共查询到20条相似文献，搜索用时 718 毫秒
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《中国远程教育(综合版)》1994,(2)
思维科学王雨亭思维科学又称认知科学，是组成现代科学技术体系结构的六大部门之一，是研究人能够控制的那部分意识，即研究思维规律和方法的科学。这一概念最早由中国科学家钱学森在１９８０年４月《哲学研究》上提出。思维科学的基础科学是研究人有意识思维规律的科学，... 相似文献
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本文回顾了思维科学二十多年来的发展历程和取得的成果，指出了思维科学发展中面临的问题，阐明了在思维科学研究中要坚持正确的学科定位，要吸纳不同学科出身的人加入到思维科学队伍中来，要坚持学术民主和学会民主的立场。 相似文献
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由山西省思维科学学会筹备组发起,于1987年12月20日至23日在山西省会太原市召开了思维科学学术讨论会,同时正式成立了山西省思维科学学会,选举产生了山西省思维科学学会第一届理事会成员。参加这次学术会议的有来自京、津、沪、冀、鲁、豫、苏、皖、川、吉、黑等十七个省市和来自本省雁、同、忻、并、阳、吕、临、运等八个地市的大专院校、研究单位、国家机关 相似文献
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由黑龙江省思维科学学会主办的《’97全国思维科学理论研讨会》于1997年8月创日一24日在佳木斯市柳树岛宾馆召开，来自全国各地的朋位专业工作者参加了会议．会议收到论文和材料26份．这是一次展示自钱学森同志倡导研究思维科学以来取得的辉煌成就和以更新、更清、更高的研究成果迎接21世纪的高水准学术会议．会议围绕预定主题，从以下六个方面进行了学术交流和研讨：一、关于思维科学的状况和学科建设问题与会同志回顾和总结了多年来有中国特色的思维科学的发展历程和经验，探讨了思维科学研究与开发对于中国社会发展特别是两个文明建设的… 相似文献
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本文回顾了思维科学二十多年来的发展历程和取得的成果 ,指出了思维科学发展中面临的问题 ,阐明了在思维科学研究中要坚持正确的学科定位 ,要吸纳不同学科出身的人加入到思维科学研究队伍中来 ,要坚持学术民主和学会民主的立场。 相似文献
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要科学地培养创造型人才，在深入研究思维科学的同时，必须不断普及思维科学知识，这既具有必要性，又有其可能性，应引起教育界的高度重视。 相似文献
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杨春鼎 《湖南城市学院学报》2001,22(1):113-114
要科学地培养创造型人才，在深入研究思维科学的同时，必须不断普及思维科学知识。这既具有必要性，又有其可能性，应引起教育界的高度重视。 相似文献
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钱学森是中国思维科学的倡导者、开拓者之一。他不仅看到思维科学对于计算机和人工智能研究的理论意义，而且一开始就高度重视思维科学对于教育事业、人才培养的指导作用，钱老结合自身的教学经验，提出过教育思维学研究的一些看法，他在20世纪90年代以来提出的“大成智慧工程”，是在信息网络时代对于人才培养的战略构想。 相似文献
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思维离不开语言，同时也支配着语言。中英思维方式之间存在巨大差异。思维方式的差异导致了语言的差异。翻译本质上是思维方式的转换。研究汉英思维差异对科技翻译大有帮助。 相似文献
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Robert H. Ennis 《Educational Philosophy and Theory》1991,23(1):31-44
In this essay I offer a set of characteristic scientific activities, accompanied by principles to be used as guides in performing these activities, and dispositions that are desirable for the person performing these activities to have. This set is intended to provide a rough and ready elaboration of scientific thinking as a goal for our schools and colleges.
Although they are here labeled scientific, they are intended to apply to other activities than doing what is standardly called science. This wider application is part of the justification for offering science in our schools and colleges. We want people to think scientifically about many other aspects of their lives, as well as about science content.
There is no suggestion that science content is not important, nor that scientific thinking should be taught apart from science content. In fact I think that a very good way to teach scientific thinking is by infusing such instruction in the instruction of science content. See Swartz (1987) for a discussion of infusion, and Ennis, (1985, 1989, 1990) for treatments of the subject-specificity issue that is generally raised when thinking and content are discussed.
This essay contains one brief case study that exemplifies most of the activities, principles, and dispositions suggested as goals for the schools. I realize that the validity and comprehensiveness of these goals has not been here demonstrated. The scientists, science educators, philosophers of science, and critical thinking specialists to whom1 have shown them are in general agreement about them, but the ultimate test will be in whether the goals are widely adopted and successfully serve as guidance in the promotion of scientific thinking.
I hope that this elaboration of scientific thinking and its formulation in terms of a suggested set of goals are "dear and precise as is needed in the situation". 相似文献
Although they are here labeled scientific, they are intended to apply to other activities than doing what is standardly called science. This wider application is part of the justification for offering science in our schools and colleges. We want people to think scientifically about many other aspects of their lives, as well as about science content.
There is no suggestion that science content is not important, nor that scientific thinking should be taught apart from science content. In fact I think that a very good way to teach scientific thinking is by infusing such instruction in the instruction of science content. See Swartz (1987) for a discussion of infusion, and Ennis, (1985, 1989, 1990) for treatments of the subject-specificity issue that is generally raised when thinking and content are discussed.
This essay contains one brief case study that exemplifies most of the activities, principles, and dispositions suggested as goals for the schools. I realize that the validity and comprehensiveness of these goals has not been here demonstrated. The scientists, science educators, philosophers of science, and critical thinking specialists to whom1 have shown them are in general agreement about them, but the ultimate test will be in whether the goals are widely adopted and successfully serve as guidance in the promotion of scientific thinking.
I hope that this elaboration of scientific thinking and its formulation in terms of a suggested set of goals are "dear and precise as is needed in the situation". 相似文献
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自从人类进入工业时代以来,科学技术的发展给人类带来巨大的精神财富和物质财富,创造了现代化的生产、生存方式.随着科学技术的发展,人类进入21世纪,意识到科学技术给自己带来巨大"福社"的同时也带来了"灾难".科学技术从生活环境、生活方式、思想观念、伦理道德对人类本身的"异化"给当今世界带来了许多的困惑. 相似文献
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Allison Antink-Meyer Norman G. Lederman 《International Journal of Science Education》2013,35(10):1547-1563
The divergent thinking skills in science of 282 US high school students were investigated across 16 weeks of instruction in order to determine whether typical academic time periods can significantly influence changes in thinking skills. Students’ from 6 high school science classrooms completed the Scientific Structures Creativity Measure (SSCM) before and after a semester of instruction. Even the short time frame of a typical academic term was found to be sufficient to promote both improvements in divergent thinking skills as well as declining divergent thinking. Declining divergent thinking skills were more common in this time frame than were improvements. The nature of student performance on the SSCM and implications are discussed. 相似文献
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自从人类进入工业时代以来,科学技术的发展给人类带来巨大的精神财富和物质财富,创造了现代化的生产、生存方式。随着科学技术的发展,人类进入21世纪,意识到科学技术给自己带来巨大“福祉”的同时也带来了“灾难”。科学技术从生活环境、生活方式、思想观念、伦理道德对人类本身的“异化”给当今世界带来了许多的困惑。 相似文献
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民主作为一种国家制度可以保障人民的权利,作为一种平等、自由、开放的交往关系,它可以完善主体的思维方式,激发主体的能动性,为真理与科学的发展提供了良好的社会政治条件和环境,从而促进科学与真理的发展. 相似文献
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现代语言学从认知角度研究隐喻,把隐喻视作一种渗透到人类一切交际活动中的思维方式,认为它无处不在。本文通过研究科技英语词汇中的隐喻,将其来源分为三大类,即其他科学领域、日常生活领域和文学典故领域,从而阐述了人类在不断探索科技领域时,隐喻激发了我们的想象力和创造力,也扩充了人类词汇。 相似文献
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王有英 《雁北师范学院学报》2004,20(3):1-5
系统科学对教育研究的方法论意义是不言而喻的。文章力图从历史的角度阐述系统科学产生和发展的轨迹,从古代系统的滥觞到近代系统观的形成再到现代系统论的诞生都作了较为详细的回顾;在此基础上,分析了系统科学方法论与教育研究的密切关系。列出了系统科学方法论对教育研究的价值所在:它有助于人们对教育的重新认识;有助于更好地解释一些教育现象;也为我们提供了整体思维方式。文章最后还指出了系统论本身的缺陷对教育研究的负面影响。 相似文献
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Journal of Science Education and Technology - Studies maintain that computational thinking (CT) is associated with science content and scientific processes as well as with many disciplines. It is... 相似文献