论蔡元培的群体主义观     

魏长龙 《衡阳师范学院学报》2005,26(4):40-42

蔡元培积极发展了孔孟儒学关于“仁爱”、宋明理学“心忧天下”的传统伦理思想道德,提出了中国近代社会的群体主义道德观,阐述了为什么要倡导群体主义,群体主义道德观有哪些道德实践上的要求,这对于我们正确理解社会主义的集体主义道德价值根本原则,正确处理好个人与集体的关系具有重要的现实意义。  相似文献   

‘They do it anyway’: a study of Primary 1 teachers' perceptions of children's transition into primary education     

Maria Cassidy Corresponding author 《Early Years: An International Journal of Research and Development》2005,25(2):143-153

Almost all 3‐ and 4‐year‐olds in Scotland now experience some form of pre‐school provision prior to school entry. Given such high rates of participation, the impact of pre‐school experiences on children's readiness for primary school has become an important issue for those involved in the early stages of compulsory schooling. Teachers in early years classes need to be aware of the experiences and achievements of individual children in their pre‐school setting to enable each child to transfer into mainstream education with the least amount of disruption to their learning. This study was carried out in one small Scottish local authority and explored the perceptions of early years teachers, from a diverse range of primary schools, of what information is important for them as children start school. This article presents the perspectives of Primary 1 teachers on children's readiness for schooling. It reports the factors, which these teachers identified as having an impact on successful transition from the pre‐school setting into the primary school.  相似文献   

康熙·天地会·韦小宝     

胡小伟 《西南师范大学学报(人文社会科学版)》2007,33(4):37-43

理解金庸小说《鹿鼎记》，小说故事的历史背景和金庸本人的历史观都是至关重要的因素。以康熙帝为切入点，可以看到金庸对满汉文化融合的态度；而从天地会入手，则可据此分析金庸的历史观；上述两个角度在韦小宝那里形成了一个结点，从而使得《鹿鼎记》成为金庸小说中一部非常特别的作品。  相似文献   

科学发展观与教育系统的和谐发展     

彭纳揆 《重庆第二师范学院学报》2006,19(1):91-94

我国教育系统是“强作用”下的非平衡系统,科学发展观对于教育系统的和谐发展有着重要的指导作用。这是因为,教育哲学基本问题与科学发展观的核心是一致的;实现教育公平对社会和谐发展具有推进作用;教育是可持续发展的立足点。应该科学地认识和对待教育系统发展中的现实非平衡问题,促进教育系统的和谐发展。  相似文献   

三种知识观的比较以及它们对教育的影响     

黄和林  胡志海 《黄山学院学报》2005,7(2):121-123

行为主义者认为知识是联系和各种技能成分的有组织的积累；认知的知识观强调理解不同学科领域中的概念和理论，强调推理、计划、问题解决、语言理解这些一般的认知能力。情境主义者的知识观认为知识分布于人群及其所处的环境中。它们对教育形成不同影响。  相似文献   

“和而不同”疏证     

《徐特立研究(长沙师范专科学校学报)》2005,(1):77-79

  相似文献   

Constructing a Pragmatic Science of Learning and Instruction with Functional Contextualism   总被引：3，自引：1，他引：3  

Eric J. Fox 《Educational technology research and development : ETR & D》2006,54(1):5-36

Constructivism has been embraced by many in the field of instructional design and technology (IDT), but its advocates have struggled to move beyond theory to practice or to empirically demonstrate the effectiveness of their approach. As an alternative to constructivism, a new perspective emerging in psychology, known as functional contextualism, is presented. Like constructivism, functional contextualism also rejects objectivist epistemology, but provides a much more coherent philosophical basis on which to build an empirical science of learning and instruction. The philosophical worldview known as contextualism is reviewed to outline the similarities and differences between constructivism and functional contextualism, and the key characteristics of functional contextualism and the science it supports, behavior analysis, are described. Implications of functional contextualism for research and practice in IDT are then explored. Eric Fox [eric.fox@wmich.edu] is an assistant professor in the Department of Psychology at Western Michigan University. This article was written while he was a doctoral student in the Learning & Instructional Technology program at Arizona State University.  相似文献   

钟嵘“气之动物”之“气”释     

李朝龙 《黔南民族师范学院学报》2002,22(5):20-23

钟嵘“气之动物”之“气” ,并非如大多数学者所认为的那样 ,是指“气候”、“节气” ,而是指万物以此生 ,万象由此始的元一之气 ,即“元气” ;钟嵘的诗歌生成观 ,也不是如有的学者所认为的那样 ,“亦本前人之说”、“本于旧说” ,它在中国古代文艺批评史上 ,是具有开创性的价值和意义的  相似文献   

《文心雕龙》文评论新探     

侯攀烽 《广播电视大学学报》2004,(4):38-40,44

《文心雕龙》文评论的范围应包括文评论的理论基础、文评论的主体，由文评论、创作论中择选出来的代表性篇章。这三个部分有机结合，形成了一个相对完整的理论体系。《文心雕龙》文评论具有文评论与创作论结合、鉴赏与批评结合、批评标准与批评方法结合、肯定与否定结合、分散与集中结合、批评与现实结合的特点。这些特点标志着《文心雕龙》文评论所达到的理论高度。  相似文献   

论梁漱溟早期文化观     

罗会光 《安顺学院学报》2004,(4)

“五四”时期梁漱溟提出了他的早期文化观 ,其核心是文化三路向说和世界文化三期重现说。有学者出于误读而认为这两个观点是互相矛盾的 ;实际上它们是统一的 ,是从民族性和时代性两个不同角度对文化本质的揭示。  相似文献