簡(jiǎn)介：東北師范大學(xué)碩士學(xué)位論文教育管理創(chuàng)新的哲學(xué)視界姓名韓萬(wàn)志申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育學(xué)原理指導(dǎo)教師孫鶴娟20040501ABSTRACTINNOVATIONOFEDUCATIONALMANAGEMENTISTHATEDUCATIONALMANAGEMENTISRESPONDEDTOSOCIALANDMANAGEMENTTHEORYITSELFINNOVATIONEDUCATIONALMANAGEMENTPLAYSANIMPORTANTINDEVELOPMENTOFSOCIALANDEDUCATIONALMANAGEMENTINNOVATIONEDUCATIONALMANAGEMENTISACOMPLEXSYSTEMCOMPRISINGALOTOFFACTORSIDEAOFEDUCATIONALMANAGEMENTISTHEMOSTFACTORSTHATAREPHILOSOPHICBASISANDVALUEKNOWLEDGEANDASSUMEABOUTHUMANNATUREBECAUSEMANAGEMENTPURPOSEISHUMANANDRELATIONSHIPINMANAGEMENTISAMONGHUMANTHETHESISATEMPTSTORESEARCHPROBLEMOFINNOVATIONOFEDUCATIONALMANAGEMENTRESTRUCTURINGRELATIONSHIPAMONGEDUCATIONALMANAGEMENTFROMPHILOSOPHICPERSPECTIVETHETHESISDIVIDESINTOFIVEPARTSALTOGETHERPARTONESTUDYINGBASISTHEORYABOUTINNOVATIONOFEDUCATIONALMANAGEMENTMAINLYTODESCRIPTEDUCATIONALNATUREANDPURPOSEOFEDUCATIONALMANAGEMENTUNDERSTANDINGINNOVATIONOFEDUCATIONALMANAGEMENTANDEXISTINGRESEARCHPARTTWOREFLECTINGANDCRITIQUINGEDUCATIONALMANAGEMENTWEREVIEWTHEDEVELOPMENTOFIDEASABOUTEDUCATIONALMANAGEMENTREFLECTINGANDCRITIQUINGALIENATIONOFEDUCATIONALMANAGEMENTANDVIEWOFSOCIALCENTEREDPARTTHREEPHILOSOPHICSTRUCTURINGONINNOVATIONOFEDUCATIONALMANAGEMENTMAINLYDESCRIPTNECESSARYOFINNOVATIONOFEDUCATIONALMANAGEMENTVALUEFUNCTIONOFINNOVATIONOFEDUCATIONALMANAGEMENTANDRESTRUCTURINGSUBJECTIVITYINEDUCATIONALMANAGEMENTPARTFOURPRACTICINGSTRATEGIESFORINNOVATIONOFWEWILLINNOVATEINTHOUGHTOFHUMANMANAGEMENTANDBUILDLEANINGORGANIZATIONKEYWORDSEDUCATIONALPHILOSOPHICVISUALFIELDINNOVATION

簡(jiǎn)介：摘要20世紀(jì)70年代末、80年代初以降，美英社會(huì)靜悄悄地發(fā)生著“轉(zhuǎn)型”。處于“轉(zhuǎn)型期”的美英社會(huì)以知識(shí)和信息的生產(chǎn)、分配傳遞和使用為“軸心”從而引起西方社會(huì)各個(gè)方面發(fā)生轉(zhuǎn)變。美英兩國(guó)政府實(shí)行“反調(diào)控”，放開(kāi)市場(chǎng)并且緊縮政府。高新科技日新月異，知識(shí)經(jīng)濟(jì)初見(jiàn)端倪。環(huán)境的惡化促使人們對(duì)人類中心主義的反思并提出可持續(xù)性發(fā)展觀。20世紀(jì)80年代以來(lái)美英兩國(guó)所進(jìn)行的教育改革中出現(xiàn)了新的特征，即，美英兩國(guó)政府利用教育改革來(lái)掩飾維護(hù)經(jīng)濟(jì)霸主地位的野心并且為政黨贏得政治聲譽(yù)。在美英社會(huì)發(fā)生轉(zhuǎn)變的社會(huì)背景之下，20世紀(jì)80年代以來(lái)美英教育哲學(xué)發(fā)I著轉(zhuǎn)變，并且轉(zhuǎn)型期美英教育哲學(xué)研究是對(duì)以往教育哲學(xué)研究的發(fā)展。教育哲學(xué)研究就是用或從哲學(xué)的觀點(diǎn)和視角來(lái)研究教育中出現(xiàn)的問(wèn)題。教育哲學(xué)研究就是建立教育研究與哲學(xué)研究之間的關(guān)系的一門學(xué)問(wèn)。根據(jù)教育與哲學(xué)之間存在的關(guān)系形態(tài)，可以把教育哲學(xué)分為以教育為主、哲學(xué)為輔的“親教育”陣營(yíng)和以哲學(xué)為主、教育為輔的“親哲學(xué)”陣營(yíng)。美英教育哲學(xué)的發(fā)展大致可分為三個(gè)顯著的階段20世紀(jì)30至50年代以“主義”研究為特征的時(shí)代20世紀(jì)60,70年代以“分析”為特征的時(shí)代20世紀(jì)80年代以來(lái)的以“情境”為特征的時(shí)代。在“情境”的架構(gòu)下，美英教育哲學(xué)研究呈現(xiàn)出從同一走向多元、從封閉走向開(kāi)放和從學(xué)院式的研究走向面向?qū)嵺`。教育與哲學(xué)的“聯(lián)姻”在于日常教育生活和教育問(wèn)題所產(chǎn)生的情境之中。在具體的教育情境中，所探討的教育問(wèn)題才有意義和價(jià)值。轉(zhuǎn)型期教育哲學(xué)研究以“教育問(wèn)題”為研究?jī)?nèi)容。教育問(wèn)題研究呈現(xiàn)出多元化狀態(tài)，并且研究視角和研究方法多樣化。教育哲學(xué)研究人員的構(gòu)成發(fā)生了變化。中國(guó)教育哲學(xué)研究的主要缺憾在于中國(guó)教育哲學(xué)研究是一種“仿哲學(xué)”的研究，并且中國(guó)教育哲學(xué)研究是一種“重迭”研究。參考美英教育哲學(xué)發(fā)展的經(jīng)驗(yàn)與趨勢(shì)，并考慮中國(guó)教育哲學(xué)研究的社會(huì)背景和歷史底蘊(yùn)，中國(guó)教育哲學(xué)研究擺脫“仿哲學(xué)”和“重迭”研究的尷尬局面的可能途徑有重新確立教育哲學(xué)的學(xué)科性質(zhì)、區(qū)分教育哲學(xué)與教育學(xué)和教育原理、定位教育哲學(xué)的研究對(duì)象、改變教育哲學(xué)研究人員的培養(yǎng)方式以及加強(qiáng)教育哲學(xué)學(xué)會(huì)的作用。關(guān)鍵詞轉(zhuǎn)型期美英教育哲學(xué)情境問(wèn)題中國(guó)教育哲學(xué)SINCETHE1980S,THERELATIONSHIPBETWEENPHILOSOPHYANDEDUCATIONISESTABLISHEDBYAMEDIAOF“SITUATION“,INSTEADOFLOOKINGFORTHERELATIONSHIPFROMPHILOSOPHYPHILOSOPHYOFEDUCATIONHASAPPEAREDTHESHIFTSVIATHISRELATIONSHIP,SUCHASTHESHIFTFROMUNIFICATIONTOMULTIPLICATION,THESHIFTFROMTHECLOSEDRESEARCHTOTHEOPEN,ANDTHESHIFTFROMTHEACADEMICTOPRACTICEINTHEEDUCATIONALSITUATION,THESTUDYOFPHILOSOPHYOFEDUCATIONHASTHESIGNIFICANCEANDVALUETHEOTHERNEWTRENDFORPHILOSOPHYOFEDUCATIONISCENTEREDONTHEEDUCATIONALPROBLEMBASEDRESEARCH,INANOTHERWORD,PHILOSOPHYOFEDUCATIONHASSTUDIEDTHEDIVERSEEDUCATIONALPROBLEMSFROMTHEVARIOUSPERSPECTIVESANDMETHODSOFPHILOSOPHYTHELASTTRENDISTHECHANGESOFPHILOSOPHERSOFEDUCATIONTHEINADEQUACIESOFPHILOSOPHYOFEDUCATIONINCHINAARE“AFTERTHEPATERNOFPHILOSOPY“AND“OVERLAPPINGWITHEDUCATIONTHEORIES“CONSIDERINGTHECHINESESOCIALENVIRONMENTANDTHENEWTRENDSOFPHILOSOPHYOFEDUCATIONINTHEUSANDTHEUK,ITHINKTHEPOSSIBLEWAYSFORTHEDEVELOPMENTOFTHECHINESEPHILOSOPHYOFEDUCATIONLIEINTHEBELLOWSREESTABLISHINGTHESTATUSOFPHILOSOPHYOFEDUCATIONINTHEAREASOFPHILOSOPHYANDEDUCATION,DISTINGUISHINGPHILOSOPHYOFEDUCATIONFROMEDUCATIONTHEORY,MAKINGTHEPROBLEMBASEDSTUDY,CHANGINGTHEWAYSOFTHECULTIVATIONOFPHILOSOPHERSOFEDUCATIONANDENFORCINGTHEFUNCTIONOFPHILOSOPHYOFEDUCATIONSOCIETYINCHINAWORDSPERIODOFTRANSFORMATIONPHILOSOPHYOFEDUCATIONINTHEUSANDTHEUKSITUATIONPROBLEMBASEDRESEARCHPHILOSOPHYOFEDUCATIONINCHINAIII

簡(jiǎn)介：曲阜師范大學(xué)碩士學(xué)位論文思想政治教育的哲學(xué)思考姓名苗偉申請(qǐng)學(xué)位級(jí)別碩士專業(yè)馬克思主義理論與思想政治教育指導(dǎo)教師張瑞甫20060401

簡(jiǎn)介：湖南師范大學(xué)碩士學(xué)位論文古典審美精神的回歸與生命意義的重建基于當(dāng)前書(shū)法教育的哲學(xué)思考姓名黃泓樞申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育學(xué)原理指導(dǎo)教師劉鐵芳20090401ABSTRACT111仕屺PRESENTEDUCATIONSYSTENL，UTILITARIANISMISOVENⅣHELININGIT1ACKSOFULTIMATECARE鋤DIGNORESTHEMEANINGOFEXISTENCEFROMMERESEARCHONTHEESTHETICSSPIRITIILCHINESE仃ADITIONALCALLI伊APHYART，THEMESIS仃IESTODIGOUTMEMLRSUILLGFORTHEMEAILINGOFLIFE，MECONS仃UCTIONOFHUM獅SPIRITA11DTLLEPERFECTIONINTHEPOETICHUMANLIFEIILCHINESE仃ADITIONALCALLI鏟APHY抓，DURINGMEPROCESSOFITSEDUCATIONALPRACTICETHEMESIS仃IESTOPROVIDEAPOSSIBILITYFORTHEMODEMEDUCATIONSYSTEMTOSEARCHANDREBUILDMEME鋤INGOFME1IFE，缸MTHEESMETICSSPIRITEMBEDDEDINMECALLI鏟APHYART，WHICHISPARTOFMECHINESE仃ADITIONALCULNLRETHEFINITENESSOF1IFEMAKESPEOPLETOCREATESOME“NGTO1INLITTHEFINITENESSSOTHATME1IFECANHAVETIMELESSMEANINGTHECLASSICALAESTHETICSPIRITINPHILOSOPHYISAESTHETICSESSENTIALLYITGIVESA11SWERSTOMESUNRIVALOFPEOPLEANDMESPIRITRECONSTMCTION111EREAREFOURPARTSINTHEARTICLE7RHEFIRSTPANDISCOURSESABOUTTHENOMLALFOMULASOFPHILOSOPHYEDUCATIONINORDERTODISCOURSEABOUTTHERELATIONSBE帆EENMEEDUCATIONANDMECLASSICALAESTHETICSPIRITANDTHEMEANING111ESECONDPAN仃IESTO吼SCRAM【BLETHECLASSICALAESTHETICSPIMINMEPHILOSOPHYTODISCOURSEPHILOSOPHYEDUCATIONWRHICHHASCLASSICALⅡ

簡(jiǎn)介：內(nèi)蒙古師范大學(xué)碩士學(xué)位論文生命教育的哲學(xué)思考姓名陳黎明申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育學(xué)原理指導(dǎo)教師劉文霞20100501內(nèi)蒙古師范大學(xué)碩士學(xué)位論文育理念，應(yīng)該將“大生命“觀作為一種世界觀和方法論傳授給學(xué)生，讓學(xué)生認(rèn)識(shí)到“生命”應(yīng)包括一切生物界的生命，即人之生命和自然環(huán)境中一切動(dòng)物、植物的生命，且每一種生命都有其存在的價(jià)值。正如史懷哲所說(shuō)“過(guò)去那套只關(guān)心我們與其他人關(guān)系的價(jià)值系統(tǒng)是不完全的，所以會(huì)缺乏向善的原動(dòng)力，只有立足于‘敬畏生命’這一觀點(diǎn)，我們才能傾其所愛(ài)與這個(gè)世界的其他生命建立一個(gè)靈性的、人性的關(guān)系?！暗谌空撌隽松逃p重立場(chǎng)的辯證統(tǒng)一。這一部分主要針對(duì)當(dāng)前生命教育存在的立場(chǎng)定位有失偏頗問(wèn)題。首先，提出了生命教育中的二律背反問(wèn)題；其次，提出生命教育應(yīng)該遵循“個(gè)體與社會(huì)”的雙重立場(chǎng)，我們認(rèn)為生命教育只有兼顧個(gè)體立場(chǎng)和社會(huì)立場(chǎng)兩個(gè)方面，把握好生命教育在“個(gè)人與社會(huì)”之間抉擇的“度”，才能使其做出真正合理的價(jià)值選擇。第四部分是對(duì)生命教育之實(shí)踐的再思考。生命教育以解決當(dāng)前教育中存在的問(wèn)題為出發(fā)點(diǎn)和立足點(diǎn)，作為一種新的教育理論，它不僅僅是純粹的理念或是在某種理念支配下的一套規(guī)則，它具有極強(qiáng)的可實(shí)踐性并蘊(yùn)含著豐富多樣的實(shí)踐形式。在這一部分中，首先指明了生命教育實(shí)踐活動(dòng)的可行性；其次，提出了生命教育實(shí)踐主題的多元性；再次，引出了生命教育實(shí)踐運(yùn)作的關(guān)鍵點(diǎn)。第五部分是在總結(jié)全文的基礎(chǔ)上進(jìn)行的研究展望。期待生命教育這個(gè)星星之火能夠成為燎原之勢(shì)，解決當(dāng)下教育的急功近利、浮躁、脫離生命本源等問(wèn)題，使教育引領(lǐng)人的完美與幸福。關(guān)鍵詞生命，生命教育，哲學(xué)思考

簡(jiǎn)介：學(xué)校編號(hào)10394圖書(shū)分類號(hào)密級(jí)福建師范大學(xué)教育碩士學(xué)位論文高中生活與哲學(xué)課程資源開(kāi)發(fā)與利用新探NEWEXPLORATIONOFTHEEXPLOITATIONANDUTILIZATIONOF“LIFEANDPHILOSOPHY”COURSERESOURCESINSENIORSCHOOLS學(xué)科專業(yè)方向指導(dǎo)教師申請(qǐng)學(xué)位級(jí)別謝可奇論文提交日期2QQ晝堡壘旦論文譯閱人論文答辯日期2QQ生L≥旦答辯委員會(huì)主席學(xué)位授予單位學(xué)位授予日期2006年“月塑建蜒菹塞堂笙旦蘭●T●●●●ABSTRACTC0URSERESOURCESREFERTOTHEFACTORSOURCEOFCOURSEFORMATIONASWELLASTHEDIRECTANDNECESSARYCONDITIONOFCOURSEIMPLEMENTATIONALONGWITHTHECONTINUOUSDEVELOPMENTOFTHENEWFUNDAMENTALEDUCATIONREFORM，THEEDUCATIONALCIRCLE’SWIDECONCEMGRADUALLYCENTERSONTHEISSUEOFTHEEXPLOITATIONANDUTILIZATIONOFCOURSERESOURCESPEOPLECARRIETEALIZETHATTHEREISNOCOURSEWITHOUTCOURSERESOURCES，ANDTHATTHEGRANDGOALOFREFORMINGFUNDAMENTALEDUCATIONCOURSEWOULDNOTBEREALIZEDIFWEDIDNOTEXPLOITANDUTILIZETHEEOULSERESOURCESREASONABLYANDEFFECTIVELYHIGHSCHOOLPHILOSOPHYTEACHINGCOULDNOTGIVEUSMUCHSATISFACTIONMAINLYBECAUSEWECOULDNOTEXPLOITANDUTILIZECOURSERESOURCESPROPERLYBYADOPTINGTHEMETHODSOFCOMBININGLITERAMRERESEARCH，OBSERVATIONRESEARCHANDACTIONRESEARCH，THEWRITERPROBEDINTOTHEFOLLOWINGTOPICSTHEBACKGROUNDABOUTTHEEXPLOITATIONANDUTILIZATIONOF‘‘LIFEANDPHILOSOPHY’COURSERESOURCESINSENIORSCH001，THENEWCONCEPTSTHATTEACHERSSHOULDHOLDINTHISBACKGROUND，THEEXPLOITATIONANDUTILIZATIONOFTEACHINGMATERIALRESOURCES，HUMANRESOURCES，ANDPRACTICERESOURCESETCIHOPEWECOLLEAGUESCOULDSTUDYTOGETHERANDDOEVERYTHINGWECANTOINTRODUCEOBRSTUDENTSTOPHILOSOPHYATTHESAMETIMEIMPROVEOURACADEMICANDTEACHINGSKILLSKEYWORDS“LIFEANDPHILOSOPHYCOURSERESOURCESTHEEXPLOITATIONANDUTILIZATIONⅡ

簡(jiǎn)介：論文原創(chuàng)性聲明本人鄭重聲明所呈交的論文是我個(gè)人在導(dǎo)師指導(dǎo)下進(jìn)行的研究工作及取得的研究成果。盡我所知，除了文中特別加以標(biāo)注和致謝的地方外，論文中不包含其他人已經(jīng)發(fā)表或撰寫的研究成果。與我一同工作的同志對(duì)本研究所做的任何貢獻(xiàn)均已在論文中作了明確的說(shuō)明并表示了謝意。本聲明產(chǎn)生的法律后果由本人承擔(dān)。論文作者簽名毖羞日期五距莎．陽(yáng)關(guān)于論文使用權(quán)的說(shuō)明本人完全了解太原科技大學(xué)有關(guān)保留、使用學(xué)位論文的規(guī)定即學(xué)校有權(quán)保留所送交的論文，可以采用影印、縮印或其他復(fù)制手段保存論文，允許論文被查詢和借閱，以學(xué)術(shù)交流為目的，學(xué)校可以公布論文內(nèi)容。保密論文除外。虢必翩虢整塑日期匈玎，6．F4ABSTRACTSINCETHE1960S，THEGROWINGGLOBALECOLOGICALCRISISMAKESMANKINDINTOANUNPRECEDENTEDPREDICAMENT．WHAT’SMORE，ITTHREATSHUMANSURVIVALANDDEVELOPMENTSERIOUSLY．HOWTOGETRIDOFTHEECOLOGICALCRISISWHICHBROUGHTABOUTBYINDUSTRIALCIVILIZATIONHASBECOMEAREALITYISSUEWHICHCANNOTBEAVOIDEDINTODAY’SSOCIETY．THEECOLOGICALCIVILIZATIONISAMODEMCIVILIZATIONWHICHGREWANDDEVELOPEDONTHEBASISOFTHEINDUSTRIALCIVILIZATION，ITISANEWFORMOFHUMANCIVILIZATIONWHICHPEOPLECHOSEAFTERREFLECTINGONTHECONTEMPORARYENVIRONMENTALCRISIS．HOWEVER,THEEVOLUTIONOFCIVILIZATIONANDDEVELOPMENTCAN’TBESEPARATEDWITHEDUCATION．THERISEOFTHECONCEPTOFECOLOGICALCIVILIZATIONCONTAINSTHEDEEPESTNEEDSOFEDUCATIONALREFORM．THISARTICLEVIEWEDONTHEECOLOGICALCIVILIZATIONANDONTHEBASISOFRESEARCHRESULTSFROMHOMEANDABROAD．FIRSTLY，EXPOUNDEDTHENECESSITY，THEMAINCONTENTSANDSIGNIFICANCEOFECOLOGICALCIVILIZATIONEDUCATIONINCHINESECOLLEGESANDUNIVERSITIES．BASEDONTHISTHEORY，WEMAKEAQUESTIONNAIRESURVEYFORNEARLYTHREEHUNDREDSTUDENTSINCOLLEGEINSHANXIPROVINCE．THERESULTSHOWSTHATTHEREARESTILLSOMEGAPSFORCOLLEGESTUDENTSINTHEATTAINMENTOFECOLOGICALCIVILIZATION．MAINLYSHOWSTHATENVIRONMENTALAWARENESSISWEAK，THEAWARENESSOFECOLOGICALRESPONSIBILITYISWEAKANDECOLOGICALCONSERVATIONACTIONLAGSBEHIND．AFTERATHOROUGHANALYSISOFTHESURVEYRESULTS，THEPAPERPOINTEDOUTTHATTHEPREVALENCEOFUTILITARIANVIEWOFEDUCATION，THEUNREASONABLETEACHINGCONTENTDESIGN，THEDISCONNECTIONBETWEENTHEORYANDPRACTICEOFEDUCATIONARETHEMAINREASONSFORLACKINGOFECOLOGICALCIVILIZATIONOFEDUCATION．ANDASFORTHEPRESENTCONDITION，MAKINGAPROPOSALOFSTRENGTHENINGTHEEFFECTIVENESSPRINCIPLESANDSELECTIONOFECOLOGICALCIVILIZATIONEDUCATIONFIRST，THEEDUCATIONCONCEPTOFECOLOGICALCIVILIZATIONPERIODMUSTBEUPDATED，BEYONDTHEEDUCATIONALGOALS¨TOOLMAN“”RATIONALMAN”INTHEPERIODOFINDUSTRIALCIVILIZATION．FROMSURVIVALPOINTOFVIEW，F(xiàn)OSTERING”ECOLOGICALPEOPLE¨FOREDUCATIONALPURPOSES；COLLEGESANDUNIVERSITIESSHOULDACCELERATETHE

簡(jiǎn)介：I、■003883S‘曲阜師范大學(xué)博士／碩士學(xué)位論文原創(chuàng)性說(shuō)明在口劃“√“本人鄭重聲明此處所提交的博士口碩士口論文北京奧運(yùn)會(huì)與儒家哲學(xué)契合發(fā)展的遺產(chǎn)研究，是本人在導(dǎo)師指導(dǎo)下，在曲阜師范大學(xué)攻讀博；士口碩士口學(xué)位期間獨(dú)立進(jìn)行研究工作所取得的成果。論文中除注明部分●孳外不包含他人已經(jīng)發(fā)表或撰寫的研究成果。對(duì)本文的研究工作做出重要貢獻(xiàn)警L的個(gè)人和集體，均已在文中已明確的方式注明。本聲明的法律結(jié)果將完全由罩0本人承擔(dān)。作者簽名喪象易魂嗍沙細(xì)粵繃曲阜師范大學(xué)博士／碩士學(xué)位論文使用授權(quán)書(shū)在口劃“√“北京奧運(yùn)會(huì)與儒家哲學(xué)契合發(fā)展的遺產(chǎn)研究系本人在曲阜師范大學(xué)攻讀博士口碩士口學(xué)位期間，在導(dǎo)師指導(dǎo)下完成的博士口碩士口學(xué)位論文。本論文的研究成果歸曲阜師范大學(xué)所有，本論文的研究?jī)?nèi)容不得以其他單位的名義發(fā)表。本人完全了解曲阜師范大學(xué)關(guān)于保存、使用學(xué)位論文的規(guī)定，同意學(xué)校保留并向有關(guān)部門送交論文的復(fù)印件和電子版本，允許論文被查閱和借閱。本人授權(quán)曲阜師范大學(xué)，可以采用影印或其他復(fù)制手段保存論文，黧薹芋鞣甕躺舶氰嗍一牟莎月作者簽名夏刁易海日期泖一鋒莎崗導(dǎo)師簽名J奶2日期山幻箏么月髟鬟誓霉≥V毋豢量要苗。蕾墨奄凈靠謄一嗨“主爹一●●■／曲阜911I范大學(xué)碩二畢業(yè)論文從整體規(guī)劃、系統(tǒng)保護(hù)入手，實(shí)行分步實(shí)施戰(zhàn)略，長(zhǎng)期堅(jiān)持、相互促進(jìn)，并結(jié)合現(xiàn)階段國(guó)情系統(tǒng)地進(jìn)行。7、北京奧運(yùn)與儒家哲學(xué)契合遺產(chǎn)的保護(hù)發(fā)展是從運(yùn)行機(jī)制有效運(yùn)行予以保證的。強(qiáng)勁的動(dòng)力機(jī)制提高其發(fā)展動(dòng)力，融資機(jī)制保障北京奧運(yùn)契合遺產(chǎn)保護(hù)發(fā)展的經(jīng)濟(jì)支持，保護(hù)機(jī)制與監(jiān)管機(jī)制從制度層面對(duì)北京奧運(yùn)與儒家哲學(xué)契合遺產(chǎn)進(jìn)行全面保障。8、通過(guò)文獻(xiàn)資料與專家調(diào)查，確立的北京奧運(yùn)與儒家哲學(xué)契合遺產(chǎn)保護(hù)發(fā)展的指標(biāo)及權(quán)重，建立的指標(biāo)體系，構(gòu)建的北京奧運(yùn)與儒家哲學(xué)哭合遺產(chǎn)保護(hù)發(fā)展的評(píng)價(jià)模型，可為北京奧運(yùn)與儒家哲學(xué)契合遺產(chǎn)的保護(hù)與發(fā)展提供理論服務(wù)。關(guān)鍵詞北京奧運(yùn)會(huì)；儒家哲學(xué)；契合；保護(hù)；發(fā)展；評(píng)價(jià)111

簡(jiǎn)介：華東師范大學(xué)碩士學(xué)位論文高中哲學(xué)拓展教育研究姓名蔡昱申請(qǐng)學(xué)位級(jí)別碩士專業(yè)學(xué)科教學(xué)（思想政治）指導(dǎo)教師周旭東20091001ABSTRACTBECAUSEOFPOSSESSINGKNOWLEDGE，HUMANBEINGISDIFFERENTFROMOURCREATUREINTHEUNIVERSE，F(xiàn)URTHERMOREPHILOSOPHYISTHEULTIMATEPRODUCTOFHUMANKNOWLEDGECHINAISONEOFTHEFEWCOUNTRIESWHEREPHILOSOPHYISDESIGNATEDASCOMPULSORYCLASSIILMGHSCHOOL，ANDTHATREFLECTSTHEEMPHASISTHECOUNTRYPUTSONPHILOSOPHYEDUCATIONHOWEVERDUETOITSPOLITICALMISSIONMODULARIZEDMATERIALANDTEACHINGMETHODOLOGYSTANDARDIZEDEVALUATIONANDCONSTRAINTSFROMOTHEREXTEMALFACTORS，LONGTIMEOFEDUCATIONABOUTGENERALMARXISMPHILOSOPHYONLYENABLESTHESTUDENTSTOKNOWLIMITEDPHILOSOPHICAPPROACHBUTNOTENOUGHTOENLIGHTENTHEMTHROUGHPHILOSOPHYWHATISSUPPOSEDTOBELEARNEDABOUTDOUBTINGANDTHINKINGCAPABILITYREFLECTIONANDCRITICISM，MINDSETOFINDEPENDENCEANDINNOVATIONUNDERSTANDINGANDPARDONINGETCARENOTPASSEDONTONATIONALCITIZENSBYLONGTERMPHILOSOPHYEDUCATIONTHISESSAYISDIVIDEDINTOTWOPARTSFIRSTPARTHAS3DIVISIONSTALKINGABOUTTHEORYOFHIGHSCHOOLPHILOSOPHICEXTENSIONEDUCATIONFIRSTSUBDIVISIONGAVEITACLEARDEFINITIONANDPROPOSITIONELABORATEONITSESSENCE，PURPOSEANDBENEFITOFITSIMPLEMENTATIONANDRELATIONSHIPWITHMGHSCHOOLPHILOSOPHYCLASSTHESECONDSUBDIVISIONCOMPREHENSIVELYPRESENTSTHENECESSITYANDIMPORTANCEOFCARRYINGOUTTHEEDUCATIONFROMTHREEFOLDS，THEESTABLISHMENTOFSOCIALVALUESYSTEM，MOVINGFORWARDOFQUALITYEDUCATIONANDPHILOSOPHYEDUCATIONANDUNIQUENEEDSOFHIGHSCHOOLSTUDENTSTHETHIRDSUBDIVISIONANALYZESTHEFEASIBILITYANDTAKEAWAYOFITSIMPLEMENTATIONFROMEDUCATIONALPSYCHOLOGYDESIGNOFNEWCOURSESANDRELATEDDOMESTICANDOVERSEASTESTSTHESECONDPART，WHICHISTHETRIALTESTOFHIGHSCHOOLPHILOSOPHICEDUCATION，ALSOHASTHREEDIVISIONSTHEFIRSTDIVISIONINTRODUCESTHESTRATEGYOFITSMATERIALSELECTIONANDPRESENTATION，APPLICATIONMETHODOLOGYOFVARIOUSTEACHINGAPPROACHESANDFORMSANDIMPLEMENTATIONOFDIFFERENTKINDSOFEDUCATIONARRANGEMENTSBYTHEAUTHOREACHSTRATEGYWASANALYZEDINASSOCIATION、7L，ITHREALWORLDOFEDUCATIONASORIGINALLYOWNEDRESEARCHBYTHEAUTHORITISNEWTOMOSTOFTHEPEOPLEASSUCH，THEFIRSTDIVISIONISTHEMOSTCRITICALPARTOFTHEESSAYTHESECONDDIVISIONELABORATESONUNIQUE

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簡(jiǎn)介：長(zhǎng)沙理工大學(xué)碩士學(xué)位論文哲學(xué)視角下的技術(shù)創(chuàng)新風(fēng)險(xiǎn)及防范研究姓名章清申請(qǐng)學(xué)位級(jí)別碩士專業(yè)科學(xué)技術(shù)哲學(xué)指導(dǎo)教師談傳生201205ABSTRACTTECHNOLOGICALINNOVATIONISAKINDOFEXPLORATIONOFECONOMICACTIVITYWITHTHEPROGRESSOFSCIENCETECHNOLOGYANDSOCIALDEVELOPMENTTHEMARKETCOMPETITIONISBECOMINGINCREASINGLYFIERCE，THERISKOFTECHNOLOGYINNOVATIONISINCREASINGLYSERIOUS，WHICHHASBECOMEALLIMPORTANTFACTORTOPREVENTTHETECHNOLOGYINNOVATIONSTRENGTHENTHETHEORETICALRESEARCHTOTHETECHNOLOGICALINNOVATIONRISK，ESPECIALLYHOWTOANALYZEANDTREATTHERISKOFTECHNOLOGYINNOVATIONFROMTHEPHILOSOPHICALPERSPECTIVE，IMPROVETHERESISTANCETECHNOLOGYINNOVATIONRISKFORENTERPRISE，ESTABLISHEFFECTIVEPREVENTIONMECHANISMOFTECHNOLOGYINNOVATIONRISKWHICHCONFORMSTOTHEENTERPRISEANDMARKETSITUATIONS，HASTHEIMPORTANTPRACTICALSIGNIFICANCETHERISKOFTECHNOLOGYINNOVATIONREFERSTOTHESUBJECTOFTECHINNOVATIONISAFFECTEDBYSUBJECTIVESTRENGTH，OBJECTIVEENVIRONMENT，INNOVATIONDIFFICULTYANDOTHERFACTORSINTHEPROCESSOFINNOVATION，LEDTOTHEINNOVATIONPROCESSTERMINATIONFAILUREORFAILTOPREDICTTHETARGETANDEFFECT，RESULTINGINTHELOSSOFTHEPOSSIBILITIESANDCONSEQUENCESACCORDINGTOTHEAPPLICATIONOFTHETECHNOLOGYWECANDIVIDETHETECHNOLOGYINNOVATIONRISKFROMTHREEASPECTSFROMTHETECHNICALACTIVITYDURINGDIFFERENTSTAGES，CANBEDIVIDEDINTOTECHNICALDESIGN，TECHNOLOGYRESEARCHANDAPPLICATIONSTAGERISK；FROMTHETECHNICALAREATOSTUDYCANBEDIVIDEDINTOEXPERIMENTALTECHNOLOGYRISK，PROJECTTECHNICALRISKANDPROJECTRISK；FROMTHETECHNOLOGYINNOVATIONRISKPREDICTABILITYTOSTUDYCALLBEDIVIDEDINTOTHECERTAINTYANDTHEUNCERTAINTYOFTECHNOLOGYRISKTECHNICALINNOVATIONRISKMAINLYINCLUDESTECHNOLOGYRISK，MARKETRISK，CULTURALRISKECOLOGICALRISKANDSOCIALRISK，EACHFORMHASITSOWNCHARACTERISTIESFROMTHEPHILOSOPHICALPERSPECTIVETOANALYZETHEFORMATIONREASONOFTECHNOLOGYINNOVATIONRISK，THEREAREMAINLYFOURASPECTSFIRSTLYITISTECHNOLOGYINNOVATIONPROCESSANDTHEUNCERTAINTYOFTHERESULTS，THESUBJECTOFTECHNICALINNOVATIONCANNOTACCURATELYKNOWTHEDECISIONRESULT，TECHNOLOGYINNOVATIVEPRODUCTSINTHEMARKETTOACHIEVEMENTWITHUNCERTAINTYSECONDLYTHESUBJECTOFTECHNICALINNOVATIONOFTOOLRATIONALITYDEPARTSFROMVALUERATIONAL，INTHEPROCESSOFTECHNOLOGYINNOVATIONOFTOOLRATIONALITYEXPANSIONANDVALUERATIONALLOST。CAUSINGALLKINDSOFFISKSTHIRDLYTHEANTHROPOCENTRISMTHOUGHTMAKESINNOVATIONSUBJECTSTATUSRAPIDLYEXPANDEDTOIGNOREECOLOGICALVALUE，LEADINGTOTHEFORMATIONOFTECHNOLOGYINNOVATIONRISKLASTLYTHELIMITATIONOFHUMANISTICDEVELOPMENTVIEWALSOLEDTOTECHNOLOGICALINNOVATIONRISKSV

簡(jiǎn)介：華中師范大學(xué)博士學(xué)位論文數(shù)學(xué)意義的領(lǐng)域數(shù)學(xué)教育的哲學(xué)審視姓名胡典順申請(qǐng)學(xué)位級(jí)別博士專業(yè)課程與教學(xué)論指導(dǎo)教師郭元祥20090301⑨博士學(xué)位論丈DOCTORALDISSERIⅫON調(diào)查研究表明，數(shù)學(xué)教育中數(shù)學(xué)意義缺失現(xiàn)象普遍存在。無(wú)論是對(duì)數(shù)學(xué)本質(zhì)的理解，還是對(duì)數(shù)學(xué)的目的、價(jià)值，以及對(duì)數(shù)學(xué)教學(xué)的認(rèn)識(shí)都存在偏差。在不少學(xué)生心目中，數(shù)學(xué)是一種符號(hào)游戲，是殺死腦細(xì)胞的工具，難打敗的憎恨者，從而直接導(dǎo)致數(shù)學(xué)學(xué)習(xí)的異化。數(shù)學(xué)學(xué)習(xí)是一個(gè)強(qiáng)制的過(guò)程，是一個(gè)痛苦的過(guò)程，它使學(xué)習(xí)者與知識(shí)和成績(jī)、學(xué)習(xí)者之問(wèn)互相對(duì)立等等。其深層原因在于人們對(duì)數(shù)學(xué)以及數(shù)學(xué)教學(xué)的認(rèn)識(shí)存在一些誤區(qū)。在數(shù)學(xué)教學(xué)中人們往往認(rèn)為數(shù)學(xué)等于升學(xué)工具，學(xué)數(shù)學(xué)就是做題，數(shù)學(xué)是絕對(duì)真理，數(shù)學(xué)等于邏輯，數(shù)學(xué)教學(xué)應(yīng)該強(qiáng)調(diào)公理體系，數(shù)學(xué)教學(xué)應(yīng)該很抽象等等。本文中，結(jié)合數(shù)學(xué)哲學(xué)和數(shù)學(xué)教育哲學(xué)研究的大量成果對(duì)這些錯(cuò)誤認(rèn)識(shí)進(jìn)行了深入的剖析。筆者認(rèn)為，數(shù)學(xué)教育中的種種困惑與迷茫，都與數(shù)學(xué)意義的失落密切相關(guān)。要走出被異化的數(shù)學(xué)教育，必須回歸數(shù)學(xué)意義。在文中，筆者提出了一種新的數(shù)學(xué)教育觀走向意義的數(shù)學(xué)教育。并認(rèn)為，走向意義的數(shù)學(xué)教育應(yīng)該成為新的教育方向，新的教育追求。那么，數(shù)學(xué)教育如何回歸數(shù)學(xué)意義呢在論述數(shù)學(xué)的對(duì)話性、文化性和經(jīng)驗(yàn)性，并反思數(shù)學(xué)教育中存在的種種誤區(qū)的基礎(chǔ)上，作者提出從“數(shù)學(xué)對(duì)話”、“數(shù)學(xué)文化”、“數(shù)學(xué)經(jīng)驗(yàn)”等方面回歸數(shù)學(xué)意義。從數(shù)學(xué)對(duì)話來(lái)看，筆者認(rèn)為，意義因?qū)υ挾@得，意義因?qū)υ挾S富。沒(méi)有對(duì)話，就沒(méi)有交流。沒(méi)有交流，就沒(méi)有真正的教育。數(shù)學(xué)對(duì)話有重要的教育價(jià)值。無(wú)論是從數(shù)學(xué)哲學(xué)和數(shù)學(xué)發(fā)展來(lái)看，還是從數(shù)學(xué)知識(shí)來(lái)看，數(shù)學(xué)都具有對(duì)話性。從而，在數(shù)學(xué)對(duì)話教學(xué)中，要讓學(xué)生感受數(shù)學(xué)對(duì)話，重視數(shù)學(xué)交流，體現(xiàn)過(guò)程價(jià)值。從數(shù)學(xué)文化來(lái)看，數(shù)學(xué)一直是文明和文化的重要組成部分。數(shù)學(xué)教育要考慮兩個(gè)層次具體的知識(shí)層次和無(wú)形的文化層次。在文中，從數(shù)學(xué)知識(shí)教育的特點(diǎn)，數(shù)學(xué)知識(shí)教育的缺失，以及數(shù)學(xué)知識(shí)教育的根源，對(duì)數(shù)學(xué)知識(shí)教育進(jìn)行了深刻的反思。筆者認(rèn)為，由知識(shí)教育到文化教育是數(shù)學(xué)教育的必然選擇。從數(shù)學(xué)經(jīng)驗(yàn)來(lái)看，數(shù)學(xué)具有經(jīng)驗(yàn)性，數(shù)學(xué)經(jīng)驗(yàn)具有重要的價(jià)值，所有的學(xué)習(xí)都涉及到原有經(jīng)驗(yàn)的遷移。從而，在數(shù)學(xué)教育中，應(yīng)該回歸生活世界，重視數(shù)學(xué)經(jīng)驗(yàn)，關(guān)注數(shù)學(xué)表征。II關(guān)鍵詞數(shù)學(xué)；數(shù)學(xué)意義數(shù)學(xué)教育缺失；回歸

簡(jiǎn)介：分類號(hào)NIL2壤孝走普碩士學(xué)位論文一，中0L括典數(shù)學(xué)思想的比較及哲學(xué)反思兼鹼“李約瑟難題”數(shù)學(xué)問(wèn)題導(dǎo)師姓名職稱申請(qǐng)學(xué)位級(jí)別論文提交日川學(xué)位授予單位張占美段聯(lián)合教授頃L學(xué)科專業(yè)名稱2000年0月30H論文答辯日期科學(xué)技術(shù)哲學(xué)2000年5月26日替辯委員臺(tái)主席學(xué)位玲文評(píng)閱人張強(qiáng)口小泉?jiǎng)?qiáng)ABSTRACTMATHEMATICSISVERYIMPORTANTSTATUSINPRODUCTION，F(xiàn)ORMANDDEVELOPMENTOFMODEMSCIENCETHISDISSERTATIONCOMPARESANDREFLECTSONCLASSICALMATHEMATICSBETWEENCHINESEANDWESTERN，POINTSTHATCLASSICALMATHEMATICSINCHINESEDIFFERSFROMWESTERN，F(xiàn)ORMERISACONSTRUCTINGANDMECHANIZINGSYSTEM，ANDLATTERISLOGICALANDDEDUCTSYSTEMTHENOTABLEMASTEROFSCIENCEHISTORYDRNEEDHAMASKEDAREMARKABLEQUESTIONINTHETHIRDVOLUMEOFHISWORKS”CHINESESCIENCEANDTECHNOLOGYHISTORY“CHINA，THEANCIENTMATHEMATICSHADPRESENTEDTHEMAGNIFICENTDEVELOPMENTTIMEANDBEENSUPERIORTOTHEOTHERNATIONSINTHEQUITELONGHISTORICALPERIODHOWEVERWHYDIDNOTMODEMSCIENCESPROUTOUTOFMODEMCHINESECIVILIZATIONBUTORIGINFROMEUROPEOFTHE15THCENTURYTHISISTHEQUESTION”NEEDHAMQUESTION”NOTEDBYACADEMICCIRCLESPLENTIFULHISTORICALSTATESANDCLASSICINSTANCESAREUTILIZED，ABIDEDBYPRINCIPLESOFSCIENCEPROGRESS，WHICHCOMESFROMTHEVARIETYOFVIEWSANDDIFFERENTIATEDFACETS，WITHANALYSISANDEXPLORATIONOFTHEORYTOSUCHACOMPLEXQUESTION，ITISRAREPOSSIBLETOMAKEASYSTEMATICALINTERPRETATIONINAWHOLEANDONLYSKETCHYEXPLORATIONFROMTHEORYCOULDBEPRESENTEDFROMSOMEELEMENTARYFACETSTHEARTICLECONSISTSOF6MAINPARTSASFOLLOWSTHECHINESEMATHEMATICSDEVELOPMENT。SCIVILIZEDBACKGROUNDANDTHESOCIALBASICTHEORY；LANGUAGECHARACTERISTICOFCHINESEMATHEMATICS；THEDIRECTIONOFCHINESEPRAGMATISM；THETHINKINGMODE；THEPERSPECTIVEOFPHILOSOPHICALANDGEOGRAPHICALENVIRONMENTKEYWORDSCLASSICALMATHEMATICS；COMPARINGBETWEENCHINESEANDWESTERN；PHILOSOPHICALREFLECT；THEMATHEMATICALPROBLEMOF”NEEDHAMQUESTION”LI

簡(jiǎn)介：Y“娩D62紓類密級(jí)一一一一誓夠’箭鈺史訾碩士學(xué)位論文對(duì)擘后進(jìn)生”瑰象的哲學(xué)透耩韓秀婷導(dǎo)師蛙名職稱剩旭塞二塑攫。。專業(yè)名稱熬直堂廈堡二研究方向熬煎萱堂論文答辯日期至QQ笙魚(yú)學(xué)位授予日期『坌QQZ魚(yú)答辯委員會(huì)主席評(píng)閱人羔00七年六月ABSTRACT“MISUNDERSTOODSTUDENTS”INTHECURRENTSCHOOLISACOHNNONPHENOMENONRESEARCHINGITNOTONLYCANENRICHTHETHEORIESOF“MISUNDERSTOODSTUDENTS”，BUTALSOCANIMPROVEOURUNDERSTANDINGOFEDUCATION，ANDCHANGETHEWAYOFTHINKINGTHEPAPERINVESTIGATES“MISUNDERSTOODSTUDENTS”BYTHEWAYOFTHEORYANDPRACTICEOFACOMBINATIONTHEORETICALLY‘‘MISUNDERSTOODSTUDENTS’’WASANALYZEDWITHBODYOFKNOWLEDGEFROMTHEPERSPECTIVEOFKNOWLEDGEANALYSIS，ANDITWASFOUNDTHATEVERYTYPEOF“MISUNDERSTOODSTUDENTS”HASKNOWLEDGESOUROGOFITSOCOLRRENCZ，CONCRETELY“MISUNDERSTOODSTUDENTS’’ISTHEOUTCOMEOFKNOWLEDGEHEGEMONYINTHECERTAINHAPRACTICALLYCASESTUDYWASUSEDONSUCH“MISUNDERSTOODSTUDENTS’INAJUNIORHIGHSCHOOL，ANDTHROUGHOBSERVATION，INTERVIEWINGANDMATERIALSCOLLECTION，THEIRLIFESITUATIONINSIDEANDOUTSIDEOFTHECLASSROOMWASDESCRIBEDANDAREALLIFEPICTUREW鴰OPENEDBEFOREUSSOHOWDIDSCHOOLCULTURECONTROLANDDISCIPLINE“MISUNDERSTOODSTUDENTS”WASREVEALEDANDOURINVESTIGATIONFOUNDTHAT“MISUNDERSTOODSTUDENTS’’ARENOTBACKWARDBUTINDIVIDUALSWITHGREATDEVELOPMENTPOTENTIALANDCREATIVECAPACITYBASEDONTHEABOVECONSIDERATIONSTHEKNOWLEDGEVIEWMUSTBEREBUILTWESHOULDESTABLISHMULTIELEMENTSCHOOLCULTURE，DIVERSEEDUCATIONALCONCEPTSANDMULTIELEMENTFORMSOFEVALNATIONUNDERSUCHMULTIELEMENTSCHOOICULTUREBACKGROUND，EVERYONECANACHIEVETHEGREATESTDEGREEOFDEVELOPMENTTHETEACHERSEQUALLYTREATEVERYSTUDENT，ANDADMITDIFFERENCE，RESPECTDIFFERENCEANDDEVELOPDIFFERENCE，SOTHEREISNOGRADEDISTINCTIONAMONGSTUDENTS，WHOAREEQUALINDIVIDUALSWITHDIFFERENTCHARACTERISTICSKEYWORDSTHEPHENOMENONOFTHE“MISUNDERSTOODSTUDENTS”THESCIENCEOFTHEKNOWLEDGE，ANALYSIS111

簡(jiǎn)介：魯東大學(xué)碩士學(xué)位論文從雷默的音樂(lè)教育哲學(xué)觀點(diǎn)釋我國(guó)中小學(xué)音樂(lè)審美教育姓名劉曉亮申請(qǐng)學(xué)位級(jí)別碩士專業(yè)課程與教學(xué)論音樂(lè)指導(dǎo)教師邵桂蘭20080401魯東大學(xué)碩士學(xué)位論文路線與途徑；另一方面，音樂(lè)教育取得的理論成果也能充實(shí)哲學(xué)體系，使其內(nèi)容更為豐富，概括性更廣，客觀性更強(qiáng)。這種綜合的研究方法具有現(xiàn)代教育研究的特征。關(guān)鍵詞音樂(lè)教育的哲學(xué)思辨主義形式主義絕對(duì)表現(xiàn)主義IV