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簡介:江西師范大學(xué)碩士學(xué)位論文元代江西陸學(xué)教育哲學(xué)思想研究姓名張東海申請學(xué)位級別碩士專業(yè)教育學(xué)原理指導(dǎo)教師胡青200241一壟垡蘭翌垡莖壟蔓塹竺蘭窒塑一一_,一一一元代江西陸學(xué)教育哲學(xué)思想研究引言中國古代教育哲學(xué)的發(fā)展是與中國古代哲學(xué)的發(fā)展歷程密切相關(guān)的。春秋戰(zhàn)國時期的百家爭鳴是一個高峰,自漢代獨尊儒術(shù)后,對儒家學(xué)術(shù)影響最大的就是宋明理學(xué)的興起。理學(xué)自北宋周敦頤發(fā)端,經(jīng)程顆、程頤、張載、邵雍等人的傳遞發(fā)展,至南宋時形成了兩大流派朱學(xué)和陸學(xué)。朱學(xué)以朱熹為代表,在哲學(xué)本體論上,從體用二元論出發(fā),認為理是世界的本源,是人認識的對象;在治學(xué)方法上,主張“即物窮理”、“格物致知”,從下學(xué)以造上達,從學(xué)習(xí)灑掃、應(yīng)對之節(jié)開始,通過大范圍的讀書求知、注釋訓(xùn)詁,達到對“理”的認識,走的是“道問學(xué)”的路子。陸學(xué)以陸九淵為代表,在哲學(xué)本體論上堅持心性一元,主張“心即是理”;在治學(xué)方法上,主張整體明了,自我體悟,反對向經(jīng)文求索,走的是“尊德性”的道路。朱學(xué)和陸學(xué)對江西都有很大影響,相對而言,陸學(xué)的影響大一些。自陸九淵以后,江西數(shù)代學(xué)人有不少都致力于陸學(xué)的研究,他們或著書立說,或廣聚門徒,或壯游天下,一方面致力于陸學(xué)門戶的開拓,一方面也不斷挖掘、闡發(fā)陸學(xué)的精義,使陸學(xué)繼續(xù)向前發(fā)展。到了元代,官方崇尚朱學(xué),但江西仍有不少人主陸學(xué)。影響較大的有上饒的陳苑及其弟子李存、祝蕃、舒衍、吳謙,人稱“江東四先生”。他們謹守陸學(xué)門戶,在學(xué)術(shù)上堅持陸九淵的觀點。而另有~部分人如劉壕、危素等人又援朱入陸,試圖對陸學(xué)進行某種程度的改造以克服陸學(xué)的一些弊端。這些人是元代江西陸子學(xué)派的骨干力量。這些人當中,以李存、劉蟋、危素三人最具代表性,故本文主要以這蘭個人的思想為研究對象。李存1281。1354年,字仲公,江西安仁今江西省余干縣人,師從上饒陳苑,是“江東四先生”中名氣最大的一位。他畢生隱居,潛心學(xué)術(shù),以課徒為業(yè)。著有俟庵集三十卷。劉埔12401319年,字起潛,江西南豐今江西省南豐縣人。他的理學(xué)思想“以悟為宗尊陸九淵為正傳,而援引朱予以合之”①。他一生著述頗豐,今僅存水云村稿和隱居通議,載四庫全書中。危素13031372年,字太樸,號云林,金溪今江西省金溪縣人。元朝時曾任經(jīng)筵檢討、工部侍郎、禮部尚書等職。元亡入明,授翰林院侍講學(xué)士,兼弘文館學(xué)士,后被罷劾。著有說學(xué)齋稿四卷,云林集兩卷。他是明元之際的著名學(xué)者,宋濂稱他“以淵深之學(xué),精深之文,嘗都顯要之地位,海內(nèi)仰之如祥云景星”②。①叫庫全書隱居通泌提鏨上海古籍出版社1987年影印本,下同②術(shù)濂;立憲集故翰林侍講學(xué)士中順丈夫知制誥同修國史危公新墓碑銘‘四庫全書,問七2
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頁數(shù): 41
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簡介:碩士學(xué)位論文碩士學(xué)位論文文化軟實力及其哲學(xué)闡釋ANALYSISTHECULTURALSOFTPOWERANDEXPLAINITINPHILOSOPHY陳瑩陳瑩2009年6月CLASSIFIEDINDEXB024UDC14DISSERTATIONFORTHEMASTERDEGREEINPHILOSOPHYANALYSISTHECULTURALSOFTPOWERANDEXPLAINITINPHILOSOPHYCANDIDATECHENYINGSUPERVISORASSOCIATEPROFYANGYARENACADEMICDEGREEAPPLIEDFORMASTEROFPHILOSOPHYSPECIALTYMARXISMPHILOSOPHYAFFILIATIONSCHOOLOFHUMANITIESANDSOCIALSCIENCESDATEOFDEFENCEJUNE,2009DEGREECONFERRINGINSTITUTIONHARBININSTITUTEOFTECHNOLOGY
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頁數(shù): 50
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簡介:西南大學(xué)博士學(xué)位論文小學(xué)科學(xué)課程的科學(xué)哲學(xué)研究姓名蔡其勇申請學(xué)位級別博士專業(yè)課程與教學(xué)論指導(dǎo)教師靳玉樂20081101西南大學(xué)博十學(xué)位論文開發(fā)的具體內(nèi)容,通過課程資源開發(fā),促進小學(xué)科學(xué)課程的建設(shè)與發(fā)展。作為一種研究視角,當前科學(xué)哲學(xué)的整體態(tài)勢是相對主義,這對小學(xué)科學(xué)課程改革提出了挑戰(zhàn),本文所持的科學(xué)哲學(xué)觀點不是絕對的相對主義,而是溫和的相對主義。本文認為,在科學(xué)哲學(xué)的相對主義指導(dǎo)下,未來小學(xué)科學(xué)課程改革需要處理好科學(xué)真理的絕對性與相對性、科學(xué)發(fā)展的階段性與連續(xù)性、個體的科學(xué)與公開的科學(xué)的關(guān)系。同時,科學(xué)方法的多元化,對小學(xué)科學(xué)課程也帶來了不小的沖擊。小學(xué)科學(xué)課程開發(fā)要堅持科學(xué)方法的多元化,運用新科學(xué)觀、新科學(xué)方法論指導(dǎo)小學(xué)科學(xué)課程改革,通過實施以“探究”為中心的科學(xué)教學(xué),促進小學(xué)科學(xué)課程走向科學(xué)與人文的融合,實現(xiàn)以培養(yǎng)學(xué)生科學(xué)文化素養(yǎng)為宗旨的小學(xué)科學(xué)課程目標。II關(guān)鍵詞小學(xué)科學(xué)科學(xué)課程課程文化科學(xué)哲學(xué)
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頁數(shù): 147
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簡介:浙江師范大學(xué)碩士學(xué)位論文教師教學(xué)哲學(xué)的敘述研究姓名周曉燕申請學(xué)位級別碩士專業(yè)課程與教學(xué)論(教學(xué)論)指導(dǎo)教師吳惠青20030601ABSTRACTWITHTHENARRATIVEINQUIRYTHERESEARCHCARRIESONACASESTUDYOFTHETEACHER’STEACHINGPHILOSOPHYINARURALUNIORMIDDLESCHOOLINMEMIDDLEAREASOFZHEJIANGPROVINCETHISRESEARCHAIMS1TODESCRIBETHEREALSTATEOFTEACHER’STEACHINGPHILOSOPHYATPRESENTINDETAIL;2TOPROBEANDREVEALTHEFUNDAMENTALCONNOTATIONS,THEFORMATIVEFACTORSOFTHETEACHER’SPHILOSOPHYANDTHETRAITSINITSMOVING;3TOPROVIDEPROPOSALSANDTACTICSFORTHEDEPARTMENTSOFTEACHEREDUCATIONANDTEACHERRESEARCHTHEMAINFINDINGSOFTHISRESEARCHAREASFOLLOWINGFIRSTLYTHETEACHER’STEACHINGPHILOSOPHYINCLUDESFOURMAINASPECTS,SUCHASTHEIDEAOFSTUDENTS,KNOWLEDGE,VALHEANDMETHODSPECIFICALLYTHEIDEAOFSTUDENTSEMBODIESINTHETEACHER’SEXPECTATIONANDHISIUDGMENTTOTHESTUDENTS,HISVIEWSTOTHERELATIONSHIPBETWEENTHETEAEHERANDTHESTUDENTS11LEIDEAOFKNOWLEDGEMAINLYEMBODIESINTHETEACHER’SIUDGMENTTOTHENATUREOFTEACHINGKNOWLEDGE,CURRICULUM,ANDTHETEACHINGPROCESSNLCIDEAOFVALUEEMBODIESINTHETEACHER’SJUDGMENTTOTHEVALUEOFHISOWNPROFESSIONANDTHEMEANINGOFSTUDY111EIDEAOFMETHODEMBODIESSPECIFICALLYINTHETEACHER’SIDEAOFTHETEACHINGMETHODTHESTUDENTS’STUDYMETHOD,ANDHISOWNWAYTOUNDERSTANDTHETEACHINGSECONDLYTHETEACHER’STEACHINGPHILOSOPHYSHOWSSOMETRAITSASFOLLOWING1ITISUNDOUBTEDLYFORMEDINTHETEACHER’SDAILYTEACHINGLIFEANDINWHICHITGAINSDEVELOPINGANDBEINGMATURED2OPPOSITETOTHOSETEACHINGPHILOSOPHIESWHICHTHECOUNTRYNORMSORTHERESEARCHERSINITIATEITISCONCEAIED3ITMAYBENOTDEFTNITEANDCLEARTOTHERESEARCHERSANDTHETEACHERSTHEMSELVESTHIRDLYTHEREARESOMEIMPORTANTFACTORSDURINGTHEFORMINGC01LRSEOFTHETEACHER’STEACHINGPHILOSOPHY111ETEACHER’STEACHINGEXPERIENCE1EARNINGEXPERIENCE。THEEVENTSINHISLIFEANDHISCHARACTERSARETHEMAININNERFACTORS;ANDTHEOUTERFACTOMMAINLYINCLUDETHESOEIALCULTURE。THEREALCONDITIONSANDCULTUREOFTHESCH001LASTLYTHETEACHER’STEACHINGPHILOSOPHYISINDEPENDENTSITUATEDSYNTHETICDEVELOPINGANDINCONSISTENTASITISFUNCTIONINGKEYWORDSTHETEACHER’STEACHINGPHILOSOPHY;NARRATIVESTUDY;THEMIDDLEAREASOFZHEJIANGPROVINCE;THERURALMIDDLESCHOOL
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頁數(shù): 87
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簡介:哲學(xué)碩士學(xué)位論文論近代科學(xué)范式形成的自然哲學(xué)基礎(chǔ)張博哈爾濱工業(yè)大學(xué)2008年6月CLASSIFIEDINDEXB50392UDC14DISSERTATIONFTHEMASTERDEGREEINPHILOSOPHYONTHENATUREPHILOSOPHICALBASISOFTHEPARADIGMOFMODERNSCIENCECIDATEZHANGBOSUPERVISASSOCIATEPROFTIANJINGACADEMICDEGREEAPPLIEDFMASTEROFPHILOSOPHYSPECIALTYMARXISMPHILOSOPHYAFFILIATIONSCHOOLOFHUMANITIESSOCIALSCIENCEDATEOFDEFENCEJUNE2008DEGREECONFERRINGINSTITUTIONHARBININSTITUTEOFTECHNOLOGY
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頁數(shù): 57
大?。?0.57(MB)
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簡介:匪蜀中國石油大學(xué)碩士研究生學(xué)位論文華東申請哲學(xué)碩士學(xué)位論文化領(lǐng)域中的工程哲學(xué)問題學(xué)科專業(yè)培養(yǎng)方向碩士生指導(dǎo)教師馬克思主義哲學(xué)科學(xué)技術(shù)與社會楊娟朝克教授入學(xué)日期2005年9月論文完成日期2007年4月ONTHEENGINEERINGPHILOSOPHYINTHEDOMMNOFCULTUREYAN妙UANMARXISTPHILOSOPHYDIRECTEDBYPROFESSORCHOGJILTUABSTRACTENGINEERINGINCLUDESNATLLRALPROJECTANDSOCIALENGINEERINGCULTURALPROJECTISABRANCHOFSOCIALENGINEERINGTHEORIESANDTHEAPPLICATIONOFSOCIALENGINEERINGINCULTURALDOMAINSITISASOCIALENGINEERINGTO甜JUSTHUMANANDCULTURALRELATIONS;ITISALSOTHEIMPORTANTM∞NSANDMETHODINCULTURALCONSTRUCTIONSINMODEMSOCIETYCULTURALPROJECTHASTHETHEORETICALANDOPERATIONALADVANTAGESIN鰣DINGANDORGANIZINGCULTURALEONSLAUCFIONRESEARCHESONCULTURALPROJECTBENEFITSNOTONLYEMICHTHETHEORYOFCULTUREANDSOCIETYENGINEERINGBUTALSOGUIDECULTURALCONSTRUCTIONSCARRYINGONORDERLYTHERESEARCHESCONSISTOFCOGNITIONINVESTIGATIONANDESTIMATIONTHECOGNITIONINCLUDESTHEBASICELEMENTS,ULTIMATETARGETSANDSTUDYINGMETHODSCULTURALPROJECTOPERATIONPROCESSISADYNAMICOPERATIONPROCESS,MAINLYINCLUDESDECISIONMAKINGLAYOUTOPERATIONANDUSINGTHINGFINALIXTHEREISACULTURALASSESSMENTPHASEOFTHEPROJECTINCLUDINGDEMENTSOFTHEASSESSMENTVALUE,THEASSESSEDVALUEOFTHEPRINCIPLESANDVALUESASSESSMENTCRITERIAOFCOURSETHEUSEOFMATERIALCULTUREANDCULTURALPROJECTSINTHEASSESSMENTPHASEOFTHEPROCESSOFMUTUALPENETRATIONHASCLOSETIESTHISPAPERTRIESHARDTESEARCHTHEMEANSOFCULTUREPROJECTPROCESSANDEVALUATIONRULE,ANDEXPANDTHEDOMAINOFENGINEERINGPHILOSOPHY;SOITISMORECONDUCIVETOTHECONSTRUCTIONANDDEVELOPMENTOFTHESOCIALISTCULTURALUNDERTAKINGSKEYWORDSENGIN匍血G,ENGINEERINGPHILOSOPHYSOCIALENGINEERINGCULTUREPROJECTIH
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簡介:東北師范大學(xué)碩士學(xué)位論文論教育本質(zhì)的三種哲學(xué)觀姓名郭德祎申請學(xué)位級別碩士專業(yè)教育學(xué)原理指導(dǎo)教師楊兆山20090601ABSTRACTTHEEDUCATIONESSENCEISONEOFEDUCATIONALTHEORYRESEARCHFUNDAMENTALQUESTIONS,REGARDINGTHEEDUCATIONESSENCE’SARTICLEQUESTIONANDVIEWHASDECIDEDTHEHUMANTOAGREATEXTENTREGARDINGEDUCATIONALEND,EDUCATIONALVALUEANDEDUCATIONFUNCTIONANDOTHERQUESTIONTHEVIEWPOINTSANDVIEWTHEPHILOSOPHYASPEDAGOGYIMPORTANTTHEORYFOUNDATION,HASTHEIMPORTANTCHARACTERISTICSTOPEOPLE’SEDUCATIONESSENCEVIEWPRESENTLYISPOPULARINTHETHEORISTSPOSTMODERNISMPHILOSOPHYITSBRIGHTCOUNTERESSENTIALISMTHOUGHTHASTHEINFLUENCEWHICHTOPEOPLE’SEDUCATIONESSENCEVIEWHASDECIDEDTHATALSOINITIATEDTHEHUMANTOEDUCATINGESSENTIALPONDERAGAIN,DIDNOTHAVETHEESSENTIALVIEWPOINTTOHAVEVERYBIGDIFFERENCEWITHOURCURRENTEDUCATIONESSENCEVIEWABOUTTHEEDUCATIONHOWTEGARDTHEPOSTMODEMISMKINDOFEDUCATIONESSENCEVIEWHOWTOADOPTTHESCIENCEREASONABLEEDUCATIONESSENCEVIEWHISARTICLETOTHEPOSTMODEMISMPHILOSOPHY’SESSENTIALVIEWANDTRADITIONALESSENTIALISM’SEDUCATIONESSENCEVIEWHASCARRIEDONTHECOMPARISONANDTHEANALYSISSYSTEMBYANDDIALECTICALMATERIALISMEDUCATIONESSENCEVIEWTOEDUCATINGTHEESSENTIALUNDERSTANDINGRAISESTHEREFERENCEWHICHBYTHETIMEMAYTHECAPITALUSEFORREFERENCEFORONETHISARTICLEISDIVIDEDINTOFOURPARTSTOELABORATEINTHEPHILOSOPHYGETSTHETERRITORYTOSENDTHEFRESHCHANGETOEDUCATINGTHEESSENTIALINFLUENCEQUESTIONTHEFIRSTPARTISALLINTRODUCTIONINCLUDINGRESEARCHSIGNIFICANCEANDRESEARCHMENTALITYTHESECONDPARTISPOSTMODERNISMPHILOSOPHYTHINKINGOFEDUCATIONESSENCE,STRONGLYELABORATEDTHEPOSTMODERNISMCOUNTERESSENCEPHILOSOPHYMAJORPOINTBYHANDITTOEDUCATINGTHEESSENTIALVIEWPARTICULARLYTOESSENCEVIEWPOSTMODEMISMPHILOSOPHYBELIEVESTHATESSENCEISONLYTHEHUMANSTUDIESTHEWORLDANANGLEOFVIEWDOESNOTHAVETHEULTIMATESIGNIFICANCETHEWORLDWASASIGNIFICANCEOPENSHASGOTTENTHETERRITORYBECAUSEWESTUDIEDTHEANGLETHEDIFFERENCEANDDIFFERENCE,THEREFORESIMPLYDIDNOTHAVEANULTIMATEESSENCETOSUPPORTTHEWORLDTHET11IRDPARTISTRADITIONALESSENTIALISMPHILOSOPHYTHINKINGOFEDUCATIONESSENCE,STRONGLYELABORATEDTHETRADITIONALESSENTIALISMPURSUETHINGONLYESSENTIALVIEWPOINTTHETRUEESSENCEHIDESINTHETHINGTHEBEHIND,HASTHEABSOLUTEQUALITYUNIQUENESSANDINTIMACYTHISLEADSTHETERRITORYPERFORMANCEINTHEEDUCATIONASTEACHER’SAUTHORITYCURRICULUMSOLEANDEDUCATIONALENDABSOLUTEPERFECTPARTIVANDPARTVDISCUSSESTHECONCEPTOFTHENATUREOFPHILOSOPHYOFDIALECTICALMATERIALISM,DIALECTICALMATERIALISMISTHEULTIMATEGOALOFPHILOSOPHYINTHEMATERIALBASEDONTHEPREMISETHATTHENATUREOFTHEDIALECTICISARISEINTHEMULTILEVELSYSTEMTHEESSENCEOFEDUCATIONISALSONOTTHEULTIMATEMEANING,BUTTHEPREREQUISITE
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簡介:河南大學(xué)碩士學(xué)位論文杜威教育哲學(xué)的現(xiàn)實審視從社會生活、道德、職業(yè)三個視角看杜威教育哲學(xué)及其現(xiàn)實意義姓名萬言明申請學(xué)位級別碩士專業(yè)外國哲學(xué)指導(dǎo)教師姬志闖201105IIIABSTRACTDEWEYEDUCATIONPHILOSOPHYISTHESUBJECTOFDEBATEINEDUCATIONPHILOSOPHYFIELDINTERPRETINGDEWEYEDUCATIONPHILOSOPHYISVERYIMPTANTONTHEBASISOFEXISTINGRESEARCHES,THISARTICLEFROMSOCIALLIFEMALITYPROFESSIONALTHREEPERSPECTIVESTHINKREADDEWEYEDUCATIONPHILOSOPHYASDEEPLYASPOSSIBLEPROMOTINGCHINAEDUCATIONREFMACCELERATINGDEVELOPMENTOFMALEDUCATIONVOCATIONALEDUCATIONPROMOTINGTHECOUNTRYSQUALITYEDUCATIONBETTERFASTERDEVELOPMENTTHISPAPERISDIVIDEDINTOFIVEPARTSTHEFIRSTPARTISTHEINTRODUCTIONDISCUSSINGTHEETICALBASISPRACTICALBASISOFDEWEYEDUCATIONPHILOSOPHYSUMMARIZINGTHEMAINCONTENTOFDEWEYEDUCATIONPHILOSOPHYTHESECONDPARTFROMTHEPERSPECTIVEOFSOCIALLIFEINTERPRETSDEWEYEDUCATIONPHILOSOPHYTHEREALISTICMEANINGOFTHEINTERPRETATIONEXPOUNDSTHESOCIALLIFETENDENCYOFDEWEYEDUCATIONPHILOSOPHYQUALITYEDUCATIONSIGNIFICANCEELABATINGSPECIFICALLYTHREEASPECTSCRITICISMOFDEWEYTOTRADITIONALEDUCATIONTHEMAINCONTENTOFSOCIALLIFETENDENCYOFDEWEYEDUCATIONPHILOSOPHYTHEQUALITYEDUCATIONSIGNIFICANCEOFSOCIALLIFETENDENCYOFDEWEYEDUCATIONPHILOSOPHYTHETHIRDPARTFROMTHEMALPERSPECTIVEINTERPRETSDEWEYEDUCATIONPHILOSOPHYTHEREALISTICMEANINGOFTHEINTERPRETATIONANALYZINGTHEMALIENTATIONITSREALISTICMALEDUCATIONSIGNIFICANCEOFDEWEYEDUCATIONPHILOSOPHYELABATINGSPECIFICALLYFROMTHREEASPECTSOFTRADITIONALINSTRUCTIONSDEWEY,SCRITICISMOFTHETRADITIONALETHICSCONCEPTTHETRADITIONALMALEDUCATIONCONCEPTTHEMAINCONTENTOFDEWEY,ETHICSCONCEPTHISMALEDUCATIONCONCEPTTHEMALEDUCATIONSIGNIFICANCEOFMALIENTATIONOFDEWEYEDUCATIONPHILOSOPHYTHEFOURTHPARTFROMAVOCATIONALPERSPECTIVEINTERPRETSDEWEYEDUCATIONPHILOSOPHYTHE
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簡介:東北師范大學(xué)碩士學(xué)位論文生命哲學(xué)視野下的主體性教育對青少年生命異化現(xiàn)象的反思姓名娜仁高娃申請學(xué)位級別碩士專業(yè)教育學(xué)原理指導(dǎo)教師柳海民20070501ABSTRACTTHEHISTORYOFOC,CUNCNC宅ANDDEVELOPMENTABOUTTHEMANKINDISAHISTORYTHATTHEPERSONSSTATUSMAKESTRONGERCONTINUOUSLY,THEPERSON’SFIMETIONSTRENGTHENCONTINUOUSLY,THEPERSON’SSUBJECTIVITYENRICHCONTINUOUSLY,THE講舢’SVALUEREALIZEFULLY,THEPETSON’SPOTENTIALEXERTFULLY,THEPERSON’SCHARACTERDEVELOPCOMPLETELY.THEAIMOFEDUCATIONISDEVELOPINGTHEPERSON’SSUBJECTIVITY,THESUBJECTIVITYEDUCATIONTHEORIESAREEXACTLYTHEEMBODIMENTOFTHEPERSONSSUBJECTIVITYTHOUGHTINTHEEDUCATIONFIELD.THEWRITERCOMMENCESFZOMTHECONTENTOFTHESUBJECTIVITYEDUCATIONFIRSTWHENDISCUSSINGTHISPROBLEM,THENTHROUGHTHEPHILOSOPHYINVESTIGATIONANDDIALECTICANALYSISTOTHEBASICCONCQXOFSUBJECTIVITY,DEFINESSOMEKEYCONCEPTSWHICHCONTRIBUTESTOSETTILLGUPTHESUBJECTIVITYEDUCATIONTHEORIES.AILAIYZINGANDTHINKINGTHOROUGHLYABOUTTHESUBJECTIVITYEDUCATION’SCHARACTERISTIC,VALUEANDFOUNDATIONINORDERTOMAKINGTHESUBJECTIVITYEDUCTIONTHEORIESHASAGOODGROUNDWORK.THEAGECALLTHESUBJECTIVITYEDUCATION,THESUBJECTIVITYPROBLEMISINTHEHIGHLIGHTOFCONTEMPORARYHASITSREASON.THEN,THROUGHRUMINATINGOVERTHELIFEDISSIMILATIONPHENOMENONABOUTTHEPRESENTTEENAGER,ANALYZESTHEREASONOFCAUSINGTHISPROBLEMINOUREDUCATIONFROMTHECOMBINATIONOFTHEREALITYANDTHEORY.ONTHISFOUNDATION,INTRODUCINGANEWVISUALANGLEOFANAIYZINGPROBLEM,NAMELYTHELIFEPHILOSOPHYVISUALANGLEOFSUBJECTIVITYEDUCATION.THECREATIVITYOFTHISPAPERISSTUDYINGSOMEBASICPROBLEMSTHATSHOULDNOTIC.WHENIMPLEMENTSTHESUBJECTIVITYEDUCATIONCONCRETELYANDTHOROUGHLYUNDERTHEVISUALFIELDOFTHELIFEPHILOSOPHY,ANDPUTFORWARDSOMEIMPLEMENTSTRATEGIESFORCONSULTING.INPROCESSOFTHESUBJECTIVITYEDUCATION,HOWTODEVELOPTHEINTERSUBJCCTIVITYCHARACTERISTICWELLOFTHETEACHERANDTHESTUDENT,PROMOTETHESTUDENT’SSUBJECTIVITYCHARACTER,CULTIVATETHESTUDENTSSUBJECTIVITYPERSONAIITYANDINNOVATIONSPIRITS,ANDMAKETHESTUDENTBECOMETHESUBJECTOFTHEDEVELOPMENTANDEDUCATIONACTIVITYINTHEEND,WHICHNEEDSTHEPOSITIVECOOPERATIONOFALLFACTORS.THEWRITERISONTHEBASISOFDRAWINGUPTHECONCERNINGRESEARCHRESULTS,GIVINGTHEMAOROCO刪VESTRATEGYABOUTTHEPRINCIPLELEVEL,THESYSTEMLEVEL,THEPROCESSLEVELANDTHEMANAGEMENTLEVEL,TRYINGMYBESTTOPERFECTTHEORIGINALSUBJECTIVITYEDUCATIONTHEORY,ANDHOPINGTOMAKESOMECONTRIBUTIONTOPUSLLINGFORWARDTHEEDUCATIONREFORMANDCULTIVATINGTHETALENTEDPERSONOFOURCOUNTRY.KEYWORDSFIFEPHILOSOPHY;SUBJECTIVITY;SUBJECTIVITYEDUCATION;THEIMPLEMENTSTRATEGYN
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簡介:江西師范大學(xué)碩士學(xué)位論文論教師的哲學(xué)素養(yǎng)姓名馮麗潔申請學(xué)位級別碩士專業(yè)教育學(xué)原理指導(dǎo)教師何齊宗20070501論教師的哲學(xué)素養(yǎng)ABSTRACTINTHEWORLDOFTODAY,THEINTEMATIONALCOMPETITIONINTENSIFIESDAYBYDAY.ASKNOWLEDGEECONOMYHAVINGALLINKLINGOFTHEMATTERANDLEARNINGSOCIETYGRADUALLYCOMINGINTOBEING,TEACHERSHAVETOPOSSESSBETTERANDMOREALLROUNDQUALITY.ENHANCINGTHEIRACCOMPLISHMENT,ESPECIALLYTHEPHILOSOPHICALACCOMPLISHMENT,ISVERYIMPORTANTFORTEACHERSTOADAPTTHENASELVESTOTHEEXTEMENVKONMENTSTHATAREFULLOFVARIETY,TOCHANGETHEIRINDIVIDUALFUNCTIONSANDTOMODIFYTHEIRPROFESSIONALROLES.‘ALTHOUGHPLENTYOFSTUDYONTEACHER’SACCOMPLISHMENTHASBEENDONE,WITHTHEATTAINMENTOFSOMEIDENTICALVIEWS,THEREISLITTLESYSTEMATICANDSPECIALIZEDRESEARCHONTHEPHILOSOPHICALACCOMPLISHMENTOFTEACHER.FORALONGTIME,LITTLESTUDYHASTOUCH田UPONTHEPHILOSOPHICALACCOMPLISHMENTOFTEACHER,AS.T.OOMOREATTENTIONHASBEENPAIDTOTHE∞IENTIFICANDCULTURALACCOMPLISHMENT,THEIDEOLOCALANDETHICALSTANDARDS,ASWELLASTHEPSYCHOLOGICALACCOMPLISHMENTOFTEACHER.THEEDUCATIONDEINANDAPHILOSOPHY.ANDTILETEACHERDEMANDSPHILOSOPHYASWELL.ITISAWRONGIDEATHATSOMETEACHERWITHOUTPHILOSOPHICALACCBMPLISHMENTCANTEACHICHOOLWELLANDDORESEARCHWELL.INORDERTOUNDERSTANDTHEPHILOSOPHICALACCOMPLISHMENTOFTEACHERANDITSINFLUENCEONTEACHINGPRACTICEMORECOMPREHENSIVELY,THISPAPERTRIESTOANSWERSOMEQUESTIONSONTHECONNOTATION,THECONSTITUTION,THECHARACTERISTIC,THEVALUE,THELACK,THEFORMATIONOFTHEPHILOSOPHICALACCOMPLISHMENTOFTEACHER.THEPSYCHOLOGICALACCOMPLISHMENTOFTEACHERMEANSTEACHER’SSELFCONSEIONSLYPERSISTENTCULTIVATIONWHENTHEYEMPLOYPSYCHOLOGICALKNOWLEDGEANDMETHODOLOGYTOSURVEYORDISPOSCEDUCATIONALISSUESINTEACHINGPRACTICE.ITCONSISTSOFPSYCHOLOGICALWISDOM,PSYCHOLOGICALFEELINGS,PSYCHOLOGICALSPIRITANDPSYCHOLOGICALREALM.ITSCHARACTERISTICINVOLVES仃孤SCELLDENCY,INNOVATIVENESS,ADVICEANDPENETRABILITY.THEVALUEOFTHEPHILOSOPHICALACCOMPLISHMENTOFTEACHEREPITOMIZESINNOUMENALVALUEANDINSTRUMENTALVALUE,THEFORMEREMBODIESASSURVIVALVALUE,DEVELOPMENTVALUEANDENJOYMENTVALUE,THELATTERINCARNATESINTHEENHANCEMENTANDPROMOTIONOFTEACHER’SSPECIALIZEDKNOWLEDGE,CAPABILITY,ETHICS,SPIRITANDCONVICTION.THISPAPERBEGINSWITHTHESTATUSQUOOFTHEPHILOSOPHICAL
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簡介:東南大學(xué)博士學(xué)位論文實踐與文化的科學(xué)觀SSK、后SSK和后現(xiàn)代主義背景下科學(xué)哲學(xué)之發(fā)展姓名鄭瑋申請學(xué)位級別博士專業(yè)科技哲學(xué)指導(dǎo)教師呂乃基20090901東南大學(xué)研究生畢業(yè)論文英文摘要THESISTHEPRACTICALANDCULTURALCONCEPTSOFSCIENCEDEVELOPINGTHEPHILOSOPHYOFSCIENCE,AGAINSTTHEBACKGROUNDOFSSKPOSTSSKANDPOSTMODERNISMSPECIALIZATIONTHEPHILOSOPHYOFSCIENCETECHNOLOGYPOSTGRADUATEZHENGWEIABSTRACTTHESOCIOLOGYOFSCIENTIFICKNOWLEDGESSKTHEPOSTSSKANDTHEPOSTMODERNISMHAVENOWBECOMENEWFOCUSESINTHEFIELDOF“SCIENCESTUDIES”SINCETHEIRBASICPOSITIONSANDMAINVIEWPOINTSAREWHOLLYDIFFERENTFROMTHOSEOFTHETRADITIONALPHILOSOPHYOFSCIENCE,T11EYFORMASERIOUSIMPACTONTHEPHILOSOPHYOFSCIENCE,ANDASADIRECTRESULTSHAVEALSOINITIATEDVARIOUSFORMSOF“TURNINGTHEORY”AND“REPLACINGTHEORY”INTHELATTERFIELDINTHECONTRASTWHATISREALLYNEEDEDIS“THEINNERDEVELOPMENT”O(jiān)FTHEPHILOSOPHYOFSCIENCEWHICHISBASEDONTHEASSIMILMIONOFALLTHEREASONABLEFACTORSANDILLUMINATIONOF‘THEOUTERPUSHES”ANDSERIOUSREFLECTIONSOFEARLIERWORKSTLLISARTICLEISANEFFORTONTHELATTERDIRECTIONFOCUSINGONTHEVIEWOFSCIENCEANDAIMINGATTHERECONSTRUCTIONOFTHEPHILOSOPHYOFSCIENCE,THISPAPERINFACTCONTAINSWORKSONTHEFOLLOWINGTWOLEVELS1ASYSTEMATICEXPOSITIONOFTHEPRACTICALANDCULTURALVIEWOFSCIENCE;2AREFLECTIONOFTHEEARLIERWORKANDALLANALYSISABOUTTHERECONSTRUCTIONOFTHEPHILOSOPHYOFSCIENCEFROMTHELEVELOF‘THEMETAPHILOSOPHYOFSCIENCE”THEEXPOSITIONOFTHEPRACTICALCONCEPTOFSCIENCEBASESONREFLECTIONSANDCRITICISMOFTHE‘THEORYDOMINANCE’’POSITIONOFTHETRADITIONALPHILOSOPHYOFSCIENCETHISARTICLEALSOGIVESAILANALYSISOFTHEDEVELOPMENTOFTHEPRACTICECONCEPTWHICHINCLUDESITSRESEARCHAPPROACH,THEORETICALIMPETUS,ANDEXTERNALENVIRONMENTWHATALEALSOEMPHASIZEDARETHECONTENTSOFTHEPRACTICALCONCEPTOFSCIENCEANDITSIMPLICATIONFORPRACTICALSCIENTIFICACTIVITIESTHEDISCUSSIONABOUTTHECULTURALCONCEPTOFSCIENCEADOPTSARESEARCHROUTEFROM“THENARROWSENSEOFTHECULTUREOFSCIENCE,,TO“THECULTUREOFSCIENCE”THISARTICLEEMPHASIZESTHATSCIENCECHANGESITSNATUREASITSPREADSTHESCIENTIFICCOMMUNITYTOGENERALPEOPLEINSOCIETYITALSOOFFERSAREFLECTIONABOUT“THESCIENTISMTRADITION”INTHEPHILOSOPHYOFSCIENCEFINALLY,THISARTICLENOTONLYPUTSFORWARDCLEARLYTHETASKOFTHERECONSTRUCTIONOFTHEPHILOSOPHYOFSCIENCE,BUTALSOGIVESSOMESUGGESTIONSINDOINGITWHICHINTURNISBASEDONTHEANALYSISOFTHEPRESENTSITUATIONINPARTICULARITALSOMAKESSOMECONTRIBUTIONSTOTHEPROBLEMSOFTHERATIONALITYOFSCIENCEANDTHEREALITYOFSCIENCEFROMTHEPRACTICALANDCULTURALPOINTSOFVIEWKEYWORDSTHEPHILOSOPHYOFSCIENCE,THEPRACTICALCONCEPTOFSCIENCE,THECULTURALVIEWOFSCIENCE,CHALLENGEANDRECONSTRUCTIONII
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簡介:杭州師范大學(xué)教育碩士專業(yè)學(xué)位論文教育碩士專業(yè)學(xué)位論文以探究性學(xué)習(xí)構(gòu)建生活哲學(xué)課堂基本課型以探究性學(xué)習(xí)構(gòu)建生活哲學(xué)課堂基本課型的思考與實踐的思考與實踐院、系(所)政治經(jīng)濟學(xué)院政治經(jīng)濟學(xué)院學(xué)科、專業(yè)學(xué)科教學(xué)學(xué)科教學(xué)研究方向思想政治思想政治研究生姓名陶愛君陶愛君指導(dǎo)教師姓名(職稱)指導(dǎo)教師姓名(職稱)周建仁(中學(xué)特級)周建仁(中學(xué)特級)論文提交日期2008年5月杭州師范大學(xué)學(xué)位評定委員會辦公室杭州師范大學(xué)教育碩士專業(yè)學(xué)位論文(2004級)級)題目目以探究性學(xué)習(xí)構(gòu)建生活以探究性學(xué)習(xí)構(gòu)建生活與哲學(xué)課堂哲學(xué)課堂基本課型的基本課型的思考與實踐思考與實踐專業(yè)(學(xué)科方向)專業(yè)(學(xué)科方向)思想政治學(xué)科教學(xué)論思想政治學(xué)科教學(xué)論完成時間間20082008年4月編號號
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簡介:重慶大學(xué)碩士學(xué)位論文長沙創(chuàng)意經(jīng)濟發(fā)展的哲學(xué)思考姓名劉釗申請學(xué)位級別碩士專業(yè)科學(xué)技術(shù)哲學(xué)指導(dǎo)教師何兵201005重慶大學(xué)碩士學(xué)位論文英文摘要IIABSTRACTCREATIVEECONOMYISTHEGENERALDESIGNATIONOFCREATIVITY,CREATIVEPEOPLE,CREATIVEACTIVITIESANDCREATIVEINDUSTRIESWHICHISACORECREATIVEECONOMYISANIMPORTANTNEWECONOMICFORMPREVAILINGINMODERNCITIESSINCEADVANCEDCOUNTRIESANDREGIONSDEVELOPEDINTOPOSTINDUSTRIALSOCIETYUNDERNEWHISTORICALCONDITIONS,CULTUREANDECONOMYMUTUALLYWORKSUPONEACHOTHER,INTERACTIONANDINNOVATIONASTHECONNOTATIONOFCULTURALDRESSTITLETHEMAINDRIVINGFORCEOFECONOMICDEVELOPMENTDEVELOPEDCITIESINTHEWORLDPUTCREATIVEECONOMYASAHIGHESTPOINTOFTHECORESTRATEGYINFORMINGCOMPETITIVEADVANTAGEATHIGHERLEVELINRECENTYEARS,CREATIVEINDUSTRIESDEVELOPINTHEBOOMINCHINACREATIVEECONOMYISHIGHLYEMPHASIZEDINMANYCITIESANDREGIONSMEANWHILE,THEORISTSAREINTERESTEDINTHERESEARCHESONCREATIVEINDUSTRIESANDRELATEDSTUDIESTHISPAPER,TAKINGCHANGSHAASITSSUBJECT,DISCUSSESHOWDOMESTICCITIESTOSPEEDUPTHEDEVELOPMENTOFCREATIVEECONOMYFORDOMESTICCITIESINTHEKNOWLEDGEERA,ANDTHENGIVESSOMESUGGESTIONSTHEFIRSTCHAPTERPROVIDESTHEDEFINITIONOFCREATIVEECONOMYANDREVIEWSMAINTHEORIESANDRESEARCHESASWELLASRELATEDDOMESTICANDOVERSEASLITERATUREONCREATIVEECONOMYANDCREATIVEINDUSTRYTHROUGHABRIEFDESCRIPTIONOFTHEINITIALDEVELOPMENTOFCREATIVEINDUSTRIESANDCREATIVEECONOMY,ANDTHEANALYSISOFCHINA’SATTITUDETOWARDSTHEDEVELOPMENTOFCREATIVEINDUSTRIESNOW,CHAPTERIIFURTHERANALYZESTOTHESOCIALCAUSESBEHINDTHEFLOURISHINGDEVELOPMENTOFCREATIVEINDUSTRYFROMTHEPERSPECTIVEOFINFORMATIONTECHNOLOGY,CULTURALFOUNDATION,DEMANDBASIS,ANDURBANTRANSFORMATIONCHAPTERIIIANALYZESTHECHARACTERISTICSOFCREATIVEINDUSTRYOFCHINESECITIESTHROUGHTHEDEVELOPMENTPICTUREOFCREATIVEINDUSTRYINBEIJING,SHANGHAIANDTIANJINETCTHEFOURTHCHAPTERSTATESTHERELATIONSHIPBETWEENCREATIVEINDUSTRIESANDURBANCOMPETITIVENESSANDANALYZESTHEIMPACTEXERTEDONTHEURBANDEVELOPMENTBYCREATIVEINDUSTRYDEVELOPMENTINTHE“WORLDCITY“SUCHASNEWYORKANDLONDONCHAPTERVANALYZESTHESCALEANDCONFIGURATIONOFTHEDEVELOPMENTOFCREATIVEINDUSTRIESINCHANGSHA,,THEPRECONDITIONSFORDEVELOPMENTOFCREATIVEINDUSTRIESANDTHECLUSTERDEVELOPMENTOFCREATIVEINDUSTRIES,TOMAKECLEARTHEOVERALLSITUATIONOFTHEDEVELOPMENTOF
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簡介:中國農(nóng)業(yè)大學(xué)碩士學(xué)位論文哲學(xué)視域中的圖書館研究姓名趙錦輝申請學(xué)位級別碩士專業(yè)科學(xué)技術(shù)哲學(xué)指導(dǎo)教師奉公20070601LIBRARYDEVELOPMENTFOLLOWSITSOWNWAYVIEWEDFROMTHEPHILOSOPHICALPERSPECTIVEBYVIRTUEOFALLINDEPTHRESEARCHONTHEHISTORYANDEXISTINGSTATUSOFLIBRARIESINBOTHWESTEMCOULLU鶴ANDCHINA1LLISDISSERTATIONANALYZESTHE代國SONSOFLIBRARYFLOURISHINWESI柵∞I玎曲DESTRANSFEROFLIBRARYACTIVITIESCENTERASWELLASLESSDEVELOPMENTOFLIBRARIESINCHINATHROUGHTHERESEARCHTHEALLLHORFINDSOUTTHATTHELIBRARYDEVELOPMENTISAREFLECTIONOFSOCIALDEVELOPMENTONTHEORTEHANDCOLLECTIONBOOKSINALIBRARYMANIFESTTHEINTERACTIONBETWEENKNOWLEDGEDEVELOPMENTANDENVIRONMENTTHATISLIBRARYDEVELOPMENTISAHISTORICALPROGRESSBOTHCUHIAALLYANDACADEMICALLYONTHEOTHERHANDTHEPOPULARITYOFLIBRARIESMIRRORSTHEDEGREEOFCIVILIZATIONOFASOCIETYWHICHINDICATESTHATTHEHISTORYOFLIBRARYISALSOAHISTORYOFSEETEDIMTITUTINMTHEPHILOSOPHICALMOVEMENTOFHUMANISMORIGINATESINANCIENTGREECEANDLASTSTHROUGHOUTMODEMTIMESOFWESTERNCIVILIZATION,DURINGWHICHTHEKEENDESIREFORKNOWLEDGEABOULHUMANWORLDINEUROPEANCONTINENTWHEREPEOPLEHAVEJUSTBEENSETFREEFROMRELIGIOUSCHAINSISSATISFIEDINTHEPROCESSOFESTABLISHMENTANDBYPRINCIPLEEXPANSIONOFNATURALSCIENCEFORONETHINGTHECONTINUOUSMASTERINGANDINNOVATINGOFKNOWLEDGEHASSINCEBECOMETHEHEADWATERSOFCOLLECTIONBOOKSOFLIBRARIESFORANOTHERRELIGIOUSREFORMENKINDLEDBYTHEPHILOSOPHICALMOVEMENTOFHUMANISMANDTHEVICTORYOVERABSOLUTEMONARCHYHAVEPAVEDTHEWAYFURINSTITUTIONALCIVILIZATIONOFMODEMSOCIETY,INWHICHLIBRARYASANINSTITUTIONALPRODUCT,HASB∞OMEAMESNOFREALIZINGTHEFUNDAMENTALVALUEOFHUMANBEINGSITCANBEEVIDENTLYFOUNDTHATHUMANISTICMOVEMENTISTHEINTERNALIMPETUSTOTHEFLOURISHOFLIBRARIESASWELLASTHEFURMATIONANDTRANSFEROFLIMMYACTIV/TIESCENTEROWINGTOLACKOFHUMANISTICSUBLIMATIONINTRADITIONALPHILOSOPHY,THEKNOWLEDGESYSTEMANDINSTITUTIONALCIVILIZATIONHAVEBEENUNDERDEVELOPEDINCHINAHENCELIBRARIESHASBEENDEVELOPINGLAGGARDLYSINCETHEYWEREFIRSTINTRODUCEDINTOOURCOUNTRYINTHENINETEENTHCENTURYINANSWERTOTHEPROBLEMSABOVE,THISDISSERTATIONHEREBYRAISESTHEFOLLOWINGMCASURESUCHASSWITCHINGTHEDIRECTIONO,PHILOSOPHICALRESEARCHMUSINGTHEAW甜班跚OFCITIZENS,INOCULATINGOFHUMANISTICVALUESANDNOMOLOGICALCONCEPTPROMOTINGINSTITUTIONALCIVILIZATIONANDINNOVATIONEDUCATIONSUIVINGFORAUTHORIZATIONOFINTERNATIONALINTELLECTUALPROPERTYRIGHTINPUBLICFIELDSANDPROPELLINGKNOWLEDGEDEVELOPMENT11幢MEASURESABOVECANBEREGARDEDASTENTATIVESOLUTIONTOTHEDEVELOPINGPROBLEMSOFCHINESEIIBRARIESTHEEXPATIATINNANDANALYSISOFTHABONRGEONINGA|LDDEVELOPINGOFLIBRARIESINTHISDISSERTATIONA/℃ALSOOFSIGNIFICANCEFURRESEARCHONOTHERSOCIALFORMSKEYWORDSLIBRARYLIBRARYCENTERHUMANISMPUBLICSPHEREII
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簡介:內(nèi)蒙古師范大學(xué)碩士學(xué)位論文“新課改”的哲學(xué)思考姓名解艷紅申請學(xué)位級別碩士專業(yè)課程與教學(xué)論指導(dǎo)教師劉文霞20090501內(nèi)蒙古師范大學(xué)碩士學(xué)位論文是教育恒久不變的主題;著眼于完滿的、健康的、充盈的精神建構(gòu),關(guān)注兒童的精神生活,也應(yīng)該是優(yōu)質(zhì)教育經(jīng)久衡量的標準。所以,“新課改“應(yīng)該使我國的基礎(chǔ)教育向著這樣的一個方向趨近。第四部分“新課改”的方法論思考,方法論關(guān)注的是怎樣實施的問題。“新課改“應(yīng)該有美好的課程理念,這是“新課改“的航標和方向。但更為重要的是要用行動來驗證和踐行理念,在理想和現(xiàn)實之間搭起實現(xiàn)的橋梁。所以,新一輪基礎(chǔ)教育課程改革必須堅持實事求是的態(tài)度,把理念和行動很好的對接?!靶抡n改”還必須傳承古今中外經(jīng)典的理論和做法,根據(jù)實際衍生出具有時代特色的課程理論,正確處理好改革中繼承、借鑒和創(chuàng)新之間的基本關(guān)系,真正使“新課改“得到順利的推行并取得預(yù)想的效果。最后一部分結(jié)語,在總結(jié)全文基本思想的基礎(chǔ)上進行企盼和展望。課程改革是一項永遠也不可能停止的運動,它需要根據(jù)時代的發(fā)展和社會的進步不斷的進行調(diào)整和變革,新一輪基礎(chǔ)教育課程改革是教育領(lǐng)域內(nèi)的深層次改革運動,取得了巨大的成就,但這并不意味著可以就此擱淺、停止不前,必須在反思的基礎(chǔ)上,朝著理想目標不斷地進行探索和改革,使其趨向于完美。關(guān)鍵宇新課改,哲學(xué)思考,本體論,價值論,方法論
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