共查询到20条相似文献，搜索用时 78 毫秒
1.
《科学技术哲学研究》2015,(3)
知识辩护理论长期处于内在主义与外在主义、基础主义与融贯主义、可错论与不可错论的争论中止步不前。导致这种状况的根源在于争论的双方都在某些方面错误地理解了知识辩护的性质。内在主义和外在主义错误地采取了个体主义立场;基础主义和融贯主义执迷于知识的绝对真理性质,错失了知识的语境性质;对可错论的担忧源于全面而彻底地拒斥怀疑论的幻想。为纠正这些失误,语境主义的辩护观认为,知识辩护是可错的、历时的、公共的。语境主义的辩护是在特定语境下以实用真理为目标的,是在"挑战-辩护"过程中的动态活动。 相似文献
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陈英涛 《鹭江职业大学学报》2005,13(3):12-16
“确证”是当代英关知识论研究的中心问题域，围绕该问题，形成了内在主义与外在主义两大主流学派。近年来，内、外在主义之争成为当代知识论研究的焦点。内在主义强调，信念的确证在于认知主体对确证者的内在把握；外在主义主张，信念的确证主要在于信念与外在世界的内在关联。从论争的缘起、过程，趋势等三个方面对内在主义与外在主义的论争进行了评述。 相似文献
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陈晓平 《科学技术哲学研究》2013,(5):1-4
盖梯尔问题是针对传统知识定义JTB的。对于盖梯尔问题的解决,主要有两条进路,即修改JTB的辩护条件和修改JTB的真实条件。前者包括内在主义和外在主义,它们均陷入困境。后者主要是语境主义,显示出较强的生命力。文章看重介绍和评析前者,揭示其不成功的症结所在,从反面预示语境主义是一条可取的途径。 相似文献
4.
张正 《阜阳师范学院学报(社会科学版)》2013,(3):27-31
从"历史"与"逻辑"两个视角梳理语境构成:"历史"语境侧重于建构语境内在、稳定的部分,"逻辑"语境则由静及动,侧重于外在、动态的部分。兼顾两者,从而全面把握语境构成。在此基础上,思考语境研究中的两个问题:一,将语境分为表达语境和接受语境是否合适;二,认知语境的定位问题。 相似文献
5.
魏屹东 《洛阳师范学院学报》2002,21(3):5-9
现代西方科学哲学在近一个世纪如火如荼的发展中 ,形成了逻辑经验主义、证伪主义、历史主义、新历史主义等种种流派。从方法论的角度看 ,它经历了非语境方法、拟语境方法、语境方法三个发展阶段 ,每个阶段都有不同的形式。非语境方法包括实证方法、逻辑分析方法、证伪方法。拟语境方法包括知识整体方法、约定主义方法、操作主义方法、范式方法、研究纲领方法、研究传统方法、信息域方法、多元主义方法。语境方法包括历史实践认识方法、多元整合方法、语境论方法、再语境化方法、解释学方法 相似文献
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陈荣 《贵阳学院学报(社会科学版)》2011,(2):88-92
语境历来受到语言学家的重视,时至今日依然是一个难以界定清楚的概念。本文从语言理论演进中透视不同语言观的语境理解。以语言研究为参照点,认为结构语言观视野下表征为内在语境观,功能语言观视野下表征为外在语境观,语言认知转向中语境表现为认知观。 相似文献
7.
军队思想政治教育范式的逻辑结构包括内在结构和外在关联两个方面。内在结构——哲学范式、社会学范式和操作范式,构成了一个有序整体,共同作用于军队思想政治教育研究与实践;外在关联——军队思想政治教育本体论、认识论和方法论,是建构军队思想政治教育范式的本体承诺、认知基础和方法导向。 相似文献
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低碳经济是极具竞争力的新经济增长点,其发展动力分为外在动力和内在动力。外在动力包括应对气候变化、国际政治外交和国际贸易等;内在动力包括经济发展与生态资源之间的平衡、实现产业升级、优化经济结构、转变发展方式,提高国家核心竞争力、实现科学发展、构建和谐社会等等。外在动力为中国的经济发展提出了低碳的要求,而内在动力则为中国经济发展给予了经济的驱动。 相似文献
11.
Tracie M. Addy Margaret R. Blanchard 《International Journal of Science Education》2013,35(8):1045-1071
ABSTRACTUsing data from the 2006 Program for International Student Assessment (PISA), we explored nine aspects of science engagement (science self-efficacy, science self-concept, enjoyment of science, general interest in learning science, instrumental motivation for science, future-oriented science motivation, general value of science, personal value of science, and science-related activities) as outcomes and predictors of science achievement. Based on results from multilevel modelling with 4456 students nested within 132 schools, we found that all aspects of science engagement were statistically significantly and positively related to science achievement, and nearly all showed medium or large effect sizes. Each aspect was positively associated with one of the (four) practices (strategies) of science teaching. Focus on applications or models was positively related to the most aspects of science engagement (science self-concept, enjoyment of science, instrumental motivation for science, general value of science, and personal value of science). Hands-on activities were positively related to additional aspects of science engagement (science self-efficacy and general interest in learning science) and also showed a positive relationship with science achievement. 相似文献
12.
我国科学教育发展历史虽然已历经百年，但至今仍存在不少问题。要在新时期解决科学教育中的诸多问题，必须厘清科学教育中的几个关系性问题：第一，科学与科学教育之间的关系，科学与科学教育分属两个范畴但又相互关联；第二，科学方法与科学教育方法之关系，科学方法是科学研究者做科学之方法，科学教育方法则是指导学生学习科学之方法；第三，科学知识与科学素养之关系，科学素养是科学教育追求之目标，科学知识是其不可或缺的重要内容；第四，科学教育与技术教育之间的关系，随着科学与技术之间相互作用的增强，科学与技术在教育中逐渐走向融合，但现时期科学教育与技术教育仍具有不同的内涵。 相似文献
13.
This study considers the relationship between science, science teaching and the philosophy of science perceiving these three
cultural phenomena as a semantic triad. This approach presents science teaching as being a form of a scientific reflection.
The relationship of science teaching to the philosophy of science is advocated to be essential, revealing the conceptual meaning
of science in the science curriculum and thus removing the semantic degeneracy taking place when the philosophy of science
is ignored in science education. The study points at the bricolage as well as magic nature of the science curriculum preserving
as long as science teaching preserves semantic degeneracy. Different types of meaning of Schwab’s commonplaces were recognized.
The study challenges the common view of the relationship between science, science teaching and pedagogy and suggests effective
representation of individual knowledge of science educators. 相似文献
14.
刘雪贞 《安庆师范学院学报(社会科学版)》2008,27(4):74-78
作为中国现代科学事业体制化建设的先驱,任鸿隽一生致力于科学的宣传组织工作。他的科学观是一个内涵丰富、见解深远、结构完整的理论体系,其基本框架包含了科学本体论、科学方法论、科学精神论和科学功用论。研究任鸿隽的科学观,是解读这位科学事业家的思想与科学活动的基石,也是了解那个时代的科学思潮的重要思想航标。 相似文献
15.
Chi‐Chin Chin 《International Journal of Science Education》2013,35(13):1549-1570
Scientific literacy and attitudes toward science play an important role in human daily lives. The purpose of this study was to investigate whether first‐year pre‐service teachers in colleges in Taiwan have a satisfactory level of scientific literacy. The domains of scientific literacy selected in this study include: (1) science content; (2) the interaction between science, technology and society (STS); (3) the nature of science; and (4) attitudes toward science. In this study, the instruments used were Chinese translations of the Test of Basic Scientific Literacy (TBSL) and the Test of Science‐related Attitudes. Elementary education majors (n = 141) and science education majors (n = 138) from four teachers’ colleges responded to these instruments. The statistical results from the tests revealed that, in general, the basic scientific literacy of first‐year pre‐service teachers was at a satisfactory level. Of the six scales covered in this study, the pre‐service teachers displayed the highest literacy in health science, STS, and life science. Literacy in the areas of the nature of science and earth science was rated lowest. The results also showed that science education majors scored significantly higher in physical science, life science, nature of science, science content, and the TBSL than elementary science majors. Males performed better than females in earth science, life science, science content, and the TBSL. Next, elementary education majors responded with more “don’t know” responses than science education majors. In general, the pre‐service teachers were moderately positive in terms of attitudes toward science while science education majors had more positive attitudes toward science. There was no significant difference in attitudes between genders. Previous experience in science indicated more positive attitudes toward science. The results from stepwise regression revealed that STS, the nature of science, and attitudes toward science could explain 50.6% and 60.2% variance in science content in elementary education and science education majors, respectively. For science education majors, the first three scales—the nature of science, health science and physical science—determined basic scientific literacy. However, for elementary education majors, the top three factors were physical science, life science and the nature of science. Based on these results, several strategies for developing the professional abilities of science teachers have been recommended for inclusion in pre‐service programs. 相似文献
16.
钱学森以马克思主义哲学为指导,提出了＂现代科学技术体系＂和＂开放复杂巨系统的理论与方法＂,成为科学技术发展史上重大的理论创新。从横向上,钱学森将现代科学技术的认识过程分为工程技术、技术科学和基础科学三个层次,科学技术认识的基础是前科学;从纵向上,他从＂科学是随着矛盾的产生而发展＂的观点出发,对科学技术的发展状况进行了总结,提出了系统科学、思维科学、人体科学等新学科。还将文学艺术、军事科学技术、行为科学技术、地理科学技术、建筑科学技术等纳入到科学技术体系之中。 相似文献
17.
有关“人文学科”的几点辨析 总被引：2，自引：0，他引：2
曾军 《华中科技大学学报(社会科学版)》2001,15(2):121-126
关于“人学科”的辨析可以从三个层面上进行：一是“学科”层面的“人学科”与“自然科学”和“社会科学”的区分；二是“历史”层面的“人学科”与“人主义”的甄别；三是“教育”层面的“人学科教育”和“人主义教育”的差异，章对有关“人学科”的几个相关性概念进行了比较辨析，并在此过程中突显出“人学科”的内涵。 相似文献
18.
Scientific literacy is one of the primary purposes of science education which briefly focuses on using and interpreting scientific explanations, understanding science within its culture. However, science curricula emphasize science with its cognitive aspects and underestimate affective and aesthetic aspects of science. Science education needs to cover beauty of science for students to cross borders between their own culture and culture of science and to achieve the aim of scientific literacy. Relating aesthetic aspects of science with content of science and paving the way for aesthetic experiences through artworks may enrich science education. The purposes of this study are to discuss the need of integrating aesthetic aspects of science in science instruction and to propose examples and pedagogical suggestions to promote aesthetic experiences into the science education. Artworks are selected to present socio-cultural aspects of science to demonstrate the culture of science, their stories are explained, and pedagogical suggestions are proposed. Advantages and difficulties of using artworks in science instruction are discussed as a result of the study. 相似文献
19.
国外关于科学本质教学的研究 总被引：2，自引：0，他引：2
促进学生对科学本质的理解已成为科学教育的根本目标之一.科学本质阐明了科学所具有的基本特征,是人们对科学本质属性的正确认识.本文对国外关于科学本质的内涵、科学本质的教学内容与学习范畴、融入科学史的科学本质教学、科学探究及科学本质教学的研究等作了概述. 相似文献
20.
教育中的科学史与科学史中的教育 总被引：2，自引：0，他引：2
任玉凤 《内蒙古大学学报(人文社会科学版)》2002,34(6):14-17
关于科学史在科学教育中的功能问题，一些案例说明，长期以来，实际上是教育目的规定着科学史的教育作用，将这种现象可称为教育中的科学史。而随着科学史研究的发展和科学史建制的形成，现在以科学史本身为本来认识科学史的教育作用，相应的，这可被称为科学史中的教育。在科学史的研究和传播过程中，从教育中的科学史向科学史中的教育转变，能够避免对科学史的辉格式解释和对科学历史的歪曲，也有利于真正认识科学史学科的教育功能。 相似文献