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簡介：杭州師范大學教育碩士專業(yè)學位論文教育碩士專業(yè)學位論文以探究性學習構(gòu)建生活哲學課堂基本課型以探究性學習構(gòu)建生活哲學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)濟學院政治經(jīng)濟學院學科、專業(yè)學科教學學科教學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教師姓名（職稱）指導教師姓名（職稱）周建仁（中學特級）周建仁（中學特級）論文提交日期2008年5月杭州師范大學學位評定委員會辦公室杭州師范大學教育碩士專業(yè)學位論文（2004級）級）題目目以探究性學習構(gòu)建生活以探究性學習構(gòu)建生活與哲學課堂哲學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)（學科方向）專業(yè)（學科方向）思想政治學科教學論思想政治學科教學論完成時間間20082008年4月編號號

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簡介：中國農(nóng)業(yè)大學碩士學位論文哲學視域中的圖書館研究姓名趙錦輝申請學位級別碩士專業(yè)科學技術(shù)哲學指導教師奉公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

簡介：內(nèi)蒙古師范大學碩士學位論文“新課改”的哲學思考姓名解艷紅申請學位級別碩士專業(yè)課程與教學論指導教師劉文霞20090501內(nèi)蒙古師范大學碩士學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?！靶抡n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，哲學思考，本體論，價值論，方法論

簡介：山西大學2008屆碩士學位論文后經(jīng)驗主義社會科學哲學的思想特征作者姓名指導教師學科專業(yè)研究方向培養(yǎng)單位學習年限于婕殷杰教授科學技術(shù)哲學社會科學哲學科學技術(shù)哲學研究中心2005年9月一2008年6月二00八年六月中文摘要社會科學哲學PLLILOSOPHYOFSOCIALSCIENCE是在當代西方語境下出現(xiàn)的哲學學科的重要研究領(lǐng)域，是對社會研究實踐進行反思的元理論研究。當代社會科學哲學正在由作為認知的體系向作為社會化的體制邁進，形成了實證主義的社會科學哲學、解釋主義的社會科學哲學、批判主義的社會科學哲學和后經(jīng)驗主義的社會科學哲學。本文將以實證主義為原點，對后經(jīng)驗主義社會科學哲學的理論定位、研究層面和方法論手段的具體體現(xiàn)進行分析研究。在第一章對后經(jīng)驗主義社會科學哲學的理論背景作了詳細分析。從對實證主義的批判的角度展開，分析實證主義崩潰的原因，以致邏輯實證主義最終走向衰落，從而導致了經(jīng)驗主義的衰落。后經(jīng)驗主義因此直接以反實證主義為基本立場介入到社會科學哲學的研究當中。接下來，是對后經(jīng)驗主義社會科學哲學框架下不同研究取向的進行分析，本文主要針對具有代表意義的四種替代實證主義思想的解決方案進行研究。第二章是對解釋學轉(zhuǎn)向和其非決定性的特點進行了闡述；第三章闡述了社會建構(gòu)主義對傳統(tǒng)真理觀的顛覆；第四章則是闡述了批判實在論對社會科學的解放實踐性；第五章闡述了女性主義認識論的性別觀。雖然它們的理論定位、研究層面和方法論手段各有不同，但都是后經(jīng)驗主義社會科學哲學中的普遍發(fā)展趨勢，并反映了當代科學實踐和知識創(chuàng)造的復(fù)雜特征。最后對后經(jīng)驗主義社會科學哲學的思想特征作出了總結(jié)，分析了其主要目標就是要打破實證主義的科學統(tǒng)一觀、科學方法的整體論觀念，推翻自然科學具有權(quán)威性和普遍有效的解釋與預(yù)測功能等信仰，事實上也就是要祛除實證主義的科學神化觀，轉(zhuǎn)而將科學的理性和邏輯，看作與科學的社會、歷史、文化、制度、組織等外在因素具有同等的地位。關(guān)鍵詞后經(jīng)驗主義；社會科學哲學

簡介：以英美著名哲學家阿爾弗雷德諾思懷特海ALFREDNTHWHITEHEAD、查爾斯哈茨霍恩LESHARTSHNE、小約翰科布JOHNBCOBBJR和大衛(wèi)格里芬DAVIDGRIFFIN等為主要代表的過程哲學，正在當代蓬勃發(fā)展，其影響涉及到了哲學、宗教、科學、生態(tài)學、女權(quán)主義、教育等領(lǐng)域，越來越受到世人的矚目。過程哲學提出了一種嶄新的世界觀，是對現(xiàn)實世界、人與世界、人與人關(guān)系的一種新的概念圖式、解釋方式和理論范式，它對我們重新理解世界、理解人與世界、人與人的關(guān)系提供了巨大而有益的啟示。作為建設(shè)性后現(xiàn)代主義的一個重要分支，過程哲學思想不可避免地影響到了教育教學研究領(lǐng)域，它能夠為教學研究提供新的視角、思路和方法。本研究試圖以過程哲學為視角、用過程哲學的思想和觀點來審視教學研究范式，使教學研究范式進行過程哲學轉(zhuǎn)換，進而建構(gòu)過程哲學視野中的教學研究范式，以期為教學研究提供富有建設(shè)性的意見和為教學實踐提供可資借鑒的理論指導。全文共分五個部分第一部分，前言。主要闡述了本研究的緣起、意義與研究思路，以及研究的重點與難點。第二部分，教學研究范式審視。這一部分主要從三個方面來論述一是重新探求了范式的涵義，對范式概念予以重新界定；二是在界定范式概念的基礎(chǔ)上，對教學研究范式進行概念界定；三是對已有的教學研究范式進行簡述和分析。第三部分，過程哲學的基本思想及啟示。在這一部分，重點論述了過程哲學的基本思想和觀點，并結(jié)合教學研究簡要概述了過程哲學對我們的一些有益啟示。第四部分，教學研究范式的過程哲學轉(zhuǎn)換。主要從教學研究共同體、研究對象、研究目的、研究視角、研究思維方式等方面進行探討。提出了新型教學研究范式，即教學研究共同體由旁觀者變?yōu)閰⑴c者，研究對象由關(guān)注教學的客觀存在轉(zhuǎn)向關(guān)注教學中的事件，教學研究的目的由尋求客觀規(guī)律到面對教學事實并嘗試解釋，研究視角由孤立的、靜態(tài)的、平面式研究轉(zhuǎn)向聯(lián)系的、動態(tài)的、立體式研究，教學研究的思維方式由一元轉(zhuǎn)向多元。第五部分，新型教學研究范式的實踐命運。這一部分主要從兩個方面進行闡述。首先，簡要分析了新型教學研究范式所具有的合理性；其次，分析和闡述了新型教學研究范式的實踐命運。

簡介：河南大學碩士學位論文高中新課程哲學課堂構(gòu)建與學生需求關(guān)系研究姓名劉娟申請學位級別碩士專業(yè)學科教學（思政）指導教師郭橋20100501河南大學教育碩士學位論文IVIVABSTRACTHIGHSCHOOLSTUDENTS’NEEDSINPHILOSOPHYCLASSAREMAINLYINCOGNITION,EXAMINATION,PRACTICINGANDEMOTIONFOURASPECTS,THEEXISTINGHIGHSCHOOLPHILOSOPHYOFEDUCATIONCANNOTCOMPLETELYMEETTHENEEDSOFTHESTUDENTSINTHECURRICULUMORIENTATION,CONSTRUCTIONANDEFFECTEVALUATIONONTHECLASSROOMTHISSITUATIONAFFECTSNOTONLYTHEACTUALRESULTSOFHIGHSCHOOLIDEOLOGICALANDPOLITICALTEACHING,BUTALSOINCOMPATIBLEWITHTHENEWCURRICULUMTHEHIGHSCHOOLPHILOSOPHYCLASSWITHISOUTOFSTUDENTS’NEEDSISPERFORMANCEINREPLACINGIMPARTEDUCATION,REPLACINGTHECOURSETEXTBOOKANDREPLACINGTHEASSESSMENTEXAM,SOTOBUILDABETTERHIGHSCHOOLPHILOSOPHYCLASSWHICHISSUITEDTOTHEDEMANDSOFSTUDENTS,WEMUSTRETURNTOLIFE,CONCERNABOUTTHEEMOTIONALNEEDSOFSTUDENTSRETURNTORATION,MEETTHECOGNITIVENEEDSOFSTUDENTSRETURNMULTIPLE,BASEONOVERALLDEVELOPMENTOFSTUDENTSSPECIFICTOTHEPHILOSOPHYCLASSDESIGNOFHIGHSCHOOL,WESHOULDGRASPTHEMAINPRINCIPLESTHATGUIDINGPRINCIPLES,EVALUATIONOFTEACHERSANDTHEPRINCIPLEOFPLURALISMACCORDINGTOTHEPRINCIPLES,SETHIGHSCHOOLCURRICULUMSTANDARDTEXTBOOKPOLITICAL4COMPULSORYLIFEANDPHILOSOPHYFOURTHELEMENT“COMPREHENSIVEINQUIRY“AND“ADHERETOMATERIALISTDIALECTICS,OPPOSEMETAPHYSICS,“FOREXAMPLE,THISISACASESTUDYFORCLASSCONSTRUCTIONKEYWORDSHIGHSCHOOLNEWCURRICULUMPHILOSOPHYCLASSSTUDENTS’NEEDS聲明聲明

簡介：中山大學碩J●J●，’大學中“制度性羞辱“的哲學分析APHILOSOPHICALANALYSISOF‘‘INSTITUTIONALHUMILIATION’’INUNIVERSITY專業(yè)馬克思主義哲學姓名林秀玲導師徐長福教授答辯委員會主席簽名委員簽名中山大學廣州2009年11月25日論文原創(chuàng)性聲明本人鄭重聲明所呈交的學位論文，是本人在導師的指導下，獨立進行研究工作所取得的成果。除文中已經(jīng)注明引用的內(nèi)容外，本論文不包含任何其他個人或集體已經(jīng)發(fā)表或撰寫過的作品成果。對本文的研究作出重要貢獻的個人和集體，均已在文中以明確方式標明。本人完全意識到本聲明的法律結(jié)果由本人承擔。R學位論文作者簽名√衍日期20彳年Z／，月2‘日學位論文使用授權(quán)聲明本人完全了解中山大學有關(guān)保留、使用學位論文的規(guī)定，即學校有權(quán)保留學位論文并向國家主管部門或其指定機構(gòu)送交論文的電子版和紙質(zhì)版，有權(quán)將學位論文用于非贏利目的的少量復(fù)制并允許論文進入學校圖書館、院系資料室被查閱，有權(quán)將學位論文的內(nèi)容編入有關(guān)數(shù)據(jù)庫進行檢索，可以采用復(fù)印、縮印或其他方法保存學位論文。學位論文作者簽名日期砰年”導師簽名＼門AN如日期▲J峨年、～月1一日