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1.
人工智能时代的不期而至将重塑教学的课堂形态。基于人工智能的课堂教学无论其教学手段、教学方式、教学内容、教学设计、教学过程乃至教学评价等都将以智慧性、泛在性和场景的融合性为表征,知识呈现的形式与场景的融合使教学的“现实场景”凸显,学生发展的“审美创造”成为可能。然而,人工智能时代的教育面临的挑战不容小觑,知识目的观的“祛魅”与人性目的观的“返魅”、单质主客体的“消减”与多元主体的“建构”、“授人以渔”的方法论转向“授人以欲”主体论、学习的“苦行僧”变为意义生成的“审美者”,等等。基于此,就其改进策略而言,教学中“人是目的”的根本要素依然需要持守并要不断弘扬,无论环节、情景、方式、模式等发生何等变换,都是为人的全面发展而服务的。因此,遵循“立德树人”的根本宗旨,以知识“塑造灵魂”;培养混合式、人机融合式的教学模式创构能力;创造“人际”“人机”与“人世”精神交往的教学关系;以劳动教育为基础,以审美教育为灵魂,“五育并举”,创造丰富多样的综合实践活动形式,共同形成一个相互联系的有机整体,培养德智体美劳全面发展的社会主义事业的建设者和接班人。 相似文献
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学习是人类社会发展的核心任务,也是社会科学研究领域的关键问题。基于自然属性视角、社会属性视角、教育属性视角出发,全面分析和理解“什么是学习”,智能化时代背景下职业教育在学习内容、学习方式、学习互动、学习动机存在着“四维度”的反思命题。以此职业教育学习论的路向应该包括:以“社会”为核心,搭建“多元跨界”的学习内容新平台;以“开放”为理念,建构“多维扩展”的学习方式新平台;以“对话”为方式,创设“多维互动”学习情景新平台;以“幸福”为目的,生成“个体完善”成为学习内驱动机新平台。 相似文献
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推动高职师资“校企双向流动”,有利于破解存量师资“双师”素质短缺,推动高职院校承担责任使命,实现人才资源社会效能优化。高职师资“校企双向流动”制度演变具有组织模式由“自发流动”向“协作流动”转变、流动要素由“身份流动”向“知识流动”转变、企业人员由“全职流动”向“兼职流动”转变、学校人员由“挂职流动”向“切换流动”转变的鲜明导向。为破解观念守旧、价值错位、制度低效等阻滞因素影响,提升“校企双向流动”实效,需要推动工程实践由“大水漫灌式”向“任务驱动型”回归,推动校企合作由“利益结合体”向“命运共同体”升级,建设一批内置于企业的“校企双向流动”支撑平台,构建有利于人才社会性流动的治理体系和社会环境。 相似文献
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张人杰 《Frontiers of Education in China》2008,3(3):346-359
Moral socialization of students consists of five elements: process, subject, agent, content and pattern. This paper discusses the studies of the former three: their progress and perplexities, covering the following puzzles: “Why does the youth socialization take longer time?” “Are there any critical periods in student socialization?” “How do we identify over-socialization?” “Is ‘Education is student-based’ a scientific statement?” “How do we assess the contribution percentages of the four key agents of student socialization?” 相似文献
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Elizabeth McKinley 《Discourse: Studies in the Cultural Politics of Education》2005,26(4):481-496
In Aotearoa New Zealand journeys of discovery and colonization were also scientific journeys that brought “Maori woman” under the intellectual control of the emerging “scientific” academy. This paper argues that the historical construction of “Maori woman” through the discourses of Enlightenment science continues to affect the constitution of the subjectivities of Maori women scientists today. The paper draws on a doctoral thesis that used literary historical techniques to investigate the imperial archives and feminist narrative interviews with 16 Maori women scientists to collect the research data. I explore the conditions by which the subject “Maori women scientist” emerges and how the Maori women experience these conditions in relation to how they see themselves. I conclude by arguing that the identity of “Maori woman scientist” appears to be “impossible fiction” due to the fragmented nature of the sign “Maori,” “woman,” and “scientist”, which can be “traced” to the historical construction of the signs. 相似文献
6.
殷杰 《洛阳师范学院学报》2001,20(1):16-17
科学哲学在 2 0世纪的演变可归结为“在转向中的运动” ,即以“语言学转向”、“解释学转向”和“修辞学转向”等为基点和中枢的生成和发展。 2 1世纪科学哲学发展的可能趋向主要在于 :“后现代性”趋向、“语境分析方法”的运用和“语境论”科学实践观的建构 相似文献
7.
黄洁 《云南师范大学学报(哲学社会科学版)》2001,33(3):55-58
“威”是中国古代重要的审美形态范畴。“威”的发生有其历史化原因，夏商周三代的宗法制和“天人合一”观念以及礼乐化的开展，对“威”的形成有决定作用。在许多学艺术和工艺产品遗产中，存在着“威”的审美意象。这些意象具有与众不同的审美形态特征，其中内含着复杂的审美化意蕴。由于受到“天人合一”观念的影响，“威”与“和”相辅相成，形成既有不同的目的和社会效果，又紧密结合的审美价值取向。 相似文献
8.
Jeffrey A. Bennett 《Quarterly Journal of Speech》2013,99(1):23-43
This essay critically engages challenges made against the federally mandated deferral policies which prohibit “men who have sex with other men” from donating blood. I argue that “passing” and “protest” are dialogically dependent on one another as two separate but related tactics of resistance. Drawing on interview materials from men who have both “passed” and “protested,” the essay explores the implications of this dialogical tension for understanding stranger-relationality, enacting civic identity, and disciplining queer bodies. 相似文献
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中国“修身”的道德教育思想有注重外在规范与行为养成的传统,同时内在蕴含“修心”的思路。中国文化中的“心”概念与西方哲学对认知与理性的强调相对,表现出明显的情感取向,是人之为人的本质所在。心作为内在意义世界,标画出人的道德意义系统,该意义世界和意义系统具有在世品格与开放自主性。从这一心概念出发,中国传统道德教育思想的内在理路可以被概括为“以心观心”。“以心观心”的内在理路是:首先引导人从心的角度观照道心和他心,从而进入道德意义系统;以前者为前提,指引人从我心走向道心和他心,并在这一行动过程中进一步体认道德意义,如此循环往复,不断充实意义世界,共创和谐美善的人间。 相似文献
11.
孟琢 《湖南师范大学教育科学学报》2021,(1)
孔子“温故而知新,可以为师矣”一语针对师者而言,孔子以此为师道立万世之法。自温故而言,“故”源自“六艺”为主的贵族教育,孔子将其开拓为以六经为核心的儒家教育体系,涵盖了古代经典、语文与历史的世界,形成了中国古典教育的基本内容;“温”体现出中国古典教育涵泳自得的方法与注重生命体验的情感特点。自知新而言,以孔子为代表的先秦儒家以“自礼归仁”的思想转型为核心,将周代贵族文化转化为面向普通大众的文教体系。他们通过经典新诠、语文新解、古史新义等方式,开启了中国古典教育的创造性路径。“温故而知新”是中国古典教育的奠基,塑造了古典教育凝聚传统、开启新知、深入生命的基本精神,具有重要的现代启示。 相似文献
12.
L.S. Taitz 《Child abuse & neglect》1981,5(3):231-239
This study is a follow-up of 47 children previously reported, who were referred to one paediatric unit and found to be “at risk” of child abuse. They were classified as “Satisfactory” (12), “Unsatisfactory” (18), and “Uncertain” (17), on the basis of breakdown of natural parenting, growth failure, developmental delay, behaviour disturbance and nonaccidental injury. Three years later, of 6 “unsatisfactory” children still with natural parents, 3 were unchanged and 3 had deteriorated. Of 10 fostered children from this group, 4 were considered normal and 5 had improved. Of 17 children in the “Uncertain” group, 3 are reclassified as “Satisfactory,” 3 are now “Unsatisfactory” and in 3 significant organic disease makes attribution of disability difficult. Ten out of 12 children in the “Satisfactory” group have remained in this category. These findings point to the conclusion that in those families where child rearing practices are so poor as to produce emotional and developmental impairment, the usual social work support and other conventional methods are not able to reverse the harm and in some cases to prevent further deterioration. 相似文献
13.
Theodore Brelsford 《Religious education (Chicago, Ill.)》2013,108(3):264-278
This article proposes a concept of “mythical realism” as a way of understanding important characteristics of religion and orienting religious education. The focus is on beliefs as one central aspect of religion. The author draws on recent cognitive studies in religion to illumine the “counterintuitive” and “mythic” character of religious belief, while also arguing that religious thinking should be and commonly is held together with “intuitive,” “scientific” understandings of experiential reality. A case is made for the enhancement of “mythical realist” religious understanding as a fundamental goal of religious education. Pedagogical suggestions are given for nurturing such mythical realist faith. 相似文献
14.
《云使》对于内容与形式的掌控达到了美妙的平衡。作为主体意象雨云,具有自然特性、情爱意味和宗教性意义;“有生”与“无生”投射的是现实与情感的关系、暗含了“梵我合一”的哲学思想;“艳情味”体现世俗情爱欢愉及暗含的超越精神。 相似文献
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《孙子兵法》不仅仅是一部讲"战"的经典,它更是一部讲如何"争"的经典,具体来说,"先谋"是争之前提,"全胜"是争之理想,"易胜"是争之手段,慎战之争体现了孙子的战争观,即以最小的损失来获取最大的利益,而这一观念源于孙子"唯人是保,而利合于主"的原则。"唯人是保"的思想显示了对于生命的关注,对于人民的重视,为今天倡导以人为本的社会主义核心价值观提供了理论支持,对于今天处理人民内部矛盾、贯彻以人为本的理念、构建和谐社会都有积极的借鉴意义。 相似文献
16.
Rosemary M. Sansone 《Early Childhood Education Journal》1988,16(1):14-19
“There Mommy.” A little girl turns to her mother from the kitchen blackboard on which she has written SKWL DAS. “That's to help you remember the name of the song my class will be dancing to in the recital.” The mother observes the proud look upon her kindergartner's face and looks at SKWL DAS on the board. Quickly, the mother says, “Thank you for writing the name of the song. Now I will remember it. Can you read what you wrote, too?” “Of course,” retorts the girl. “It says SCHOOL DAYS.” 相似文献
17.
Daniel Cho 《Teaching Education》2013,24(2):103-115
In this paper, the author discusses pedagogy and strategy within the current climate set by the “War on Terror”. Deploying Lacanian psychoanalysis in a critique of standardized knowledge, the author develops a theory of “abject pedagogy” that seeks to subvert the current “regimes of truth” while providing educators with a viable pedagogy during this “state of emergency”. 相似文献
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This paper examines the ideological construction of educational discourses embedded within the South Korean print media. Significantly, these discourses have recently promoted the resurrection of a sweeping national testing and test results release policy. Through careful examination of the “test plus release” policy, the authors show how the government has achieved hegemonic power by shaping public opinion through the national testing contexts. Drawing on a critical discourse analysis of educational policy texts from the government and top 10 print media sources, this paper analyses how discourses on “accountability”, “the right to know” and “the fairness of the tests” have been produced, reproduced and recontextualized to favour particular perspectives. The authors also examine how government and influential print media discourses interact with political and cultural factors such as “acclaiming the evaluative state”, “education fever” and “meritocratic beliefs” to achieve public consent for the new “test plus release” policy. 相似文献
19.
Keith L. Whittingham 《Decision Sciences Journal of Innovative Education》2006,4(2):175-190
The traditional core Masters in Business Administration (MBA) curriculum consists of a broad range of courses that can be considered as a whole, or divided into qualitative and quantitative courses. Regression models were developed with “QualGPA” and “QuantGPA” as response variables, and gender, pre‐MBA academic indicators, and personality factors (measured by the RightPath6® profile) as the explanatory variables. Results may provide pedagogical insight for faculty teaching increasingly diverse MBA classes. Additionally, there are recruitment implications for those hiring MBA graduates, as well as implications for MBA students in decisions regarding MBA concentrations and subsequent career choices. While gender alone was not a significant variable in any model, gender–personality interactions were significant. Across both course categories, performance tended to be higher for students who were more “Detached” than “Compassionate,” with the exception of females in quantitative courses. Additionally, “Extraversion” and “Reactiveness” significantly enhanced performance among males in qualitative courses, and “Conscientiousness” had a strong positive performance effect among females in quantitative courses. 相似文献
20.
Robert Cowen 《欧洲教育》2018,50(2):201-215
Emphasizing the important role of “history” within comparative education is the classic way, much celebrated in the writings of Andreas Kazamias, to treat this theme. This article uses a different perspective. The argument is that “comparative education” and “history” use two words as professional identifiers of a way of thinking and working. Metaphorically, they are wizard words, magical claims that mark off different epistemic territories: “context” for comparative education and “archive” for the historian. The construction and—especially—the confusions, the contradictions, and the consequences within these codings of professional identity and the relationships of the two fields of study are the themes of this article about comparative education. 相似文献