTAGE，TEACHINGAGE,EDUCATIONBACKGROUND，ANDKINDERGARTENTYPES，ANDFROMTWOASPECTSOFQUANTITYANDQUALITYINPRIVATEGARDENPRESCHOOLTEACHERS’TACITPSYCHOLOGICALKNOWLEDGEOFUNDERGOINGINTERVENTIONEFFECTANALYSIS．THECONCLUSION1‘PRESCHOOLTEACHERS’TACITPSYCHOLOGICALKNOWLEDGEQUESTIONNAIRE”WASCOMPOSEDOFFOURDIMENSIONS，WHICHARETACITKNOWLEDGEOFDEVELOPMENTALPSYCHOLOGY,TACITKNOWLEDGEOFEDUCATIONALPSYCHOLOGY,TACITKNOWLEDGEOFSELFPROFESSIONALPSYCHOLOGYANDTACITKNOWLEDGEOFINTERPERSONALPSYCHOLOGY；ANDITACHIEVEDGOODRELIABILITYANDVALIDITYANDCANBEUSEDASATOOLOFMEASURINGPRESCHOOLTEACHERS’TACITPSYCHOLOGICALKNOWLEDGE．2ATPRESCHOOLTEACHERS’VISUALIZEDLEVELOFTACITKNOWLEDGEOFDEVELOPMENTALPSYCHOLOGY,TACITKNOWLEDGEOFEDUCATIONALPSYCHOLOGY,TACITKNOWLEDGEOFSELFPROFESSIONALPSYCHOLOGYANDTACITKNOWLEDGEOFINTERPERSONALPSYCHOLOGY,THEREWERESIGNIFICANTDIFFERENCESAMONGPRESCHOOLTEACHERSWHOWEREINDIFFERENTAGE，TEACHINGAGE，EDUCATIONBACKGROUND，ANDKINDERGARTENTYPES．THEOVERALLTRENDISTHEPRESCHOOLTEACHERSAGEDWITHIN30WERESIGNIFICANTLYHIGHERTHANTHEPRESCHOOLTEACHERSAGEDFROM31TO40；PRESCHOOLTEACHERSWHOHAD3YEARWORKINGEXPERIENCESARESIGNIFICANTLYHIGHERTHANTHOSEWHOHADLESSTHAN3YEARS．THEPRESCHOOLTEACHERSWHOHAVEBACHELORDEGREE，ASSOCIATEDEGREEARESIGNIFICANTLYHIGHERTHANTHEPRESCHOOLTEACHERSGRADUATEDFROMJUNIORHIGHSCH001．THEPRESCHOOLTEACHERSFROMBUSINESSUNITARESIGNIFICANTLYHIGHERTHANTHEPRESCHOOLTEACHERSFROMKINDERGARTENRUNBYGOVERNMENTAGENCIESANDBYPRIVACY．3THROUGHTHEWAYSOFLECTURES，CASEANALYSIS，MUTUALCLASSES，GROUPDISCUSSIONS，THEDIARYREFLECTIONSANDSOON，THEVISUALIZEDLEVELOFPRESCHOOLTEACHERS’TACITPSYCHOLOGICALKNOWLEDGEWASENHANCED．KEYWORDSTACITPSYCHOIOGICALKNOWLEDGE，MEASUREMENT，EXPLICIT，INTERVENTION，PRESCHOOLTEACHERTT

簡介：重慶交通大學(xué)碩士學(xué)位論文積極心理學(xué)在大學(xué)生心理健康教育中的應(yīng)用姓名向靜芳申請學(xué)位級別碩士專業(yè)思想政治教育指導(dǎo)教師廖桂芳20091201ABSTRACTPOSITIVEPSYCHOLOGYISATRENDOFTHOUGHTWHICHTAKINGTHEADVANTAGEOFTHEPERFECTANDEFFECTIVEMETHODSTESEARCHTHEHUMAN’SVIRTUEITWASSPRINGUPINAMERICANINTHE1980SSELIGMANANDOTHERAMERICANPSYCHOLOGISTPUTTHOSEASTHEEMPIRICALTOPICSJUSTLIKEOPTIMISM，HAPPINESS，CURIOSITYWISDOMANDTHECOURAGETOCREATETHECONCEPTOFPOSITIVEPSYCHOLOGYHASBEENDEMONSTRATINGAPPLICATIONSINTHEECONOMIC，SOCIALANDMANYOTHERFIELDSITHASCHANGEDTHENEGATIVEORIENTATIONOFTRADITIONALPSYCHOLOGICALITADVOCATESBEINGAPOSITIVEORIENTATIONANDCONCERNINGABOUTTHEPERSON’SOWNPOTENTIALANDEXCELLENTQUALITYTOCOMMITTOMAKINGHAPPIERHUMANBEINGSTOSURVIVEANDDEVELOPASSOONASTHISTHEORYPASSESTHROUGHPROPOSEDTHENRECEIVESTHEWORLDTHEWIDESPREADATTENTIONANDCAUSESTHESTRONGREPERCUSSIONSPRESENTLYTHECONCEPTOFPOSITIVEPSYCHOLOGYTOREINTEGRATETHEVARIOUSELEMENTSOFMENTALHEALTHEDUCATION，TOCONSTRUCTOFANEWMENTALHEALTHEDUCMIONMODELBECAMETHEMENTALHEALTHFIELDOFEDUCATION，IDEASANDTRENDSTHISSITUATIONWASTOEXPLORETHEUSEOFTHEPRACTICEOFPOSITIVEPSYCHOLOGY，ASWELLASTHEDEVELOPMENTOFMENTALHEALTHEDUCATIONINCHINAHASANIMPORTANTTHEORETICALANDPRACTICALSIGNIFICANCEINTHISPAPERSUMMINGUPOILTHEBASISOFTHETHEORYOFPOSITIVEPSYCHOLOGYANALYSISOFTHESITUATIONINCURRENTMENTALHEALTHEDUCATIONIN

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簡介：學(xué)校代碼10200分類號G22研究生學(xué)號密級⑧東北知予茁大謄碩士學(xué)位論文200821954玉以美育心理掌為依托的青少年影視素質(zhì)教育研究THEPSYCHOLOGYOFAESTHETICEDUCATIONFORYOUNGPEOPLEBASEDQUALITYEDUCATIONINFILMANDTELEVISION指導(dǎo)教師學(xué)科專業(yè)研究方向?qū)W位類型作者張玉王稼之教授廣播電視藝術(shù)學(xué)影視藝術(shù)理論研究學(xué)歷碩士東北師范大學(xué)學(xué)位評定委員會2011年5月

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簡介：遼寧師范大學(xué)碩士學(xué)位論文高中數(shù)學(xué)教材概念編排的學(xué)習(xí)心理學(xué)比較研究姓名宋建華申請學(xué)位級別碩士專業(yè)課程與教學(xué)論（數(shù)學(xué)）指導(dǎo)教師金美月201204高中數(shù)學(xué)教材概念編排的學(xué)習(xí)心理學(xué)比較研究___H●____●____●___一●一__●__，●_，一THECOMPARATIVESTUDYOFTHELEARNINGPSYCHOLOGYOFARRANGEMENTOFTHECONCEPTOFHIGHSCHOOLMATHEMATICSTEXTBOOKSABSTRACTGAVEBIRTHTOSIXVERSIONSOFTHENEWROUNDOFHIGHSCHOOLMATHEMATICSCURRICULUMREFOMHIGHSCHOOLMATHEMATICSTEXTBOOKS，THESITUATIONFORTHECOMPARATIVESTUDYOFTHETEXTBOOKTHESESTUDIESAREFOCUSEDONTEXTBOOKWRITINGSTYLE，TEACHINGCONTENT，THEPREPARATIONOFTHECONCEPTDIFFERENTVERSIONSOFTHECONCEPTOFMATHEMATICMTEXTBOOKSWRITTENINTHEPSYCHOLOGYOFLEARNINGTHEORYRESEARCHTOSTUDYDIFFERENTVERSIONSOFTHEHIGHSCHOOLMATHTEXTBOOKSCONCEPTLAYOUTOFTHEPSYCHOLOGYOFLEARNINGTHETHEORETICALBASISFORRESEARCHPURPOSESREPRESENTATIVEOFTWOEDITIONSOFTHETEXTBOOKRESPECTIVELY，PUBLISHEDBYTHEPEOPLE’SEDUCATIONPRESSANDHUNANEDUCATIONPUBLISHINGHOUSEASTHERESEARCHOBJECT，ANDSELECTTHEFUNCTIONANDFOURRELATEDCONCEPTSASASPECIFICCOMPARATIVESTUDY，THEUSEOFTEXTANALYSISFROMTHEINTRODUCTIONOFTHECONCEPT，PRESENTFORM，DEFINETHEWAYATHREEPRONGED；ANALYSIS，MININGTHEBASISOFAPSYCHOLOGICALTHEORY；THEN，RESPECTIVELY，SUMMEDUPTHEBASISOFTHEIROWNTHEORY，ACCORDINGTOTHEIRTHEORYSUMMEDUPTHESAMEPOINTOFTHETWOEDITIONSOFTHETHEORETICAL；FINALLYINACCORDANCEWITHTHEIRCOMMONPSYCHOLOGYOFLEARNINGTHEPSYCHOLOGYOFLEARNINGTHEBASISOFOURHI曲SCHOOLMATHTEXTBOOKSINTHECONCEPTOFSCHEDULINGTHEORYTOINFERANDMAKECERTAINTOEXPLAINSTUDYFOUNDTHAT1PEOPLE’SEDUCATIONPRESSANDXIANGTAUGHTVERSIONOFTHECONCEPTOFTHEARRANGEMENTOFTHEPSYCHOLOGYOFLEARNINGTHEORETICALFOUNDATIONISBASICALB；THESAME，MAINLYCOGNITIVEASSIMILATIONTHEORYOFAUSUBEL；2ONTHENUMBEROFSPECIESOFTHECONCEPTOFCHOREOGRAPH。YREFLECTSTHEPSYCHOLOGYOFLEARNINGTHEORY，TAUGHTMORETHANHUNANEDUCATIONEDITION3THEPSYCHOLOGYOFLEARNINGTHEORYOFCHOREOGRAPHYOFCONCEPTOFCHINA’SHI曲SCHOOLMATHTEXTBOOKMAYBEBASEDONAUSUBEL’SCOGNITIVEASSIMILATIONTHEORYKEYWORDSHIGHSCHOOLMATHEMATICS；THECONCEPTOFCHOREC’GRAPHY；COMPARATIVESTUDY；PSYCHOLOGYOFLEARNING

簡介：現(xiàn)代社會女性越來越成為支撐國民經(jīng)濟發(fā)展和社會進(jìn)步的重要力量長期以來女性被賦予了與男性不平等的社會地位和角色要求這壓抑了女性的健康發(fā)展。隨著社會越來越注重公平同時女性的自我意識逐漸增強相應(yīng)的社會地位也有所提高但是真正做到男女平等還需要很多的努力。為了更好的了解現(xiàn)在社會對女性的態(tài)度本研究初步編制了大學(xué)生女權(quán)主義傾向量表并做了進(jìn)一步的相關(guān)心理學(xué)研究以便更深入的了解大學(xué)生的女權(quán)主義傾向。本文以曲阜師范大學(xué)、長江大學(xué)和上海交通大學(xué)三所學(xué)校的學(xué)生為研究對象在查閱文獻(xiàn)和做開放式問卷的基礎(chǔ)上編制出了問卷的初稿并經(jīng)過兩次的預(yù)測和因子分析刪除不合適的題目最后得到包含19個題目的大學(xué)生女權(quán)主義傾向量表該量表共包含四個因子享有權(quán)利、角色地位、男女等同和特殊言語行為。對編制好的問卷施測用LISREL870軟件進(jìn)行驗證性因素分析證明量表結(jié)構(gòu)良好與自尊量表、成就動機量表一起施測得到以下幾個主要結(jié)論1大學(xué)生女權(quán)主義傾向量表具有良好的信度和效度。2大學(xué)生的女權(quán)主義傾向在人口統(tǒng)計學(xué)變量上存在差異尤其是在性別上的差異更加的顯著。3男大學(xué)生和女大學(xué)生在享有權(quán)利這一維度上都和自尊呈顯著的正相關(guān)而男性在特殊言語行為維度上與自尊呈顯著的負(fù)相關(guān)。4女大學(xué)生在角色地位這一維度上與成就動機呈顯著的正相關(guān)而男大學(xué)生則在享有權(quán)利這一維度上和與成就動機呈顯著的正相關(guān)。

簡介：東南大學(xué)碩士學(xué)位論文初中生良心發(fā)展的心理學(xué)研究姓名張柳申請學(xué)位級別碩士專業(yè)教育學(xué)；應(yīng)用心理學(xué)指導(dǎo)教師馬向真20110224目錄APSYCH0109ICALSTUDYONCONSCIENCEDEVELOPMENTOFJUNIORMIDDLESCHOOLSTUDENTSABSTRACTCONSCIENCEISANINDIVIDUALMORALRESPONSIBILITYANDOBLIGATIONSOFACONSCIOUSAWARENESSANDEMOTIONALEXPERIENCE，ASWELLASAPSYCHOLOGICALMECHANISMTOEVALUATIONANDREGULATESTHECONDUCTASANINNERMORALVALUESYSTEM，THEMOSTBASICFEATUREOFCONSCIENCEISSELFDISCIPLINETHEMAINLYROLECONSCIENCEPLAYSINTHEBEHAVIOROFINDIVIDUALISSUPERVISION，GUIDANCEANDEVALUATIONJUNIORMIDDLESCHOOLSTUDENTSAREINTHE“GOLDENAGE“OFINDIVIDUAL’SPHYSICALANDPSYCH0109ICALDEVELOPMENTANDITISACRITICALPERIODTODEVELOPANDCULTIVATEPERSONALITY，INWHICHCONSCIENCEPLAYSANIMPORTANTROLEONTHEIMPROVEMENTANDHEALTHYGROWTHINTHECONTEXTOFCHINESECULTURAL，ITWOULDPROVIDEFEASIBLEMEASUREFORMORALEDUCATIONMANAGEMENTTOEXPLOREJUNIORMIDDLESCHOOLSTUDENTS’DEVELOPMENTALCHARACTERISTICOFCONSCIENCEANDTHECONCRETEWAYOFCULTIVATINGCONSCIENCEITALSOHASGREATTHEORETICALANDPRACTICALSIGNIFICANCETOCREATEAGOODSOCIALETHICSATMOSPHEREANDBRINGUPHIGHQUALITYINNOVATIVETALENTSTHISSTUDYAIMEDTOEXAMINETHESTRUCTUREANDTHEDEVELOPMENTCHARACTERISTICSOFCONSCIENCEBASEDONPREVIOUSRESEARCH，COMBINEDWITHOPENENDEDQUESTIONNAIRERESULTS，THISTHESISPUTSFORWARDATHEORETICALHYPOTHESISOFCONSCIENCEACCORDINGTOTHEHYPOTHESIS，THEAUTHORPRODUCESAFORMALQUESTIONNAIREOFJUNIORHIGHSCHOOLSTUDENTS’CONSCIENCEBASEDONTHESURVEYOF380PARTICIPANTS，THEAUTHORSTUDIESTHEDEVELOPMENTALCHARACTERISTICSOFCONSCIENCEOFJUNIORMIDDLESCHOOLSTUDENTSCONCLUSIONSOFTHESTUDYAREASFOLLOWS1THEORIGINALQUESTIONNAIREOFJUNIORHIGHSCHOOLSTUDENTS’CONSCIENCEISCOMPARATIVELYRELIABLEANDVALIDTHEFACTORANALYSISIDENTIFIES6FACTORSOFCONSCIENCE，INCLUDINGASENSEOFRESPONSIBILITY，GUILT，SHAME，SELFCONDEMNATION，SELFSATISFACTIONANDSELFRESTRAINT2AMONGALLTHEFACTORS’SCOREOFCONSCIENCE，THEHIGHESTISGUILT，THELOWERISSELFSATISFACTION，THESELFDISCIPLINEANDSENSEOFRESPONSIBILITY，ANDTHELOWESTII

簡介：陵壓料技大學(xué)論文題目積極心理學(xué)視閾中的大學(xué)生思想政治教育實效性研究學(xué)科門類法學(xué)一級學(xué)科馬克思主義理論培養(yǎng)單位思想政治理論課教學(xué)科研部碩士生張英導(dǎo)師姚書志教授2012年5月?IIIIIIIIIIIIFILLIIIIJY2094052RESEARCHONTHEEFFECTIVENESSOFCOLLEGESTUDENTS7IDEOLOGICALANDPOLITICALEDUCATIONINPOSITIVEPSYCHOLOGYPERSPECTIVEATHESISSUBMITTEDTOSHAANXIUNIVERSITYOFSCIENCEANDTECHNOLOGYINPARTIALFULFILLMENTOFTHEREQUIREMENTFORTHEDEGREEOFMASTEROFLAWTHESISSUPERVISORPROFESSOR．Y．．．．．A．．．O．．．．．．S．．．．H．．．．．U．．．．Z．．．H．．．．I．MAY,2012

簡介：目前以計算機和互聯(lián)網(wǎng)為代表的信息新技術(shù)已滲透到社會發(fā)展的眾多領(lǐng)域成為人們生產(chǎn)和生活不可或缺的重要因素。信息技術(shù)在提高了生產(chǎn)率、給人們生活帶來便利的同時也帶來了新的問題信息異化。雖然在信息社會中宏觀環(huán)境和信息環(huán)境是導(dǎo)致信息異化產(chǎn)生的重要因素但現(xiàn)代人的心理因素卻是信息異化的直接導(dǎo)火索。本文在總結(jié)了信息異化的本質(zhì)、歷史必然性和信息異化成因的基礎(chǔ)上從現(xiàn)代心理學(xué)角度入手運用弗洛伊德的精神分析理論、人格特質(zhì)論、人格學(xué)習(xí)論、馬斯洛的需求層次論、奧哈根的責(zé)任心理結(jié)構(gòu)理論、認(rèn)知心理學(xué)理論、阿希的從眾心理理論、群體極化和去個性化理論分析了信息焦慮、信息依賴、信息污染、信息窄化和網(wǎng)絡(luò)暴力這五種主要的信息異化表現(xiàn)形式的心理學(xué)成因并提出了網(wǎng)絡(luò)環(huán)境下這五種信息異化表現(xiàn)形式的控制策略。

簡介：分類號密級學(xué)校代碼10165學(xué)號200810240逢掌童礦耗大學(xué)碩士學(xué)位論文②心理學(xué)專業(yè)大學(xué)生勝任特征模型的構(gòu)建、驗證與現(xiàn)狀調(diào)查研究作者姓名學(xué)科、專業(yè)王菲應(yīng)用心理學(xué)研究方向人力資源開發(fā)與管理導(dǎo)師姓名孫遠(yuǎn)剛教授2011年05月學(xué)位論文獨創(chuàng)性聲明111ILLJIIIJLIPPLLLRLIIIRJIIIIIILR10＼1890630本人承諾所呈交的學(xué)位論文是本人在導(dǎo)師指導(dǎo)下所取得的研究成果。論文中除特別加以標(biāo)注和致謝的地方外，不包含他人和其他機構(gòu)已經(jīng)撰寫或發(fā)表過的研究成果，其他同志的研究成果對本人的啟示和所提供的幫助，均已在論文中做了明確的聲明并表示謝意。學(xué)位論文作者簽名斗學(xué)位論文版權(quán)的使用授權(quán)書本學(xué)位論文作者完全了解遼寧師范大學(xué)有關(guān)保留、使用學(xué)位論文的規(guī)定，及學(xué)校有權(quán)保留并向國家有關(guān)部門或機構(gòu)送交復(fù)印件或磁盤，允許論文被查閱和借閱。本文授權(quán)遼寧師范大學(xué)，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)庫并進(jìn)行檢索，可以采用影印、縮印或掃描等復(fù)制手段保存、匯編學(xué)位論文，并且本人電子文檔的內(nèi)容和紙質(zhì)論文的內(nèi)容相一致。保密的學(xué)位論文在解密后使用本授權(quán)書。學(xué)位論文作者簽名年指導(dǎo)教師簽名簽名溉側(cè)＼1年廠月彳日

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