论庄子哲学思维方式的矛盾     

于桂凤  梅平 《哈尔滨学院学报》2004,25(1):7-10

本体是哲学的核心范畴,确立本体观念是哲学的最高目标。“道”是庄子哲学所确立起来的本体观念。本体意义的二重性透露出庄子哲学在思维方式上的矛盾——本体论思维方式与主体性思维方式的矛盾。哲学自身发展的逻辑与出路、人类自身的超越本性与人类当下的生存问题表明：在哲学上实现本体论思维方式与主体性思维方式的可能性选择是建构生存论的思维方式。  相似文献   

论英汉思维模式的差异对大学生英语写作的影响     

刘韬 《湖南科技学院学报》2007,28(11):171-172

不同民族存在着共同的思维,但思维模式,思维特征则有较大差异。文章从两个方面即英汉句子结构、段落结构来阐述汉语和英语思维模式差异对英文写作的影响,旨在帮助学生理解和掌握英语写作规律,提高其写作水平。  相似文献   

微课在中职学校电力拖动训练中的实践与思考     

冯业云 《林区教学》2020,(5):59-61

微课能在短时间内直观呈现训练中的重难点内容,帮助学生识别技能训练中的相关设备,学会电动机控制线路的安装、调试与维护方法,具有化繁为简的优势。为提高中职学校电力拖动训练效果,运用微课优化设计电力拖动训练任务,遵循学生特点创设训练情境,实施班内小组训练模式,综合评价学生训练环节,不断激发学生技能训练中的主动性、潜力和合作能力。  相似文献   

构建"社会主义和谐社会"与大学生思想政治教育     

潘宇峰 《丽水学院学报》2007,29(3):67-69

构建"社会主义和谐社会"为大学生思想政治教育指明了新方向,全文对大学生思想政治教育与社会主义和谐社会的关系、当代大学生思想政治教育的状况,构建大学生思想政治教育的和谐体系等问题进行了深入的思考.  相似文献   

Interthinking: Young Children Using Language to Think Collectively During Interactive Read-alouds     

Sylvia Pantaleo 《Early Childhood Education Journal》2007,34(6):439-447

Mercer, N. (1995) coined the term interthinking to link the cognitive and social functions of group talk. Essentially, interthinking means using talk to think collectively, to engage with others’ ideas through oral language. In this article I share four excerpts from small group interactive read-aloud sessions that were conducted with Grade 1 children, and examine the nature of the interthinking that occurred during these discussions of picture books with Radical Change characteristics (Dresang, E. 1999). I examine the types of discourse that occurred during these read-aloud sessions and some of the techniques I used to guide the children in their construction of knowledge of these contemporary picture books.  相似文献   

重视大学生史学思维训练 强力培养发明创造原创意识     

殷文佳  张骏文  刘梦飞  蒋立科 《教育教学论坛》2020,(12):83-84

史学思维是被科学界视为整个人类历程中的贯穿性思维,并被广泛渗入军事、国防、天文、地理、历法、教育、医药、设计、音律和章典制度等各个领域,对后世的发明创造有着深远的影响。文章通过对史学内涵、诞生、成长及实际运用的阐述,剖析科学发展原创性的巨大作用,使史学思维对“四大革命运动”(农业、工业、文化、国防)发挥无可忽视的动力,从而形成对世界和平发展的创新与超越。  相似文献   

从文化到文学:《诗经》"兴"原始义解读     

李梅梅 《鞍山师范学院学报》2007,9(1):54-56

"兴"最早见于<周礼·春官·大师>,是古人从<诗经>中总结出来的一种借此言彼、托物寄情的诗歌创作方法."兴"源于远古人类的原始思维方式,产生于原始宗教的祭祀文化.它保留了人类的原始思维属性和原始文化形态,在文学上的最初特征表现为单纯的起句、起韵与起情,"兴"在诗中起烘托与象征主观情绪的作用,是一种情感性的意象.  相似文献   

关于"学习型"学校建立的思考   总被引：2，自引：0，他引：2  

王坚  朱晓玲 《江西教育学院学报》2004,25(1):46-48

在教育改革中,引入学习型组织的理论——建立学习型的学校已成为当务之急。学习型学校是成员能建立共同愿景,进行团队学习和系统思考,改善心智模式进而实现自我超越,从而每个成员都能在学校组织中获得内感报酬的学校。根据我国教育的现状,将学习型组织理论引入学校建立学习型学校存在有利的条件,也有不利因素的一面。但只要学校领导、教师、学生及社区共同努力,学习型学校的建立是完全能够实现的。我们从学校领导、教师、学生及学校与社区关系等方面提出了构建学习型组织的具体方法和途径。  相似文献   

“I am not simply learning and regurgitating information,I am also learning about myself”: learning portfolio practice and online distance students     

Orna Farrell  Aidan Seery 《Distance Education》2019,40(1):76-97

This case study explored the experience of learning portfolio practice and whether learning portfolio practice facilitated the development of critical thinking skills among online distance students. Data were generated using the participant learning portfolio entries and two-time semi-structured interviews. Five themes were constructed in the data-led thematic analysis: being an online distance student, the experience of learning with a learning portfolio, my approach to learning, thinking critically in my learning portfolio, the sociology discipline context. Findings indicate that learning portfolio practice can enhance the nature of the learning experience by providing students with a personal space to evaluate their own learning, to process their thoughts and experience and to document their lives and learning in an authentic and meaningful way. The findings suggest that learning portfolio practice can facilitate the development of critical thinking skills within a disciplinary context.  相似文献   

Apprehending Mathematical Structure: A Case Study of Coming to Understand a Commutative Ring     

Adrian Simpson  Nada Stehlíková 《Educational Studies in Mathematics》2006,61(3):347-371

Abstract algebra courses tend to take one of two pedagogical routes: from examples of mathematics structures through definitions to general theorems, or directly from definitions to general theorems. The former route seems to be based on the implicit pedagogical intention that students will use their understanding of particular examples of an algebraic structure to get a sense of those properties which form the basis of the fundamental definitions. We will explain the transition from examples to abstract algebra as a series of shifts of attention and in this paper we will use a case study to examine the initial shift, which we will call apprehending a structure, and examine how one student came to apprehend the structure of the commutative ring Z₉₉.  相似文献