簡介：北京體育大學(xué)高校教師碩士學(xué)位論文愚目對參與部分不同體育項(xiàng)目的大學(xué)生人格特質(zhì)和人格類型的調(diào)查研究學(xué)科專業(yè)申請人指導(dǎo)教師推薦人推薦人申請人單位體育教育訓(xùn)練學(xué)李海停李鐵錄副教授二孫南副教授田少平教授鄭州牧業(yè)工程高等專科學(xué)校2006年10月北京體育大學(xué)學(xué)位論文版權(quán)使用授權(quán)書本人完全了解學(xué)校有關(guān)保留、使用學(xué)位論文的規(guī)定，同意學(xué)校對本人遞交的學(xué)位論文對參與部分不同體育項(xiàng)目的大學(xué)生人格特質(zhì)和人格類型的調(diào)查研究保留并向國家有關(guān)部門或機(jī)構(gòu)送交論文的復(fù)印件和電子版，允許在校內(nèi)和與學(xué)校有協(xié)議的部門公布論文并被查閱和借閱。本人授權(quán)北京體育大學(xué)可以將本學(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，可以采用影印、縮印或掃描等復(fù)制手段保存和匯編本學(xué)位論文。保密口，在_年解密后適用本授權(quán)書。本學(xué)位論文屬于不保密叼。請?jiān)谝陨戏娇騼?nèi)打“礦”學(xué)位論文儲簽名香湯停日期問年如L了日

簡介：華東師范大學(xué)碩士學(xué)位論文高中生依戀類型與社會能力、孤獨(dú)抑郁關(guān)系基于結(jié)構(gòu)方程模型的實(shí)證研究姓名周利國申請學(xué)位級別碩士專業(yè)發(fā)展與教育心理學(xué)指導(dǎo)教師陳國鵬20100501ABSTRACTWITHTHESOCIALDEVELOPMENT，PSYCHOLOGICALPROBLEMSOFADOLESCENTSHAVEBECOMETHEFOCUSOFATTENTION，THEMENTALHEALTHPROBLEMSOFYOUNGPEOPLEHAVEBEENSTUDIEDFROMDIFFERENTPERSPECTIVESTHISSTUDYTRIESTOEMPLOYSTRUCTURALEQUATIONMODELINGAPPROACH，ANDEXAMINESWHETHERSOCIALSELFEFFICACYANDSELFDISCLOSURESERVEASMEDIATORSBETWEENATTACHIILENTANDFEELINGOFLONELINESSANDDEPRESSIONPARTICIPANTSWERE284HIGHSCHOOLSTUDENTSFROMSHANDONGPROVINCETHERESULTSSHOWEDSOCIALSELFEFFICACYPARTIALMEDIATESTHEASSOCIATIONBETWEENATTACHMENTANXIETYANDFEELINGOF10NELINESSANDDEPRESSIONONTHEONEHANDATTACHMENTANXIETYHASADIRECTIMPACTON10NELINESSANDDEPRESSION，ONTHEOTHERHANDATTACHMENTANXIETYPLAYSANINDIRECTEFFECTON10NELINESSANDDEPRESSIONTHROUGHSOCIALSELFEFFICACYSELFDISCLOSUREPARTIALMEDIATESTHEASSOCIATIONBETWEENATTACHMENTAVOIDANCEANDFEELINGOF10NELINESSANDDEPRESSION；ONTHEONEHANDATTACHMENTAVOIDANCEHASADIRECTIMPACTONLONELINESSANDDEPRESSION，ONTHEOTHERHANDATTACHMENTANXIETYPLAYSANINDIRECTEFFECTONLONELINESSANDDEPRESSIONTHROUGHSELFDISCLOSURETHESERESULTSTELLUSWHENUNDERSTANDINGTHEMENTALPROBLEMSOFADOLESCENTSITISNECESSARYTOCONSIDERATTACHMENTANXIETYANDATTACHMENTAVOIDANCEFACTOR，ANDWESHOULDALSOFOCUSONTHEINFLUENCESOFSOCIALSELFEFFICACYANDSELFDISCLOSURETHISPAPERDISCUSSEDTHEPRACTICEAPPLICATIONFORSTUDENT’SMENTALINTERVENTIONANDTHEPROSPECTSFORFUTURERESEARCHKEYWORDSATTACHMENTANXIETY，ATTACHMENTAVOIDANCE，SOCIALSELFEFFICACY，SELFDISCLOSURE，STRUCTURALEQUATIONMODELING，MEDIATEVARIABLEII

簡介：華中師范大學(xué)碩士學(xué)位論文現(xiàn)代外國教師理論研究側(cè)重幾種代表性類型分析姓名陳崢申請學(xué)位級別碩士專業(yè)外國教育史指導(dǎo)教師楊漢麟20090501⑨碩士學(xué)位論文MASTER’STHESISABSTRACTTHEFUNCTIONSOFTEACHERAREPREACHING，IMPARTINGKNOWLEDGE，ANSWERINGDOUBTS，INOTHERWORDSTHETEACHERISTHEMEDIATORBETWEENCIVILIZATIONANDPEOPLETHEREWON’TBEANYCULTIVATEDMAILWITHOUTTEACHERSWITHOUTADOUBT，THETEACHERPLAYSANIMPORTANTROLEINTHESOCIETYSINCEANCIENTTIMES，MANYEDUCATORSANDWISEMENHASMADEPROFOUNDEXPOSITIONSONTHEISSUEOFTEACHERANDTEACHEREDUCATIONINMODEMTIMES，ASARESULTOFTHEINDUSTRIALREVOLUTION，THENEEDSFORTALENTANDKNOWLEDGEHAVEBECOMEMOREANDMOREURGENT，THUSTHESIGNIFICANCEOFTEACHERANDTEACHEREDUCATIONINTHEWHOLEDEVELOPMENTOFMODEMSOCIETYHASBEENMOREANDMOREOBVIOUSANDEXPOSITIONSONTHEISSUEOFTEACHERHAVEBEENMOREANDMOREFAMILIARTHISPAPERANALYSESTHEBACKGROUNDOFMODEMFOREIGNTHEORYONTEACHERTHENTURNSTOTHEEXPLANATIONOFITACCORDINGTODIFFERENTTYPESANDRELEVANTCONTENTFINALLYSUMMARIZESTHECHARACTERISTICSOFIT，WITHAVIEWOFPROVIDINGGOODREFERENCESFORTHEREFORMANDDEVELOPMENTOFCHINA’STEACHEREDUCATIONONTHEBASISOFTHOSECHARACTERISTIESINADDITIONTOTHEPREFACEANDCONCLUSIONTHISPAPERCONTAINSFOURPARTSPREFACEDEALSWITHTHEORIGINOFTHISSTUDYTHEEXPLANATIONOFRELEVANTCONCEPTS，THEANALYSISOFRESEARCHSTATUSQUOANDTHERESEARCHPROGRAMTHEFIRSTPARTINTRODUCESTHEBACKGROUNDOFTHEDEVELOPMENTOFMODEMFOREIGNTHEORYONTEACHERITISMAINLYABOUTHOWEDUCATIONEVOLVEMENTANDNEWACHIEVEMENTSINSCIENCEINFLUENCETHEDEVELOPMENTOFMODEMFOREIGNTHEORYONTEACHERTHESECONDPARTDISCUSSESTHETRADITIONALEDUCATIONSIDE’STHEORYONTEACHERTHEMAINREPRESENTATIVESOFTRADITIONALEDUCATIONSIDEAREBAGLEYCONANTANDMAKARENKO，ITISMOSTLYABOUTTHEIRTHOUGHTSONTEACHERTHETHIRDPARTISABOUTTHEMODEMEDUCATIONSIDE’STHEORYONTEACHERITFOCUSESONDEWEYMONTESSORI’SEXPOSITIONSONTHEISSUEOFTEACHERWHOARECONSIDEREDTOBETHECHIEFREPRESENTATIVESOFMODEMEDUCATIONSIDETHEFOURTHPARTEXPOUNDSTHEHARMONIOUSDEVELOPMENTSIDE’STHEORYONTEACHERITCONCERNSABOUTHARMONIOUSDEVELOPMENTSIDE’SKEYREPRESENTATIVES’THOU曲TSONTEACHERINCLUDINGKUNIYOSHIANDSUKHOMLINSKI

簡介：廣西師范大學(xué)碩士學(xué)位論文任務(wù)類型對英語寫作產(chǎn)出的影響姓名田晶晶申請學(xué)位級別碩士專業(yè)課程與教學(xué)論指導(dǎo)教師關(guān)永平20070401V再次以陳慧媛和吳旭東的寫作產(chǎn)出模式和ROBINSON有關(guān)任務(wù)復(fù)雜度和任務(wù)難度的理論為基礎(chǔ)，從理論上分析了任務(wù)類型和任務(wù)特征對寫作產(chǎn)出的影響并以此為基礎(chǔ)提出了實(shí)驗(yàn)假設(shè)。第三章是本研究的實(shí)驗(yàn)設(shè)計(jì)，主要包括受試對象、實(shí)驗(yàn)工具、實(shí)驗(yàn)過程和寫作產(chǎn)出的測量工具。第四章是實(shí)驗(yàn)結(jié)果的數(shù)據(jù)分析和討論。最后一章總結(jié)本文的研究結(jié)果，指出此次研究的不足，指明今后進(jìn)一步研究的方向。關(guān)鍵詞關(guān)鍵詞寫作任務(wù)；任務(wù)類型；任務(wù)特征；準(zhǔn)確度、流利度和復(fù)雜度

簡介：西南大學(xué)碩士學(xué)位論文大學(xué)生反學(xué)校文化類型及成因基于重慶市一所高校的研究姓名王婷申請學(xué)位級別碩士專業(yè)教育學(xué)原理指導(dǎo)教師楊昌勇20070401THETYPESANDREASONSOFUNDERGRADUATEANTISCHOOLCULTURE一BASEONTHESTUDYOFONEUNIVERSITYINCHONGQINGMASTEROFMAJOROFEDUCATIONTHEORYWANGTINGSUPERVISORPROLYANGCHANGYONGABSTRACTALONGWITHTHEDEVELOPMENTOFCHINESE11I01EREDUCATION，THEUNDERGRADUATESBECOMEMOREANDMOLEPOPULARASETIESOFANTISCHOOLCULTUREPHENOMENAAPPEAREDMEANWHILE，ANTISCHOOLCULTUXEHASNOTAT姐CTEDMASSYMSEARCHERS’ATTENTIONOGSNNPTYTOOKITASABNORMALTHEREFORE，011THEBASISOFTHERELEVANTDOCUMENTS，THESTUDYFIRSTTRIESTOCLEARL】PTHEORIGJLIOFANTISCHOOLCULTUREANDTHEPROCESSOFITSTHEORYEVOLUTIONANDPUTUP∞TI”PERSONALIDEASWHICHISHANDLEDASUNATTACHEDCHAPTERANDTHENAFTERCLOSEINTERVIEWACCORDMGTOTHEDESCRIPTIONANDEXPLANATIONWHICHAREWOVIDEDBYINTERVIEWEES，THESTUDYTRYTOEXPLORETHETYPESANDCHARACTERISTICSOFANTI∞HOOLSTUDENTBEHAVIORSANDDIGOUTITSSIGNIFICANCEANDEFFECTONTHEPERSPECTIVEOFEDUCATIONWHICHISUSEDTOEVALUATETHEPROBLEMSEXISTINGINOURHIGHEREDUCATIONTHERESULTSAMSUMMARIZEDASFOLLOWSFIRSTLYANTISCHOOICULTUREISTHEMINORSTUDENTCULTUREWHICHDEVIATESFROMTHEMAINSCHOOLCULTURE；THECOREISTOCHALLENGETHEAUTHORITYANDMAINSTREAMOFCATABOLIZEDCULTURE，ESPECIALLYIDEASINVALUESTHEMAINFORMSOFEXPRESSIONAREDEVIATIOIL，CONFRONTATIONANDCHALLENG％INASENSE，THECHALLENGEISPOSITIVEMEANWHILE，THEEXISTENCEOFANTISCHOOLCULTUREALSOSHOWSTHATOAREDUCATIONSYSTEMHASSOMEUNREASONABLEORUNFAIRFACTORSSECONDLYTHISANTISCHOOLCULTUREISMAINLYDIVIDEDINTOTYPESOF’’RADICAL”，“ENJOYABLE”，”INNOVATING”’CRITICAL”，”COLD”AND”PERFUNCTORY’。WHICHARECONNECTEDASAWHOLEWITHITSOWNCHARACTERISTICSTHELEASOASFORTHEFORMATIONAREFOLLOWSPUPCULTUREANDSOCIALTRENDS；TRADITIONALSCHOOLCULTUREANDEVALUATIONCRITERIA；THERELATIONSHIPBET3ⅣEENTEACHERSANDSTUDENTS；CURRICULUM；PEERGROUPS；SCHOOLMANAGEMENT，THEFAMILYENVIRONMENTANDSOMEUNCERTAINFACTORSTHIRDLYTHERESEARCHRESULTSSHOWTHATLOWERFAMILYSOCIOECONOMICSTATUSISNOTTHEDOMINANTFHC協(xié)RINTENSITYOFTBERESISTANCEOFBOYSISGREATERTHANTHATOFGIRLSTHEANTISCHOOLCULTUREISNOTONLYFORINDIVIDUAL，BUTALSO伊OUPSTHEANTISCHOOLRESISTANCEMAINLYFOCUSESOILSCHOOLRULESNOTONTHETARGETOFEDUCATIENTHELAST，TAKINGTHEVIEWOFEDUCATIONALPATHOLOGY，EDUCATIONALWASTE，CONFLICTS，LAGANDDIFFERENCE，ALLOFTHOSELEADTOTHEANTISCHOOLCULTUREAPPEARWESHOULDGUIDETHEEDUCATIONALCONFLICTDEVELOPTOWARDSTOCONFLICTION，REDUCEEDUCATIONALWASTE，CHANGETHEDIFFERENTVIEWANDTHENMAKETHEDEVELOPMENTOFEDUCATIONINPHASEWITLLSOCIETYEVENINFORELANDOFTHEAGEKEYWORDSANTISCHOOLCULTUREUNDERGRADUATESCHOOLCULTURERESISTANCEHIGHEREDUCATION

簡介：申請上海交通大學(xué)碩士學(xué)位論文網(wǎng)民評論對消費(fèi)態(tài)度和意愿的影響信源可信度、品牌熟悉度與其他影響因素的交互作用研究網(wǎng)民評論對消費(fèi)態(tài)度和意愿的影響信源可信度、品牌熟悉度與其他影響因素的交互作用研究專業(yè)專業(yè)傳播學(xué)院系院系媒體與設(shè)計(jì)學(xué)院班級班級B0820091學(xué)號學(xué)號1082009004碩士生碩士生趙丹青導(dǎo)師導(dǎo)師葛巖教授上海交通大學(xué)媒體與設(shè)計(jì)學(xué)院2010年12月上海交通大學(xué)媒體與設(shè)計(jì)學(xué)院2010年12月

簡介：Y1407745學(xué)校代碼10200分類號G8005⑨研究生學(xué)號密級東牡知予葒大孽碩士學(xué)位論文MASHUYUE2008玉長春市高中生身體素質(zhì)與人格類型關(guān)系的研究THESTUDYONTHERELATIONSHIPBETWEENTHEPHYSICALQUALITYANDTHEPERSONALITYTYPESOFCHANGCHUNHIGHSCHOOLSTUDENTS作者馬書越指導(dǎo)教師陳鋼教授學(xué)科專業(yè)體育人文社會學(xué)研究方向體育社會學(xué)學(xué)位類型同等學(xué)力東北師范大學(xué)學(xué)位評定委員會2008年10月ABSTRACTTHEHI曲SCHOOLEDUCATESTHESTAGEISHI曲一SCHOOLSTUDENT’SINDIVIDUALITYANDTHEPERSONALITYCHARACTERISTICISMATUREANDTENDSTHEQUALITATIVETIMEGRADUALLYSIMULTANEOUSLYISALSOBUILDSTHEGOODFOUNDATIONFORTHEPHYSICALQUALITYTHECRUCIALPHASEINMATERIALLIFEEXTREMELYRICHTODAYHIGHSCHOOLSTUDENT’SHEALTHYDEVELOPMENTBECOMESTHEIMPORTANTQUESTIONWHICHTHEFAMILYCARED，BUTTHEMODEMIZEDLIFESTYLEBRINGSSUCHASTHEENVIRONMENTALPOLLUTION，THELIFEPRESSURE，THESTUDYPRESSUREANDSOONNEGATIVEEFFECTTOLETTHEHIGHSCHOOLSTUDENTEXPERIENCEPERSONALLYITSEVIL，AND，BECAUSEITSISOCCUPYINGTHECRUCIALSTAGEWHICHTHEGROWTHGROWS，IFCANNOTOBTAINTHEPROMPTVALUE，POSSIBLYLAYSDOWNTHEHIDDENDANGERFORTHEIRPRESENT’SHEALTHANDTHELIFEATPRESENTTHEHIGHSCHOOLSTUDENTPHYSICALQUALITYDROPISASTEMREALITYIN2005THEJILINPROVINCEHIGHSCHOOLMALESTUDENTENDURANCE，THESTRENGTH，THEFLEXIBILITYASSUMETHEOBVIOUSDECLININGTREND；THEHI曲SCHOOLFEMALESTUDENTSPEED，THEEXPLOSIVEFORCE，THEENDURANCE，THEFLEXIBILITYALSOASSUMETHEOBVIOUSDECLININGTRENDMOREOVERWHATISANXIOUSISTHE11I曲一SCHOOLSTUDENTNEARSIGHTEDNESS’SPROPORTIONISHI曲，OBESE，DISEASESANDSOONHYPERTENSION，NEURASTHENIAALSOOCCURONTHEHIGHSCHOOLSTUDENTBODYSTUDENT’SPSYCHOLOGICALQUALITYISALSOUNOPTIMISTIC，MANYSTUDENTVARYINGDEGREESDISPLAYANXIOUS，MELANCHOLYINDIFFERENT，F(xiàn)EELINFERIORAREPROUD，VIOLENCEANDSOONPSYCHOLOGIESTHISARTICLEUSESBEIJINGUNIVERSITYSCHOLARWANGDENGFENG，CUIHONGETA1TOESTABLISH”CHINESEPERSONALITYMETER”，F(xiàn)ROMTHEPHYSIQUESHAPE，THEFUNCTION，THEPHYSICALQUALITYTHEPHYSIQUEALWAYSCLASSIFIESEACHCONCRETECHARACTERISTICANDPERSONALITYVARIOUSFACTORS，THESUBFACTORCHARACTERISTICANDTHERELATIONSSEPARATELYCARRIESONTHEANALYSIS，DISCOVERSVARIOUSSYSTEMSCHARACTERISTICANDTHEPERSONALITYCERTAINCHARACTERISTICRELATIONS，ANDCARRIESONTHEEXPLORINGTHEORYEXPLANATIONCONDUCTSTHERELATEDRESEARCHTHROUGHTHEDISCUSSIONTOHIGHSCHOOLSTUDENT’SPERSONALITYCHARACTERISTICANDTHEPHYSICALQUALITYUNDERSTOODTHATTHESTUDENTBODYANDTHEPSYCHOLOGICALQUALITYHEIGHTENSANDTRANSFORMSPEOPLE’SHEALTHYIDEA，RAISESTHEMODEMHEALTHCONSCIOUSNESS，THEIMPLEMENTATIONHEALTHEDUCATION，CARRIESONTHETARGETORIENTEDTHEORYANDTHEPRACTICERESEARCHTHUSFORMULATESTHESCIENCELIFESTYLEANDTHECORRESPONDINGSPORTSTEACHINGMATERIALSYSTEM，TOIMPROVESTUDENT’SEACHQUALITYTOPROVIDETHESCIENCETHETHEORYBASIS，THUSACHIEVESTRAINSTHESTUDENTTOHAVETHEHEALTHPSYCHOLOGYANDTHEPERFECTBODYANDSPIRITGOALKEYWORDSHI曲一SCHOOLSTUDENT；PHYSICALQUALITY；PERSONALITYCHARACTERISTICII

簡介：廈門大學(xué)學(xué)位論文原創(chuàng)性聲明本人呈交的學(xué)位論文是本人在導(dǎo)師指導(dǎo)下，獨(dú)立完成的研究成果。本人在論文寫作中參考其他個人或集體已經(jīng)發(fā)表的研究成果，均在文中以適當(dāng)方式明確標(biāo)明，并符合法律規(guī)范和廈門大學(xué)研究生學(xué)術(shù)活動規(guī)范試行。另外，該學(xué)位論的研究成果，獲得資助，在課題組組經(jīng)費(fèi)或?qū)嶒?yàn)室的請?jiān)谝陨侠ㄌ杻?nèi)填寫課題或課題組負(fù)責(zé)人或?qū)嶒?yàn)室名稱，未有此項(xiàng)聲明內(nèi)容的，可以不作特別聲明。聲明人。蚴浠而≯0年L瑚1≯日摘要1999年以來，我國高等教育獲得了長足發(fā)展，但不同家庭背景高中生在高等教育升學(xué)機(jī)會上依然存在著顯著的差異。分析不同家庭背景學(xué)生在高中階段的學(xué)習(xí)情況，將有助于從更深層次去揭示造成我國高等教育升學(xué)機(jī)會差異的成因及影響。本論文主要采用實(shí)證研究的方法，通過對不同類型高中學(xué)生的家庭背景、高中學(xué)習(xí)生涯以及最終升入高校情況的調(diào)查，探討造成不同高中類型學(xué)生升學(xué)機(jī)會產(chǎn)生差異的原因，并在此基礎(chǔ)上對制約低階層尤其是農(nóng)村家庭子女獲得高等教育機(jī)會的因素進(jìn)行剖析，提出若干增加他們高等教育升學(xué)機(jī)會的方法措施。論文研究內(nèi)容及得到的主要結(jié)論如下一、以高中在校生作為調(diào)查對象，綜合采用問卷調(diào)查、檔案、訪談和文獻(xiàn)資料等研究方法，考察學(xué)生的家庭背景及就讀高中等因素對其高等教育升學(xué)機(jī)會的影響。結(jié)果表明，學(xué)生就讀高中的類型與其所考取高校類別之間存在顯著的相關(guān)性，并影響到他們對專業(yè)的選擇。其中，就讀重點(diǎn)高中和城市高中的學(xué)生升入高等教育的機(jī)會要遠(yuǎn)大于非重點(diǎn)和鄉(xiāng)鎮(zhèn)高中的學(xué)生。這種差異反映在重點(diǎn)高中和城市高中的軟硬件辦學(xué)條件好于非重點(diǎn)及鄉(xiāng)鎮(zhèn)高中，尤其以城鄉(xiāng)高中之間的差距最大；同時，這種差距還體現(xiàn)在不同高中學(xué)生對學(xué)習(xí)的感受、獲取課外知識的途徑、學(xué)習(xí)方式等方面。家長的文化程度、職業(yè)、家庭經(jīng)濟(jì)條件以及家庭所在地等家庭背景是影響學(xué)生接受高中類型和學(xué)業(yè)成績的重要因素。其中，重點(diǎn)高中學(xué)生家長的文化程度、職業(yè)以及家庭經(jīng)濟(jì)條件等方面都要優(yōu)于一般高中的學(xué)生，城市高中學(xué)生的家庭背景也要比鄉(xiāng)鎮(zhèn)高中學(xué)生好。綜合調(diào)查數(shù)據(jù)得出，不同類型高中學(xué)生的高等教育入學(xué)機(jī)會與其就讀高中及其家庭背景具有很大的相關(guān)性，現(xiàn)階段我國高等教育入學(xué)機(jī)會差異性的特點(diǎn)體現(xiàn)了城鄉(xiāng)之間的差異。二、根據(jù)調(diào)查結(jié)果并結(jié)合文獻(xiàn)資料，對不同家庭背景學(xué)生獲得高等教育入學(xué)機(jī)會的相關(guān)影響因素進(jìn)行了探討。發(fā)現(xiàn)學(xué)校教育本身也在某些方面強(qiáng)化著不同家庭背景學(xué)生之間的差異性，這對提高低階層家庭的子女，尤其是農(nóng)村家庭的子女接受高等教育帶來不利影響。這些不利影響具體表現(xiàn)在1基礎(chǔ)教育階段的重點(diǎn)教育制度強(qiáng)化了不同學(xué)校之間和城鄉(xiāng)之間的差異性，特別是，重點(diǎn)學(xué)校的教

簡介：東北師范大學(xué)碩士學(xué)位論文初中生性別角色類型與同伴交往的關(guān)系姓名徐瑜姣申請學(xué)位級別碩士專業(yè)發(fā)展與教育心理學(xué)指導(dǎo)教師劉秀麗20090501ABSTRACTGENDERROLESANDPEERINTERACTIONARETHETWOIMPORTANTASPECTSOFTHESOCIALDEVELOPMENTOFIUNIORHI曲SCHOOLSTUDENTS，THISSTUDYWILLBEDIVIDEDINTOFOURSEXROLETYPES，THEYARETHETYPEOFBISEXUAL，MASCULINETYPE，F(xiàn)EMINIZATIONTYPEANDUNDIFFERENTIATEDTYPE；THEPEERINTERACTIONWILLBEDIVIDEDINTOPEERGROUPSANDTHEINDIVIDUALLEVELTHELEVELOFTHEPEERGROUPSWILLINSPECTPEERACCEPTANCEANDPEERREFUSAL，THEINDIVIDUALLEVELWILLSTUDYTHEPOSITIVEFRIENDSHIPQUALITYANDTHENEGATIVEFRIENDSHIPQUALITYTLLISSTUDYSELECTEDTWOJUNIORLLI曲SCHOOLSINCHANGCHUN，480STUDENTSHAVEJOININTHETEST，APPLYINGTHE”BEMSEXROLEINVENTORY”，THE”FRIENDSHIPQUALITYQUESTIONNAIRE”ANDPEERNOMINATION，STUDYTHERELATIONSHIPBETWEENTHETYPEOFGENDERROLESANDTHEPEERINTERACTIONINUNIORHIGHSCHOOLSTUDENTSTHISSTUDYISNOTONLYTOPROVIDEEMPIRICALINFORMATIONONTHESTUDYOFTHEGENDERROLESINJUNIORHIGHSCHOOLSTUDENTS，BUTALSOENRICHEDTHESTUDYOFTHERELATIONSHIPBETWEENTHETYPEOFGENDERROLESANDTHEPEERINTERACTIONTHERESULTSSHOWTHAT1INTHEIUNIORHIGHSCHOOLSTUDENTS，THETYPEOFBISEXUALACCOUNTSFORTHEMAJORITY，F(xiàn)OLLOWEDBYTHEUNDIFFERENTIATEDTYPE，ONCEAGAINISMASCULINETYPE，THEFEMINIZATIONTYPEISTHEPROPORTIONOFATLEASTTHEREWASASIGNIFICANTDIFFERENCEINTHEDISTRIBUTIONOFGENDERROLES’FOURTYPES2CONTROLLINGGRADEVARIABLESTHESECONDYEARINJUNIORHIGHSCHOOL，GENDERDIFFERENCESINSEXROLETYPESINTHEMALETESTTHEREISNOGRADEDIFFERENCESINSEXROLETYPESINTHEFEMALETESTTHEREISAGRADEDIFFERENCESINSEXROLETYPES3ACCORDINGTOTHESTANDARDSOFACCEPTEDANDREJECTEDPOINTS，THESTUDENTSWILLBEDIVIDEDINTOFIVETYPESOFSOCIALSTATUS，TLLEPROPORTIONOFEACHTYPEINORDERHI曲TOLOWISTHEGENERALTYPE，POPULARTYPE，NEGLECTEDTYPE，WEREREJECTEDTYPE，CONTRADICTIONSTYPE4THEPEERGROUPACCEPTANCEANDTHEPOSITIVEFRIENDSHIPQUALITYWEREPOSITIVELYCORRELATEDTHEREWASNOSIGNIFICANTDIFFERENCEINBOTHGENDERANDGRADEONTHELEVELOFPEERINTERACTION5WHETHERMALEORFEMALESUBJECTSDIFFERENTTYPESOFGENDERROLESHAVENOSIGNIFICANTDIFFERENCESINTHEPEERGROUPLEVELDIFFERENTTYPESOFGENDERROLESHAVEASIGNIFICANTDIFFERENCESINTHEINDIVIDUALLEVELMALESUBIECTS，THESCORESOFBISEXUALINDIVIDUALSARESIGNIFICANTLYHIGHERTHANTHATOFUNDIFFERENTIATEDTYPEANDMASCULINETYPEINDIVIDUALSANDTHESCORESOFFEMINIZATIONTYPEINDIVIDUALSARESIGNIFICANTLYHIGHERTHANTHATOFMASCULINETYPEINDIVIDUALSINTHEDIMENSIONOFTHECONFLICTANDRESOLUTION；THESCORESOFBISEXUALANDFEMINIZATIONTYPEINDIVIDUALSARESIGNIFICANTLYHIGHERTHANTHATOFUNDIFFERENTIATEDTYPEINDIVIDUALSINTHEDIMENSIONOFTHESELFEXPOSUREANDCOMMUNICATIONFEMALESUBJECTS，THESCORESOFBISEXUALINDIVIDUALSARESIGNIFICANTLYHIGHERTHANTHATOFUNDIFFERENTIATEDTYPEINDIVIDUALSINTHEDIMENSIONOFTHEHELPANDGUIDANCETHESCORESOFBISEXUALINDIVIDUALSANDMASCULINETYPEINDIVIDUALSARECLOSETOSIGNIFICANTINTHEDIMENSIONOFTHEHELPANDGUIDANCE趾LSUBJECTSDIFFERENTTYPESOFGENDERROLESHAVEASIGNIFICANTDIFFERENCESINTHEINDIVIDUALLEVELTHEBISEXUALINDIVIDUALSHAVETHEBESTPOSITIVE伍ENDSHIPQUALITIES6MALESUBJECTS，THEREISSIGNIFICANTPOSITIVECORRELATIONBETWEENTEMPERAMENTOFMANANDACCOMPANIEDANDTHEENTERTAINMENT，CERTAINLYANDCONCERNHELPANDGUIDANCE，SELFEXPOSUREANDCOMMUNICATIONTHEREISSIGNIFICANTPOSITIVECORRELATIONBETWEENTEMPERAMENTOFWOMANANDPEERACE印TAHOE，ACCOMPANIEDANDTHEENTERTAINMENT，CONFLICTANDRESOLUTION，HELPANDⅡ

簡介：河南大學(xué)碩士學(xué)位論文初中生自戀類型及其對注意偏向的影響姓名敖天俠申請學(xué)位級別碩士專業(yè)發(fā)展與教育心理學(xué)指導(dǎo)教師許紹康201105IIIABSTRACTNOW，ALONGWITHTHEEXCHANGEBLENDOFCHINESEWESTERNCULTUREMATERIALSTARDOFLIVINGRISETHERAPIDDEVELOPMENTOFWKTECHNOLOGYMEMETEENAGERSSHOWOBVIOUSACTERISTICPARTICULARLYPERSONALITYDISPLAYINGHIGHATTENTIONTOTHEMSELVESINDLESCHOOLTHESENARCISSISTICBEHAVISOFTENCAUSETHECONFLICTBETWEENTEACHERSSTUDENTSBUTALSOAFFECTTHEACADEMICACHIEVEMENTTHEIRPSYCHOLOGICALADAPTATIONTHISPAPERWASBASEDONTHEFEIGNEXISTINGNARCISSISMCLASSIFICATIONOVERTCOVERTNARCISSISMWANTEDTOMAKEAFURTHERDISCUSSIONABOUTTHENARCISSISTICSTABILITYACTERISTICSOFJUNISTUDENTS’OVERTCOVERTNARCISSISMANALYZETHEGENDERGRADEDIFFERENCEEXPLETHEATTENTIONBIASDIFFERENCESOFTHEOVERTCOVERTNARCISSISMSTUDENTSTODIFFERENTSENTIMENTTYPESOFWDSSTUDY1ED181STUDENTSFROMAJUNIHIGHSCHOOLINHENANPROVINCESURVEYEDJUNIDLESCHOOLSTUDENTS’FEATURESOFTWOTYPESOFNARCISSISMTHROUGHQUESTIONNAIREUNDERSTOODTHESTUDENTS’GENDERGRADEDIFFERENCEINOVERTCOVERTNARCISSISMFURTHERELECTEDOVERTCOVERTNARCISSISMGROUPSEACHGROUPHAD16PEOPLETOATTENDFEEDBACKTASKEXPERIMENTSTHENANALYZEDTHEEFFECTDIFFERENCEOFDIFFERENTFEEDBACKTYPESONTHETWOGROUPSSTUDY2THE32STUDENTSFROMSTUDY1WERESTILLPARTICIPANTSUSING2NARCISSISTICTYPESX3WDTYPESMIXEDEXPERIMENTALDESIGNCOMBININGCLASSICALDOTPROBEPARADIGMWITHPOSITIVENEUTERNEGATIVEWDASEXPERIMENTALMATERIALSRESEARCHEDIFTWOGROUPSHADATTENTIONBIASIFTHEYWOULDBEINFLUENCEDBYDIFFERENTTYPESOFWDSNARCISSISTICTYPESFURTHERDISCUSSEDTHERELATIONSHIPBETWEENNARCISSISTICTYPESATTENTIONBIASTHROUGHTHEABOVETWOSTUDIESTHEFOLLOWINGCONCLUSIONSWEREOBTAINED1THEREWERESIGNIFICANTGENDERDIFFERENCESINJUNISTUDENTS’OVERTCOVERTNARCISSISMGIRLS’OVERTCOVERTNARCISSISMLEVELSWEREBOTHHIGHERTHANTHATOFBOYSTUDENTS2THEREEXISTEDSIGNIFICANTGRADEDIFFERENCESINJUNISTUDENTS’OVERTCOVERT

簡介：河北師范大學(xué)碩士學(xué)位論文體脂分布類型對青年肥胖女性有氧運(yùn)動后過量氧耗的影響姓名馬寶玲申請學(xué)位級別碩士專業(yè)運(yùn)動人體科學(xué)指導(dǎo)教師何玉秀20080524P0．01，V組的LDL、VLDL明顯高于C組PO．05。提示，體內(nèi)脂肪積累過多對血脂代謝有一定的影響，且內(nèi)臟脂肪的蓄積對TG、HDL影響更大。V組與F組的血清FFA濃度明顯高于C組PO．001，V組有高于F組的趨勢，但無統(tǒng)計(jì)學(xué)意義。F組RQ值明顯高于C組PO．001和V組PO．05，V組明顯高于C組P0．01。提示，肥胖受試者在安靜狀態(tài)下脂肪代謝水平下降，脂肪供能比例較低，但內(nèi)臟型肥胖者較皮下型肥胖者的脂肪供能比例高，其可能原因是由于內(nèi)臟脂肪較皮下脂肪容易動員。③運(yùn)動過程中心率、V0。、RQ都穩(wěn)定在一定水平，C組心率從運(yùn)動40分鐘后呈現(xiàn)下降趨勢，而F組與V組仍有緩慢上升。運(yùn)動結(jié)束后的恢復(fù)初期ASO,AS5心率、VO為快速下降期，此階段RQ也呈下降趨勢，AS51；灰復(fù)安靜值為心率、VO的緩慢下降期，此階段RQ的變化不明顯，C組、V組基本穩(wěn)定在0．7O．8之間，F(xiàn)組略高于C組與V組。④ASO,AS5恢復(fù)期間，EPOC總量相對值C組顯著高于肥胖兩組PO．001、PO．01，EPOC總量相對值恢復(fù)速率V組、F組顯著低于C組PO．01、P0．05，V組顯著低于F組PO．05。AS5～恢復(fù)安靜值恢復(fù)期間，EPOC總量、EPOC總量相對值C組顯著高于肥胖兩組PO．001，V組顯著高于F組PO．001，恢復(fù)全過程EPOC持續(xù)時間、EPOC總量、EPOC總量相對值、運(yùn)動后的過量能耗有顯著性差異，即F組顯著低于V組PO．001、V組顯著低于C組PO．001，EPOC總量相對值恢復(fù)速率C組、V組顯著低于F組PO．001。提示，肥胖組運(yùn)動后機(jī)體代謝水平低于C組，并且體脂分布類型不同的兩肥胖組之間也存在差異，V組運(yùn)動后機(jī)體代謝水平高于F組，這可能與內(nèi)臟脂肪較皮下脂肪容易動員有關(guān)。主要結(jié)論①體內(nèi)脂肪過量積累導(dǎo)致肥胖青年女性心肺功能及有氧運(yùn)動能力有下降趨勢，且在體脂含量基本一致的情況下，內(nèi)臟脂肪含量高的肥胖青年女性，心肺功能及有氧運(yùn)動能力更差。②在體脂含量基本一致的情況下，內(nèi)臟脂肪含量高的肥胖青年女性，血脂異常的風(fēng)險增大，尤其對甘油三酯、高密度脂蛋白的影響更為顯著，而對總膽固醇影響不大。③在進(jìn)行運(yùn)動強(qiáng)度為60％V02ⅢAX持續(xù)50分鐘的功率車運(yùn)動后，肥胖使青年女性的EPOC總量降低，EPOC持續(xù)時間縮短；在體脂量基本一致情況下，內(nèi)臟脂肪積累過多與皮下脂肪積累過多相比，可使EPOC總量增多、EPOC持續(xù)時間延長。④建議肥胖者在進(jìn)行運(yùn)動減肥時，在可接受的運(yùn)動強(qiáng)度范圍內(nèi)，應(yīng)盡可能多的增加運(yùn)動中的能量消耗，提高EPOC，增加運(yùn)動后的能量消耗，以獲得更好的運(yùn)動減肥效果。關(guān)鍵詞內(nèi)臟脂肪皮下脂肪運(yùn)動后過量氧耗游離脂肪酸最大攝氧量VⅡ

簡介：遼寧師范大學(xué)碩士學(xué)位論文班級內(nèi)的師生互動類型對低年級小學(xué)生誠信觀發(fā)展的影響姓名張?zhí)裉裆暾垖W(xué)位級別碩士專業(yè)教育學(xué)原理指導(dǎo)教師傅維利20070520ABSTRACTCONTENTTHEHONORISONEOFCAJREMORAIQUESTIONS．ITISNOTONLYTHERESEARCHCONTENTOFETHICS，SOCIOLOGICAL，THEPSYCHOLOGYANDTHEPEDAGOGY’BUTALSOHIGHLYTAKENFORTHESOCIALPUBLICINSTITUTEFORALONGTIME．SINCELATERPERIODOFLASTCENTURY,ESPECIALLYOURCOUNTRYHASMARCHEDINTOSOCIALISTMARKETECONOMY；THECONSTRUCTIONOFSOCIALHONORSYSTEMANDTHEHONORCONDITIONOFPEOPLEAREPAIDATTENTION．MANYRESEARCHERSBELIEVETHALLOOKEDFROMTHEINTRINSICCHARACTEROFTHEGROWTHANDTHEMOVEMENTOFMARKETECONOMYCURRENTANDCVENFUTURE，OURCOUNTRYSOCIETY’SHONORLEVEL，WILLAFFECTSOCIALISTMARKETECONOMYASWELLASTHEHEALTHDEVELOPMENTOFHARMONIOUSSOCIETYDIRECTLYINOURCOUNTRY．”THEYOUTHWILLBESOCIETY’SFUTURE”．INTHECONSTRUCTIONOFSOCIALHONORSYSTEM，THECHILDANDYOUTHAREINTHEIMPORTANTPOSITIONEXTREMELY．WCALREADYFINDSOMANYPHENOMENONSNOHONORINTHESOCIETY．IFALLTHESEDISAPPOINTEDFACTSCONTINUETOEXIST，WEAREUNABLETOREALIZESOCIETY’SFASTDEVELOPMENTANDTHEIDEALABOUTESTABLISHMENTOFHARMONIOUSSOCIETY．THESOCIETYISCOMPOSEDBYINDIVIDUALPERSON．THESEIMPROVEMENTSOFSOCIALREALITIES,NEEDENDEAVORSGENERATIONTOGENERATIONWHICHHONOR．ANDALLTHESENEEDSCHOOLUNDERTAKETHEMAINDUTY．HOWEVER,SCHOOLASTHEMAINPLACEWHERETORAISESTUDENTS，ITALSOHAVETHENOHONORPHENOMENON，F(xiàn)ROMTHEELEMENTARYSCHOOLTO．THEUNIVERSITY，F(xiàn)ROMTHETEACHERSTOTHESTUDENTS,THENOHONORBEHAVIORSAREPOPULAR．FACINGSTUDENT’STHESEBEHAVIORS；SCHOOLMUSTDISCOVERTHEREASONFROMITSELFANDIMPROVE．NEAUTHORBELIEVEDTHAT．STRENGTHENTHEPUPIL’SHONOR,CANPLAYABETTERROLE．111EPUPILSOFLOWERGRADESHAVETHEIROWNPSYCHOLOGYANDTHEPHYSIOLOGICALCHARACTERWHICHISEASIERTORECEIVETHERESTRICTIONOFTHEOUTSIDEAUTHORITATIVE．THETEACHERWHOISTHEONEOFREPRESENTATIVESOFOUTSIDEAUTHORITATIVEHASTHEINFLUENCESTOTHESTUDENTS．INPARTICULAR,TOSTUDENTS’THOUGHTS,VALUESANDIDEAS．ANDTHEEFFECTSCOMPLETEDTHROUGHTHETEACHERSTUDENTINTERACTION．THEREFORE，WESHOULDPAYATTENTIONTOTHEESSENTIALLINK，TEACHERSTUDENTINTERACTIONS，EXAMINESTHEINFLUENCETOTHE

簡介：南京師范大學(xué)碩士學(xué)位論文大學(xué)生思維風(fēng)格類型及相關(guān)影響因素的研究姓名何蓓申請學(xué)位級別碩士專業(yè)發(fā)展與教育心理學(xué)指導(dǎo)教師鄧鑄2009大學(xué)生思維風(fēng)格類型及相關(guān)影響因素的研究IIABSTRACTTHINKINGSTYLESREFERTOPEOPLE’SPREFERENCESINUSINGABILITIESBUTNOTAKINDOFABILITIESFTHEPERSONWHOHAVETHESAMELEVELOFABILITIESTHEYDONOTHAVETHESAMETHINKINGSTYLESWHILETHETHINKINGSTYLESARENOTTHESAMEASTHESTABLEPERSONALITYTOSOMEEXTENTTHEYREFERTOUSINGTHEONE’SINTELLECTUALSOTHINKINGSTYLESARETHEFUNCTIONNOTONLYONRECOGNITIONBUTALSOONPERSONALITYTHENIT’SASURFACEBETWEENTHEMBASEDONEMPIRICALTHEIESTHISRESEARCHWILLGIVEUSANEWWAYTOTHINKINGABOUTTHISFIELDTHEDIFFERENTSOCIETYCULTUREMAYHAVEEFFECTONTHINKINGSTYLESSOTHISRESEARCHHASUSEDTHEWAYCALLED“BOTTOMUP”WEUSETHESEUSUALLWDSTOTHEDIFFERENTFAVITEWAYWETHINKTHERESEARCHTOOLCALLED“QUESTIONNAIREOFTHINKINGSTYLESOFCOLLEGESTUDENTS”HASBEENMADEBYMYSELFTHESUBJECTSARE1106COLLEGESTUDENTSFROMNINECOLLEGESINNANJINGXINXIANGLUOYANGUNVARIATEANALYSISOFVARIANCEHAVEBEENUSEDTHEPAPERANALYZESTHEPRESENTSTATEABOUTTHINKINGSTYLESOFCOLLEGESTUDENTSTHERESULTSAREASFOLLOWS1THESELFDESIGNEDSCALE“QUESTIONNAIREOFTHINKINGSTYLESOFCOLLEGESTUDENTS”ISOFHIGHRELIABILITYFAIRYABILITYACCDINGTOTHERESULTSOFFACTANALYSISFIVEMAJSUBSCALESAREFOUNDIN“QUESTIONNAIREOFTHINKINGSTYLESOFCOLLEGESTUDENTS”CLEARITYRIGOUSLOGICPOSSITIVITYSPECIALLITY2THERESULTSHOWSITISRESONABLETOHAVE5CLUSERSINTHINKINGSTYLESOFCOLLEGEEACHCLUSERHASDIFFERENTTYPICALACTSINEVERYMENTION3THESIGNIFICANTDIFFERENCEAMONGSTUDENTSINDIFFERENTGRADESHASBEENFOUNDINCLEARITYSERIESELITYMENTIONTHESIGNIFICANTDIFFERENCEBETWEENSTUDENTSINDIFFERENTGENDERGRADESMAJITIESHASBEENFOUNDINLOGICALMENTIONINPOSSITIVITYMENTIONTHEDIFFERENCEINMAJITIESISSIGNIFICANTATLASTINSPECIALLITYMENTIONTHEDIFFERENCESINGENDERGRADESEDUCATIONALBACKGROUNDARESIGNIFICANTINCONCLUSIONTHISRESEARCHWILLHAVEAGOODRESULTBYUSING“QUESTIONNAIREOFTHINKINGSTYLESOFCOLLEGESTUDENTS”ITWILLSHOWUSTHEDIFFERENCESAMONGTHINKINGSTYLESITISEXPLAINEDTHATSELFMADE“QUESTIONNAIREOFTHINKINGSTYLESOFCOLLEGESTUDENTS”MAYRESEARCHTHINKINGSTYLESOFUNIVERSITIESINCHINAELICITRELATIONDIFFERENCEBETWEENTHINKINGSTYLESOFUNIVERSITIESINCHINAACCDINGTODIFFERENTTHINKINGSTYLETHEIESFACTSSUCHASGENDERGRADEPROFESSIONEDUCATIONALBACKGROUNDSOONINFLUENCEONUNIVERSITYTHINKINGSTYLESKEYWDSCOMPONENTOFTHINKINGSTYLESTHINKINGSTYLESCOLLEGESTUDENTBOTTOMUP

簡介：21世紀(jì)隨著傳播媒介的發(fā)展，越來越多的視覺信息載體加強(qiáng)了學(xué)習(xí)者的獲取能力，視覺學(xué)習(xí)也成為人們主要學(xué)習(xí)方式之一，但是對于有視力障礙的學(xué)習(xí)者而言，他們會在視覺學(xué)習(xí)中出現(xiàn)很大的困難。研究表明弱視給學(xué)齡兒童造成了心理、智力和注意力等多方面的危害，這些危害將嚴(yán)重影響學(xué)齡兒童的學(xué)習(xí)和生活。對比敏感度能夠全面的衡量人眼視覺功能，它能提前檢測出一些眼病防止病情嚴(yán)重到危害視力時才得以發(fā)現(xiàn)。目前國內(nèi)外對弱視眼的研究已經(jīng)非常深入，而非弱視眼一直以來由于視力屬于正常范圍而被認(rèn)為是正常眼，但是對非弱視眼的對比敏感度檢測結(jié)果說明非弱視眼在某些視功能上并不是正常的。本研究從不同類型弱視患兒非弱視眼對比敏感度的差異來進(jìn)一步理解不同弱視的發(fā)病機(jī)制，對弱視的治療有著十分重要的意義。本文通過對103例弱視患兒對比敏感度的差異分析，分別是屬光不正性弱視、斜視性弱視以及屈光參差性弱視患兒，比較三種弱視眼和非弱視眼的對比敏感度差異，通過雙眼作用來分析差異的原因。本文的主要研究內(nèi)容和結(jié)果如下1綜述國內(nèi)外關(guān)于對比敏感度和三種弱視類型的研究，以及探討三種弱視類型對比敏感度的意義，提出本文的研究內(nèi)容及研究目的。2借助OPTECR6500設(shè)計(jì)出檢測對比敏感度數(shù)據(jù)的實(shí)驗(yàn)方法，并在浙江大學(xué)醫(yī)學(xué)院附屬第二醫(yī)院眼科中心對103例弱視患兒的弱視眼和非弱視眼進(jìn)行眼科檢查，詳細(xì)記錄每名患兒的檢測數(shù)據(jù)。3對采集的對比敏感度數(shù)據(jù)運(yùn)用SPSS統(tǒng)計(jì)軟件進(jìn)行分析，比較三種類型弱視患兒弱視眼和非弱視眼對比敏感度的差異，探討三種弱視類型的發(fā)病機(jī)制以及造成這種差異的原因。4數(shù)據(jù)分析結(jié)果表明屬光不正性弱視患兒的弱視眼對比敏感度在各空間頻率上均高于斜視性和屈光參差性弱視患兒的弱視眼，屈光參差性弱視的非弱視眼對比敏感度在各空間頻率上均高于斜視性和屈光不正性弱視患兒的非弱視眼，弱視患兒弱視眼與非弱視眼之間的異常相互作用導(dǎo)致非弱視眼的對比敏感度更好。研究還發(fā)現(xiàn)屈光參差性弱視患兒的非弱視眼會隨著弱視眼弱視程度的加重而在雙眼競爭中發(fā)揮出更大的競爭優(yōu)勢。

簡介：分類號UDC密級編號十南大粵CENTRALSOUTHUNIVERSITY碩士學(xué)位論文論文題目蘭堡墨絲塞型盟盤鱟登盟旦墜劍堡左煎型煎壁塞學(xué)科、專業(yè)全些籃墨研究生姓名疊盤壘導(dǎo)師姓名及專業(yè)技術(shù)職務(wù)盎塋塹塾撞原創(chuàng)性聲明本人聲明，所呈交的學(xué)位論文是本人在導(dǎo)師指導(dǎo)F進(jìn)行的研究上作及嫩得的研究成果。盡我所知I，除J7論文中特刖加以標(biāo)注和致訪}的地方外，論文中不包含其他人已經(jīng)發(fā)表或撰寫過的研究成果，也不包含為獲得中南人學(xué)或其他單位的學(xué)位或證書而使用過的利料。與我共刷【．作的吲志對本研究所作的貢獻(xiàn)均已在論文中作了明確的說明。作者簽名遵亟望¨期』業(yè)一年盟川丑『I學(xué)位論文版權(quán)使用授權(quán)書術(shù)人R解，{南大學(xué)有關(guān)保留、使塒學(xué)位論文的規(guī)定，即學(xué)校有權(quán)保留學(xué)位淪文并根據(jù)國家或湖南省有關(guān)部門規(guī)定送交學(xué)位淪文，允許學(xué)位論文被商闊和惜閱學(xué)校町以公佑學(xué)位論文的全部或部分內(nèi)容，可以采J1J復(fù)印、縮印或其它手段保存學(xué)位論文。同時授權(quán)中國科學(xué)技術(shù)信息研究所將本學(xué)位論文收錄到P國學(xué)位論文全文數(shù)據(jù)庫，并通過憫絡(luò)向禮會公眾提供信息服務(wù)。作者囂私啦導(dǎo)師鈴私三垂二上。期址年旦，，掣