簡介：科爾伯格道德哲學及其對我國高校思想政治教育的啟示英文題目KOHLBERG’SMORALPHILOSOPHYANDITSREVELATIONOFCHINESEIDEOLOGICALANDPOLITICALEDUCATION作者姓名趔珂學位類型堂壓亟研究方向社會主義和諧社會構建導師及職稱江童盛數(shù)握2012年4月合肥工業(yè)大學本論文經答辯委員會全體委員審查，確認符合合肥工業(yè)大學碩士論文質量要求。答辯委員會簽名工作單位、職稱主席委員乞夏蕘手。安徽省委講師團研究員合肥工業(yè)大學教授?！惶m蘭眵合肥工業(yè)大學教授翩／乙參心

簡介：江西師范大學碩士學位論文元代江西陸學教育哲學思想研究姓名張東海申請學位級別碩士專業(yè)教育學原理指導教師胡青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教育哲學思想研究引言中國古代教育哲學的發(fā)展是與中國古代哲學的發(fā)展歷程密切相關的。春秋戰(zhàn)國時期的百家爭鳴是一個高峰，自漢代獨尊儒術后，對儒家學術影響最大的就是宋明理學的興起。理學自北宋周敦頤發(fā)端，經程顆、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和陸學。朱學以朱熹為代表，在哲學本體論上，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；在治學方法上，主張“即物窮理”、“格物致知”，從下學以造上達，從學習灑掃、應對之節(jié)開始，通過大范圍的讀書求知、注釋訓詁，達到對“理”的認識，走的是“道問學”的路子。陸學以陸九淵為代表，在哲學本體論上堅持心性一元，主張“心即是理”；在治學方法上，主張整體明了，自我體悟，反對向經文求索，走的是“尊德性”的道路。朱學和陸學對江西都有很大影響，相對而言，陸學的影響大一些。自陸九淵以后，江西數(shù)代學人有不少都致力于陸學的研究，他們或著書立說，或廣聚門徒，或壯游天下，一方面致力于陸學門戶的開拓，一方面也不斷挖掘、闡發(fā)陸學的精義，使陸學繼續(xù)向前發(fā)展。到了元代，官方崇尚朱學，但江西仍有不少人主陸學。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”。他們謹守陸學門戶，在學術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，試圖對陸學進行某種程度的改造以克服陸學的一些弊端。這些人是元代江西陸子學派的骨干力量。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，潛心學術，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。元朝時曾任經筵檢討、工部侍郎、禮部尚書等職。元亡入明，授翰林院侍講學士，兼弘文館學士，后被罷劾。著有說學齋稿四卷，云林集兩卷。他是明元之際的著名學者，宋濂稱他“以淵深之學，精深之文，嘗都顯要之地位，海內仰之如祥云景星”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術濂；立憲集故翰林侍講學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

簡介：華東師范大學博士后學位論文中國佛教凈土宗教育研究姓名杜鋼申請學位級別博士后專業(yè)教育學指導教師丁鋼20070701ABSTRADTHECHINESETRADITIONALEDUCATIONSYSTEMISMAINLYCOMPOSEDOFCONFUCIANISTSEDUCATION，TAOISTEDUCATIONANDBUDDHISMEDUCATIONCONFUCIANISTSEDUCATIONPLAYEDALEADINGROLEINTHESYSTEM，THEOTHERTWOEDUCATIONSPLAYEDAUXILIARYROLES，ATTHESAMETIME，THEYINFLUENCEDANDPERMEATEDEACHOTHERCHINA’SBUDDHISMHASALOTOFSECTS，PURELANDFACTIONISAMAINFACTIONOFTHEM，SOITSEDUCATIONHASOCCUPIEDTHEDOMINANTANDBASICPOSITIONINBUDDHISMEDUCATIONFIELDALTHOUGHCHINESEBUDDHISMPURELANDFACTION’SEDUCATIONWASBOMOFPRIMITIVEBUDDHISMINANCIENTINDIA，IT’STRUESTARTINCHINAWASBYHUIYNANMONKDURINGTHEEASTERNJINDYNASTYAFTERTHEN，CHINESEBUDDHISMPURELANDFACTIONSEDUCATIONHASEXPERIENCEDAMORETHAN1600YEARS’BOLDANDUNCONSTRAINEDDEVELOPMENTALCOURSEITHASNOTONLYTAKENSHAPEITSELF’SKEYSCRIPMRESANDREPRESENTATIVEMASTERSDURINGTHELONGANDWINDINGCOU／SE，BUTALSOCREATEDMATUREMODESOFTEMPLEANDLAYBUDDHISTEDUCATION，ANDINFLUENCEDOTHERBUDDHISMFACTIONS’EDUCATIONPROFOUNDLYATTHESAMETIMEPURELANDFACTION’SKEYEDUCATIONALAIMISBEINGBOMTOTHELANDOFULTIMATEBLISSANDITSMAINEDUCATIONALCONTENTSARE“THREEKINDSGOODFORTUNEOFPURERETRIBUTION’’ANDIT’SPRACTICINGWAYS’GUIDINGPRINCIPLESARE“CONFIDENCE，VOWANDRECITEAMITABHA’SNAME”COMPAREDWITHOTHERBUDDHISMFACTIONS，THEEDUCATIONALAIMS，CONTENTSANDPRACTICINGWAYSOFPURELANDFACTION’SEDUCATIONAREMORESIMPLEANDEASYSOITISAPPLIEDBYMAJORCHINESEBUDDHISTSTEMPLEANDLAYBUDDHISTEDUCATIONAXETHETWOMAINMODESOFCHINESEBUDDHISMPURELANDFACTION’SEDUCATIONWEHAVECLEARLYFOUNDEDTHAT“CALLINGALOTOFBUDDHISTSTORECITEAMITABHA’SNAMEANDSPECIALIZEINPURELANDMETHOD”AND“MAKINGBUDDHISTMONASTERY’SPRATISECOMBINEWITHBUDDHISTCOLLEGEEDUCATION”AND“PUSHINGTEMPLEEDUCATIONTONOTONLYBASEONITSELFBUTALSOPERMEATWITHSOCIETY’ARETHEMAINHISTORICALTRADITIONANDDISTINCTIVEMORDENCHARACTERSOFCHINESEBUDDHISMPURELANDFACTION’SEDUCATIONAFTERHAVINGSTUDIEDANDINVESTIGATEDTHETWEPRESENTATIVETEMPLESOFLUSHANDONGLINANDSUZHOULINGYANSHANTHEEDUCATIONALOBJECTSOFPURELANDFACTION’SLAYBUDDHISTEDUCATIONAREMAINLYFORMEDBYTWOKINDSOFPERSONS，ONEARETHEMEMBERSOFTHEUPPERSTRATAANDTHEOTHERARETHEMEMBERSOFLOWSTRATA，THEFORMERISTHEKEYCOMPONENTPARTANDTHELATTERISTHEMAINCOMPONENTPARTOFLAYBUDDHISTSOFPURELANDFACTIONTHEEDUCATIONALORGANIZATIONSOFPURELANDFACTION’SLAYBUDDHISTEDUCATIONAREMAINLYCOMPOSEDBYTHREEFORMS，THEYAREFORMINGASSOCIATIONS，ORGANIZINGGROUPSANDCREATINGLAYBUDDHISTORGANIAZATIONSANDSOONTHEDEVELOPMENTALTRENDSANDCHARACTERSOFPURELANDFACTION’SLAYBUDDHISTEDUCATIONAREMAINLYREFLECTEDBYTHETHREEFOLLOWINGS，THEFIRSTISTHATLAYBUDDHISTSAREBECOMINGMOREANDMOREYOUNGANDINTELLECTIVE，THESECONDISTHATMEANSAREBECOMINGMOREANDMOREDIVERSEANDSCIENTIFIC，THETHIRDISCHALLENGESAREBECOMINGMOREANDMORESTRONGANDINTENSETHEREHASBOTHGENERALITIESANDDIFFERENCESBETWEENPURELANDFACTIONEDUCATIONANDOTHERBUDDHISMFACTIONSEDUCATIONPURELANDFACTIONEDUCATIONHASAGREATINFLUENCEUPONOTHERBUDDHISMFACTIONSEDUCATION，THEMOSTOBVIOUSEXPRESSIONOFSUCHINFLUENCEISALLTHEIATTERSTURNTOTHEFORMERKEYWORDSBUDDHISM；BUDDHISMEDUCATION；PURELANDFRACTION；PURELANDFRACTIONEDUCATION2

簡介：碩士學位論文碩士學位論文文化軟實力及其哲學闡釋ANALYSISTHECULTURALSOFTPOWERANDEXPLAINITINPHILOSOPHY陳瑩陳瑩2009年6月CLASSIFIEDINDEXB024UDC14DISSERTATIONFORTHEMASTERDEGREEINPHILOSOPHYANALYSISTHECULTURALSOFTPOWERANDEXPLAINITINPHILOSOPHYCANDIDATECHENYINGSUPERVISORASSOCIATEPROFYANGYARENACADEMICDEGREEAPPLIEDFORMASTEROFPHILOSOPHYSPECIALTYMARXISMPHILOSOPHYAFFILIATIONSCHOOLOFHUMANITIESANDSOCIALSCIENCESDATEOFDEFENCEJUNE,2009DEGREECONFERRINGINSTITUTIONHARBININSTITUTEOFTECHNOLOGY

簡介：西南大學博士學位論文小學科學課程的科學哲學研究姓名蔡其勇申請學位級別博士專業(yè)課程與教學論指導教師靳玉樂20081101西南大學博十學位論文開發(fā)的具體內容，通過課程資源開發(fā)，促進小學科學課程的建設與發(fā)展。作為一種研究視角，當前科學哲學的整體態(tài)勢是相對主義，這對小學科學課程改革提出了挑戰(zhàn)，本文所持的科學哲學觀點不是絕對的相對主義，而是溫和的相對主義。本文認為，在科學哲學的相對主義指導下，未來小學科學課程改革需要處理好科學真理的絕對性與相對性、科學發(fā)展的階段性與連續(xù)性、個體的科學與公開的科學的關系。同時，科學方法的多元化，對小學科學課程也帶來了不小的沖擊。小學科學課程開發(fā)要堅持科學方法的多元化，運用新科學觀、新科學方法論指導小學科學課程改革，通過實施以“探究”為中心的科學教學，促進小學科學課程走向科學與人文的融合，實現(xiàn)以培養(yǎng)學生科學文化素養(yǎng)為宗旨的小學科學課程目標。II關鍵詞小學科學科學課程課程文化科學哲學

簡介：浙江師范大學碩士學位論文教師教學哲學的敘述研究姓名周曉燕申請學位級別碩士專業(yè)課程與教學論（教學論）指導教師吳惠青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

簡介：哲學碩士學位論文論近代科學范式形成的自然哲學基礎張博哈爾濱工業(yè)大學2008年6月CLASSIFIEDINDEXB50392UDC14DISSERTATIONFTHEMASTERDEGREEINPHILOSOPHYONTHENATUREPHILOSOPHICALBASISOFTHEPARADIGMOFMODERNSCIENCECIDATEZHANGBOSUPERVISASSOCIATEPROFTIANJINGACADEMICDEGREEAPPLIEDFMASTEROFPHILOSOPHYSPECIALTYMARXISMPHILOSOPHYAFFILIATIONSCHOOLOFHUMANITIESSOCIALSCIENCEDATEOFDEFENCEJUNE2008DEGREECONFERRINGINSTITUTIONHARBININSTITUTEOFTECHNOLOGY

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簡介：武漢理工大學碩士學位論文論大學生宗教心理以基督教信仰現(xiàn)象為例姓名張建國申請學位級別碩士專業(yè)馬克思主義理論與思想政治教育指導教師陶慧芬20070501武漢理工大學碩士學位論文滿足大學生建構和諧自我的心理需求，與社會實際生活相聯(lián)系，同時對大學生中的宗教信徒要有合理的判斷，不能粗暴生硬，對部分因為心理疾病原因走向宗教信仰的大學生要及時地進行心理干預或輔導，最后就是要加強宗教神學的研究及其引導性教學，促進和諧社會根基的構建。關鍵詞大學生宗教心理宗教情結宗教皈依Ⅱ

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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建生活哲學課堂基本課型以探究性學習構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）政治經濟學院政治經濟學院學科、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建生活以探究性學習構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