共查询到20条相似文献，搜索用时 31 毫秒
1.
价值概念在19世纪后期才成为哲学概念这一当代的流行观点有误。哲学价值概念存在的指称,可以是价值概念作为跨越多学科的普遍性概念,可以是作为形而上学的概念。在古希腊,价值已经是被一般性使用的哲学概念,而且苏格拉底开创了其形而上学用法,其形上性表现在神学性、理念性、宇宙论目的主义性。这个考辩结论把哲学价值概念的历史推前了二千多年,可以更新一些相关认识。此外,古希腊价值概念具有几个特点:与代价相关,使用宽度局限于外在物,受关心;这说明其哲学化程度不及后世的高。 相似文献
2.
陶富源 《安徽师范大学学报(人文社会科学版)》2001,29(3):371-375
物质有分别指谓具体物质形态、物质世界、客观实在等三种涵义。区分这三种涵义、对于划清辩证唯物主义与唯心主义、旧唯物主义的界限、批判不可知论有重要意义。 相似文献
3.
季中扬 《辽宁师范大学学报(社会科学版)》2007,30(4):94-97
只有文学性的存在得到确证,文学性理论才能走出相对主义迷误。以往本质主义的论证混淆了“文学”性与文学作品的共性,因而往往陷于困境。这里提出,文学与文学作品之间关系,譬如森林与森林中树木之间关系,森林的特质不是森林中树木的共性,因此,文学性也不是具体文学作品的共性,而是文学整体的特质。由于文学整体具有稳定性,因此,文学性虽然不是实体性的存在,但也不完全由历史语境造成。文学性存在于具体的历史语境与超历史的稳定性二者的张力之间。其具体存在方式可以用维特根斯坦提出的“家族相似性”理论予以说明:文学作品所体现的文学性不是文学作品的同一性,而是某种统一性,因此,我们不可能以归纳思维或分析思维确切地把握它,而只能在文学的具体存在中意会。 相似文献
4.
Kazutoshi Aso 《Community College Journal of Research & Practice》2013,37(5-6):355-360
In general, students in school learn mathematical concepts by words. Some mathematical concepts, however, are difficult to understand by words. This is especially true of some of the more complicated concepts in mathematics taught in higher education. For students who are studying to become engineers, it is very important to understand mathematics intuitively. Ways must be found for them to learn mathematics that will promote intuitive understanding. We often find that a figure helps us understand mathematical concepts and provides important clues for solving problems. A figure may serve as a concrete expression of an abstract mathematical concept; it is a visual image of the mathematical concept. A visual image is a figure with no words but its title. The aim of this article is to introduce some visual images that are effective in mathematical education. 相似文献
5.
邢有男 《黑龙江教育学院学报》2008,27(10):5-7
马克思主义必须中国化才能更有效地指导中国实践。马克思主义中国化具有历史的必然性,这是一个长期的历史过程。科学发展观是马克思主义中国化的最新成果,其理论基础是已经中国化了的马克思主义,经验基础是中国社会主义建设的实践。它的提出顺应了世界发展的主流。科学发展观是一个丰富的思想体系,也是党的执政思想的飞跃,必将作为一条主线贯穿在建设有中国特色社会主义的实践中。构建社会主义和谐社会是贯彻和落实科学发展观的具体举措,因此必须以科学发展观为指导。 相似文献
6.
粉煤灰及其对水泥和混凝土性能的影响 总被引：3，自引：0，他引：3
粉煤灰是一种工业废料，但其具有良好的火山灰性和其独特的光滑球形玻璃体颗粒外形，通过做混合材和掺合料的方式，能够改善水泥及混凝土的某些性能。本全面分析了粉煤灰对水泥及混凝土性能的影响，对粉煤灰水泥的抗蚀性、耐热性、抗碳化性能等提出了更深层次的认识。 相似文献
7.
张静 《成都教育学院学报》2006,20(7):66-70
学界关于语文教学模式概念的争论,其症结在于对其本质属性的认识问题。文章从语文教学模式现象的多样性和教学模式本质的探讨两方面对语文教学模式概念外延与内涵进行分析,认为学界对语文教学模式的本质认识方面存在以偏概全的现象。在把握语文教学模式共性与多样个性统一的基础上,文章将语文教学模式界定为施教者组织实施有关活动指导受教者进行语文学习的简要活动体系。 相似文献
8.
数学概念表征的初步研究 总被引：4，自引：0，他引：4
数学概念表征是数学教育心理学的重要研究对象，概念意象、概念结构、概念域和概念系是刻画数学概念和数学概念表征的关键词汇；基于“真度”、“深度”、“速度”3个概念，数学概念表征可作更精致地描述；数学概念表征具有以下特点：意象表征性、二重性和历时性． 相似文献
9.
刘继岳 《北京师范大学学报(社会科学版)》2001,(5):99-105
生活实践和哲学理论都表明 :“粉笔是物质”这种命题是成立的。马克思主义哲学认为 ,任何事物都是个别和一般的对立统一 ,人的认识中的个别和一般的关系乃是客观事物中的个别和一般的关系之反映。个别和一般的关系在客观事物中表现为 :现象和本质的关系 ;个体和类的关系。反映在人的认识中则相应地表现为 :感性认识和理性认识的关系 ;个别概念和一般概念的关系。人们习惯地把这些关系看作是现实具体与思维抽象的关系。要坚持个别和一般关系的辩证观点 ,就必须批判经验论和唯理论 相似文献
10.
梁北汉 《深圳信息职业技术学院学报》2008,6(3):1-4
高等教育质量是一个具有时代性、相对性的具体概念。高等教育从精英教育向大众化教育蜕变,其种类与性质处在不断的演化之中,标准呈现多元化多样性。高等教育的发展与经济社会发展相适应,在这个大前提下,才能获得高质量的高等教育。创办高水平研究型大学,是深圳经济社会发展的迫切需要,是提高深圳高等教育质量的必然举措。 相似文献
11.
潘昊 《湖南广播电视大学学报》2010,(1):71-74
消费者保护运动是20世纪60年代中期在美国点燃,继而流行于欧洲、日本和若干发展中国家的一股社会运动。随着运动的深入,各国纷纷制定消费者保护法,消费者保护的观念开始逐步得到认同,形成了一个新法域——消费者保护法。从消费者运动的发展以及立法宗旨和具体法条可以推导出消费者保护法的价值取向是“人权”和“效益”。 相似文献
12.
＂生成＂作为一种思想,在古希腊就已产生,但作为一种思维方式,则开始于现代哲学。生成性思维认为事物及其本质是在其发展过程中生成的而不是预先存在的。它具有重关系、重创造、重非线性、重过程、重具体等特征。在生成性思维视阈下,学生是生成性的存在,具有无限的发展可能;教学是过程性的存在,具有无限创生的可能。 相似文献
13.
王德闪 《雁北师范学院学报》2003,19(2):42-43
“无限”概念既包含“潜无限”，又包含“实无限”，辩证的观点认为。极限的过程是“潜无限”，极限的结果是“实无限”。无限集的本质特征是：能和它的真子集建立一一对应关系。 相似文献
14.
Ruth Ben-Zvi 《International Journal of Science Education》2013,35(12):1251-1267
The present article describes the development, implementation and evaluation of a module: ‘Energy and the Human Being’, within the framework of a programme aimed at non-science oriented students in senior high schools in Israel. The objectives of this programme are to enable students to gain a broad outlook of scientific concepts and to make science seem relevant, both to each student personally and to society in general. The module tries to clarify some issues concerning abundant feelings about energy. Both children and adults confuse the notion of the quality of energy with that of the amount of energy. Thus they feel that energy is not an entity that is conserved because one has to pay for its use. The programme is built around two main ideas: (1) Energy can be converted from one form to another but each transformation is accompanied by some of it being converted to heat and thus the ability to perform work decreases. (2) Work is performed when a spontaneous process is coupled with a non-spontaneous process, thus causing it to happen. The programme was implemented and the results of the evaluation seem to indicate that it improved students' attitudes towards science in general and towards school science in particular. The results also show that a substantial proportion of the students understood the main scientificideas presented to them. 相似文献
15.
关于名称的意义,现代语言哲学家主要持两种观点：名称有意义论和名称无意义论。建立在摹状词理论基础上的名称有意义论认为一切名称,无论是专名还是通名,都有各自的内涵并且其内涵实质上是一些缩略的摹状词或伪装的摹状词;名称无意义论认为名称是固定指号,而摹状词是非固定指号,固定指号无意义,名称和所指对象是通过因果起源和历史链条联系的。用现代认知语言学的原型范畴理论来审视,如果以是否形成概念作为名称有无意义的标准,那么通名有意义,而专名由于范畴内存在不同类型的成员,可分两种情况：典型成员无意义,非典型成员有意义。 相似文献
16.
Recent studies have suggested that educators should avoid concrete instantiations when the goal is to promote transfer. However, concrete instantiations may benefit transfer in the long run, particularly if they are “faded” into more abstract instantiations. Undergraduates were randomly assigned to learn a mathematical concept in one of three conditions: generic, in which the concept was instantiated using abstract symbols, concrete in which it was instantiated using meaningful images, or fading, in which it was instantiated using meaningful images that were “faded” into abstract symbols. After learning, undergraduates completed a transfer test immediately, one week later, and three weeks later. Undergraduates in the fading condition exhibited the best transfer performance. Additionally, undergraduates in the generic condition exhibited somewhat better transfer than those in the concrete condition, but this advantage was not robust. Results suggest that concrete instantiations should be included in the educator's toolbox. 相似文献
17.
隐喻研究可追溯到亚里士多德时代,但一直被认为是一种美学追求。1980年代《我们赖以生存的隐喻》的出版使隐喻再度被重视,成为认知语言学的奠基石。当前,隐喻研究多涉及隐喻的分类、特点及应用,但较少涉及隐喻建构的基础。本文从人类认知、心理和语言符号等角度探讨了隐喻存在和建构的基础。认为人类认知的原型性和“以其所知谕其所不知”的特点是隐喻存在的认知基础。客观世界的多样性为隐喻的存在提供了物质基础,而对图像的突显是隐喻存在的心理基础,即多样性客体的不同侧面,在一定语境的制约下被透视而成为图像。语言符号的能指和所指的错位,即语言符号的能指指称一般的、抽象的、概括的类概念,而所指所指称的却是个别的、具体的例,使隐喻成为语言的常态。 相似文献
18.
Manoj K. Harbola 《Resonance》2008,13(2):134-171
In this article we discuss how the concept of quantum of energy came into being from the analysis of black-body spectrum.
We start our discussion with the work of Wien who discovered the general form of black-body spectrum and on the basis of his
discovery proposed a formula to obtain power radiated from a black body as a function of its temperature and the frequency
of radiation. We then focus on the work of Planck who modified Wien’s formula to bring it in close agreement with the experimental
results. However, the real greatness of Planck is displayed in his interpretation of the modified formula that led him to
introduce the revolutionary concept of the quantum of energy. How Planck arrived at this conclusion is described in detail.
We conclude the article with a discussion of the generalization of the concept of quanta by Einstein to propose quantization
of radiation as well as of mechanical vibrations.
Manoj K. Harbola is a professor of physics at the Indian Institute of Technology, Kanpur. His area of research is in the field
of electronic structure of matter and he has contributed significantly to fundamental aspects of density functional theory
and applied it to study atoms, molecules, clusters and solids. 相似文献
19.
Based on energy considerations, it is possible to obtain the differential equations of motion of any physical system. A statement of equilibrium involving operations on energy functions is the Lagrange equation d / OT a7' D aOV dt (aq,) -aq aq + aq. Providing that the kinetic energy T, potential energy V, and dissipation function D can be written, the differential equations of the system are obtained by following a straightforward systematic procedure. It is not necessary to employ Kirchhoff's laws or Newton's force law to obtain the equations of electrical and mechanical systems. Rather, the two kinds of systems fall within the scope of this general method. The energy method is particularly useful in dealing with electromechanical systems and with mechanical systems that combine rotation and translation. Nonlinear as well as linear systems can be handled with equal ease. Versatility of the method is shown by its application to various examples, chosen in more or less increasing order of complexity. A set of tables is provided, listing the energy functions for each basic type of electrical, mechanical and electromechanical element. Those charged with teaching students the different disciplines of dynamics and electric circuits should find herein a common meeting ground wherein one general method suffices to yield the necessary differential equations. 相似文献
20.
王黎 《渭南师范学院学报》2014,(5):66-75
莱考夫和约翰逊在《我们赖以生存的隐喻》中鲜明地指出,隐喻无处不在、无时不有,隐喻不仅是修辞的简单附属品．也是一种由语言承载并凸显的思维方式。隐喻能帮助人们通俗形象地理解晦涩难懂的概念,借助自身和周围事物的具体意象来认知无形世界和表达抽象概念。隐喻所具有的概念属性与其植根于我们的身体经验的属性为其命名功能提供了可能性．凸显隐喻在人类认知世界和创造文化中发挥的功效。 相似文献