簡(jiǎn)介：科爾伯格道德哲學(xué)及其對(duì)我國(guó)高校思想政治教育的啟示英文題目KOHLBERG’SMORALPHILOSOPHYANDITSREVELATIONOFCHINESEIDEOLOGICALANDPOLITICALEDUCATION作者姓名趔珂學(xué)位類(lèi)型堂壓亟研究方向社會(huì)主義和諧社會(huì)構(gòu)建導(dǎo)師及職稱(chēng)江童盛數(shù)握2012年4月合肥工業(yè)大學(xué)本論文經(jīng)答辯委員會(huì)全體委員審查，確認(rèn)符合合肥工業(yè)大學(xué)碩士論文質(zhì)量要求。答辯委員會(huì)簽名工作單位、職稱(chēng)主席委員乞夏蕘手。安徽省委講師團(tuán)研究員合肥工業(yè)大學(xué)教授?！惶m蘭眵合肥工業(yè)大學(xué)教授翩／乙參心

簡(jiǎn)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(qǐng)學(xué)位級(jí)別碩士專(zhuān)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(guó)古代教育哲學(xué)的發(fā)展是與中國(guó)古代哲學(xué)的發(fā)展歷程密切相關(guān)的。春秋戰(zhàn)國(guó)時(shí)期的百家爭(zhēng)鳴是一個(gè)高峰，自漢代獨(dú)尊儒術(shù)后，對(duì)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(shí)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(rèn)為理是世界的本源，是人認(rèn)識(shí)的對(duì)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(dá)，從學(xué)習(xí)灑掃、應(yīng)對(duì)之節(jié)開(kāi)始，通過(guò)大范圍的讀書(shū)求知、注釋訓(xùn)詁，達(dá)到對(duì)“理”的認(rèn)識(shí)，走的是“道問(wèn)學(xué)”的路子。陸學(xué)以陸九淵為代表，在哲學(xué)本體論上堅(jiān)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(duì)向經(jīng)文求索，走的是“尊德性”的道路。朱學(xué)和陸學(xué)對(duì)江西都有很大影響，相對(duì)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(shū)立說(shuō)，或廣聚門(mén)徒，或壯游天下，一方面致力于陸學(xué)門(mén)戶(hù)的開(kāi)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(chēng)“江東四先生”。他們謹(jǐn)守陸學(xué)門(mén)戶(hù)，在學(xué)術(shù)上堅(jiān)持陸九淵的觀點(diǎn)。而另有～部分人如劉壕、危素等人又援朱入陸，試圖對(duì)陸學(xué)進(jìn)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(dāng)中，以李存、劉蟋、危素三人最具代表性，故本文主要以這蘭個(gè)人的思想為研究對(duì)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?yàn)樽谧痍懢艤Y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(kù)全書(shū)中。危素13031372年，字太樸，號(hào)云林，金溪今江西省金溪縣人。元朝時(shí)曾任經(jīng)筵檢討、工部侍郎、禮部尚書(shū)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(shuō)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(chēng)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(kù)全書(shū)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(guó)史危公新墓碑銘‘四庫(kù)全書(shū)，問(wèn)七2

簡(jiǎn)介：華東師范大學(xué)博士后學(xué)位論文中國(guó)佛教凈土宗教育研究姓名杜鋼申請(qǐng)學(xué)位級(jí)別博士后專(zhuān)業(yè)教育學(xué)指導(dǎo)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(jiǎn)介：碩士學(xué)位論文碩士學(xué)位論文文化軟實(shí)力及其哲學(xué)闡釋ANALYSISTHECULTURALSOFTPOWERANDEXPLAINITINPHILOSOPHY陳瑩陳瑩2009年6月CLASSIFIEDINDEXB024UDC14DISSERTATIONFORTHEMASTERDEGREEINPHILOSOPHYANALYSISTHECULTURALSOFTPOWERANDEXPLAINITINPHILOSOPHYCANDIDATECHENYINGSUPERVISORASSOCIATEPROFYANGYARENACADEMICDEGREEAPPLIEDFORMASTEROFPHILOSOPHYSPECIALTYMARXISMPHILOSOPHYAFFILIATIONSCHOOLOFHUMANITIESANDSOCIALSCIENCESDATEOFDEFENCEJUNE,2009DEGREECONFERRINGINSTITUTIONHARBININSTITUTEOFTECHNOLOGY

簡(jiǎn)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(qǐng)學(xué)位級(jí)別博士專(zhuān)業(yè)課程與教學(xué)論指導(dǎo)教師靳玉樂(lè)20081101西南大學(xué)博十學(xué)位論文開(kāi)發(fā)的具體內(nèi)容，通過(guò)課程資源開(kāi)發(fā)，促進(jìn)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(dāng)前科學(xué)哲學(xué)的整體態(tài)勢(shì)是相對(duì)主義，這對(duì)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(diǎn)不是絕對(duì)的相對(duì)主義，而是溫和的相對(duì)主義。本文認(rèn)為，在科學(xué)哲學(xué)的相對(duì)主義指導(dǎo)下，未來(lái)小學(xué)科學(xué)課程改革需要處理好科學(xué)真理的絕對(duì)性與相對(duì)性、科學(xué)發(fā)展的階段性與連續(xù)性、個(gè)體的科學(xué)與公開(kāi)的科學(xué)的關(guān)系。同時(shí)，科學(xué)方法的多元化，對(duì)小學(xué)科學(xué)課程也帶來(lái)了不小的沖擊。小學(xué)科學(xué)課程開(kāi)發(fā)要堅(jiān)持科學(xué)方法的多元化，運(yùn)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(guò)實(shí)施以“探究”為中心的科學(xué)教學(xué)，促進(jìn)小學(xué)科學(xué)課程走向科學(xué)與人文的融合，實(shí)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(biāo)。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)

簡(jiǎn)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(qǐng)學(xué)位級(jí)別碩士專(zhuān)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

簡(jiǎn)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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簡(jiǎn)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(duì)青少年生命異化現(xiàn)象的反思姓名娜仁高娃申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)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

簡(jiǎn)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(qǐng)學(xué)位級(jí)別碩士專(zhuān)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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