簡介：東北師范大學碩士學位論文懷特海教育哲學對網(wǎng)絡課程設計的啟示探究姓名邱陽申請學位級別碩士專業(yè)教育技術(shù)學指導教師王洪錄20070501ABSTRACTTHISDISSERTATIONONREVELATIONOFWHITEHEAD。SEDUCATIONALPHILOSOPHYTOWARDSNETCURRICULUMDESIGNPROVIDESBOTHANOVELINTERPRETATIONOFHISMETAPHYSICALSYSTEMANDALLIMPORTANTSIGNIFICANCEINPRACTICALAPPLICATIONTHEREARETWOASPECTSTHATWELLDISCUSSHISPHILOSOPHYOFPROCESSANDITSIMPLICATIONINNETCURRICULUMDESIGNWED0OURBESTTOGIVECONSIDERATIONTOBOTHOFTHEMTHISDISSERTATIONCONSISTSOFTHREECHAPTERSFIRST，INCHAPTERONE，WC’11TALKABOUTTHESPECULATIVEPHILOSOPHYOILCREATIVITYITISTHECONCEPTTHATWECANUNDERSTANDTHEPROCESSPHILOSOPHYANDTHEPHILOSOPHYOFORGANISMHOWEVERTHEINTRODUCTIONANDSTUDYOFWHITEHEAD’SPHILOSOPHYINCURRENTTEXTSAREMAINLYFOCUSEDOLLTHECONCEPTOFPROCESSORORGANISMBUTIGNORINGTHEULTIMATECATEGORYOFCREATIVITYWHICHMAKESUSGAINANUNABRIDGEDCOMPREHENSIONOFWHITEHEADSPHILOSOPHYINVIEWOFWHATISMENTIONEDTHISCHAPTERISINTENDEDTOGIVEADEEPERINSIGHTINTOWHITEHEAD’SPHILOSOPHYTOPHILOSOPHYOFCREATIVITYALLTHOSEIDEASOFPROCESSANDORGANISMAREDERIVATIVECONCEPTSSECOND，WE’IIANALYZETHEPREMISEOFCREATIVITYITISPOSSIBILITYWEPARTICULARLYDESCRIBEONEEXTREMEOFCATEGORIESOFEXISTENCEINWHITEHEADSMETAPHYSICALSYSTEMETERNALOBJECTASPUREPOSSIBILITYANOTHEREXTREMEHEREISTHECOMPLETEACTUALITYWHICHISEXPRESSEDASACTUALENTITYORACTUALOCCASIONINWHITEHEADSTERMSSOWEOONEERNABOUTTHEONTOLOGICALFOUNDATIONOFCREATIVITYTHENWECONCENTRATEONWHITEHEADSTHEORYOFPERCEPTIONTAKINGITASANEXEMPLIFICATIONOFTHEONTOLOGYOFACTUALOCCASIONSFINALLYTHEIMPLICATIONOFTHEPHILOSOPHYOFCREATIVITYISBROUGHTTOLIGHT’INCLUDINGINTHECONSTRUCTIONOFTHEOLOGYANDINTHEDEVELOPMENTOFCIVILIZATIONANDWHATISMOREWEGIVEANCONTEMPORARYCONTENTTOILWHITEHEAD’SPHILOSOPHYOFCREATIVITYINTHECONCLUSIONOFTHISESSAYTHUSWHITEHEADSIDEASHAVEOFFEREDUSNEWMETHODSINOURSTUDYOFTHEMOSTPROFOUNDPROBLEMSINTHEHISTORYOFMETAPHYSICSANDTHEOLOGYANDIMPORTANTSIGNIFICANCESINOURCURRENTPRACTICEOFRELIGIONANDCULTUREKEYWORDSTHEPHILOSOPHYOFPROCESS；EDUCATIONALPHILOSOPHY；NETCURRICULUMDESIGNⅡ

簡介：摘要中文摘要黨的十六屆五中全會作出了建設社會主義新農(nóng)村的重大戰(zhàn)略決策，它反映了全面落實科學發(fā)展觀、構(gòu)建社會主義和諧社會的時代要求。加強農(nóng)村文化工作是建設“生產(chǎn)發(fā)展、生活寬裕、鄉(xiāng)風文明、村容整潔、管理民主“的社會主義新農(nóng)村的重要內(nèi)容，也是主要保證，它具有不可替代的特殊地位和作用。本文從農(nóng)村文化工作的現(xiàn)狀入手，探討了加強農(nóng)村文化工作的必要性和緊迫性。指出加強農(nóng)村文化工作是構(gòu)建社會主義和諧社會、加快新農(nóng)村建設的主要內(nèi)容和重要措施，它是促進人的全面自由發(fā)展的重要手段，它是貫徹落實科學發(fā)展觀、解決“三農(nóng)“問題的必然要求。它同時指出加強農(nóng)村文化工作符合歷史唯物主義基本規(guī)律和辯證唯物主義矛盾論、認識論的基本原理。它在構(gòu)建社會主義和諧社會中具有重要的地位和作用。文章最后指出加強農(nóng)村文化工作是一項系統(tǒng)綜合工程，必須堅持一定的原則，在黨的統(tǒng)一領導下有序進行，在科學發(fā)展觀的指引下穩(wěn)步推進，以達到構(gòu)建社會主義和諧社會、建設社會主義新農(nóng)村的目的。關鍵詞農(nóng)村文化工作哲學基礎現(xiàn)實緣由原則對策ABSTRACTABSTRACTLIIIIIIILLLII111ILLLLLUILLL＼1806943THEFIFTHPLENARYSESSIONOFTHECENTRALCOMMITTEEOFCOMMUNISTPARTYOFCHINAHAVEMADEAMAJORSTRATEGICDECISION，THATISBUILDINGANEWSOCIALISTCOUNTRYSIDEITREFLECTINGTHEFULLIMPLEMENTATIONOFTHESCIENTIFICDEVELOPMENTCONCEPTANDBUILDINGASOCIALISTHARMONIOUSSOCIETYDEMANDSOFTHETIMESSTRENGTHENINGRURALCULTURALDEVELOPMENTISBUILDING”THEDEVELOPMENTOFPRODUCTIONANDLIVINGWELLOFFTOWNSHIP、ⅣINDCIVILIZATIONTHEVILLAGECLEANANDTIDYCAPACITYTOMANAGEDEMOCRACYANIMPORTANTCONTENTOFANEWSOCIALISTCOUNTRYSIDEISTHEMAINGUARANTEETHATITPLAYSANIRREPLACEABLESPECIALSTATUSANDROLEINTHISPAPER，THESTATUSOFCULTURALWORKINRURALAREASSTARTTOEXPLORETHECULTURALWORKOFSTRENGTHENINGTHERURALNECESSITYANDURGENCYSTATESSTRENGTHENINGRURALCULTURALDEVELOPMENTISTOBUILDASOCIALISTHARMONIOUSSOCIETY，TOACCELERATETHEBUILDINGOFNEWCOUNTRYSIDEANDIMPORTANTMEASURESFORTHEMAINCONTENT，WHICHISTOPROMOTETHECOMPREHENSIVEDEVELOPMENTOFANIMPORTANTMEANSOFFREEDOM，ITISTOIMPLEMENTTHESCIENTIFICCONCEPTOFDEVELOPMENT，SOLVETHE’’THREERURAL”ISSUEIMPERATIVEITALSOSTATESSTRENGTHENINGRURALCULTURALWORKINLINEWITHTHEBASICLAWOFHISTORICALMATERIALISMANDDIALECTICALCONTRADICTIONSINTHETHEORYOFTHEFUNDAMENTALPRINCIPLESOFEPISTEMOLOGYENDTHEARTICLEPOINTEDOUTTHESTRENGTHENINGOFRURALCULTURALDEVELOPMENTISASYSTEMSINTEGRATIONPROJECT，WEMUSTUPHOLDTHELEADERSHIPOFTHEPARTYUNDERTHEPRINCIPLEOFTHESCIENTIFICCONCEPTOFDEVELOPMENTUNDERTHEGUIDANCESTEPBYSTEP，INORDERTOACHIEVEAHARMONIOUSSOCIALISTSOCIETY，THEPURPOSEOFBUILDINGASOCIALISTNEWCOUNTRYSIDEKEYWORDSCULTURALWORKINRURALAREAS，PHILOSOPHICALBASIS，THEREALREASON，PRINCIPLES，COUNTERMEASURESU●、1L●＼L、‘，氛I

簡介：大連理工大學碩士學位論文知識創(chuàng)新的哲學分析姓名楊常青申請學位級別碩士專業(yè)科學技術(shù)哲學指導教師洪曉楠20060101人連理【人學碩土研究生學位論文大連理工大學學位論文版權(quán)使用授權(quán)書本學位論文作者及指導教師完全了解“大連理工大學碩士、博士學位論文版權(quán)使用規(guī)定”，同意大連理工大學保留并向國家有關部門或機構(gòu)送交學位論文的復印件和電子版，允許論文被查閱和借閱。本人授權(quán)大連理工大學可以將本學位論文的全部或部分內(nèi)容編入有關數(shù)據(jù)庫進行檢索，也可采用影印、縮印或掃描等復制手段保存和匯編學位論文。作者簽名導師簽名私蘑售

簡介：分類號UDCG4O37密級公玨學號20070413015青海眇ILI范大學碩士學位論文教育敘事文本的分析與解讀塞爾心靈哲學之意向性視角研究生姓名郭瞳抱導師姓名職稱奎嚏堡熬援一申請學位類別亟申請學位名稱數(shù)直堂亟學科專業(yè)名稱遲猩皇塾堂途研究方向名稱逯猩皇塾堂途廈理論文提交日期呈QQ生壘旦論文答辯日期一窒QQ生墨旦。學位授予單位壹漁殛堇太堂學位授予日期窒QQ生魚旦答辯委員會主席郝窒武塾拯評閱人郝塞武塾拯，值這塾握青海師范大學學位論文獨創(chuàng)性聲明本人聲明所呈交的學位論文是我個人在導師指導下進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)表或撰寫過的研究成果，也不包含為獲得青海師范大學或其它教育機構(gòu)的學位或證書而使用過的材料。與我一同工作的同志對本研究所做的任何貢獻均已在論文中做了明確的說明并表示了謝意。研究生張著粕疤魄跚I才D青海師范大學學位論文使用授權(quán)聲明青海師范大學、中國科學技術(shù)信息研究所、國家圖書館有權(quán)保留本人所送交學位論文的復印件和電子文檔，可以采用影印、縮印或其他復制手段保存論文。本人電子文檔的內(nèi)容和紙質(zhì)論文的內(nèi)容相一致。除在保密期內(nèi)的保密論文外，允許論文被查閱和借閱，可以公布包括刊登論文的全部或部分內(nèi)容。論文的公布包括刊登授權(quán)由青海師范大學研究生部辦理。研讎名奄啪慰導師簽一眥“F西

簡介：Y__770825袒旦大擎碩士學位論文學校代碼10246學號022㈣5我國高等學校學科建設的哲學思考一一試論我國高等學校學科建設的內(nèi)涵、特點和規(guī)律性要求院系專業(yè)姓名指導教師完成日期高等教育研究所高等教育學于學濤葉紹梁研究員2005年5月8日束耘簍擎愚勻塞土公，者’。我國高等學校學科建設的哲學思考一試論我國高等學校學科建設的內(nèi)涵、特點和規(guī)律性要求行學科建設。而要探討學科建設規(guī)律性要求就必須依次研究學科的規(guī)律包括學科發(fā)展的規(guī)律、學科建設的規(guī)律和高校學科建設規(guī)律。所以，在這里論文的研究循著學科規(guī)律含學科發(fā)展規(guī)律一高校學科建設規(guī)律一高校學科建設規(guī)律性要求的思路展開。論文提出高校學科建設規(guī)律性要求主要包括高校學科建設應適應國家和所在地區(qū)部FJ發(fā)展的需要；應遵循學科發(fā)展的規(guī)律和趨勢；應結(jié)合高校的現(xiàn)實基礎和發(fā)展目標三方面基本要求。同時，論文對這些要求的內(nèi)容進行了分析和闡述。此外，本論文以復旦大學十年學科建設實踐作為實例，從實踐的角度強化我們上述對高等學校學科建設的一些基本的認識。關鍵詞高等學校學科建設內(nèi)涵特點規(guī)律性要求2

簡介：西南大學碩士學位論文社會科學哲學研究范式轉(zhuǎn)型對教育研究的啟示姓名湯詩華申請學位級別碩士專業(yè)教育學原理指導教師孫振東20080401兩南弋學碩十學位論文ABSTRACTENLIGHTENMENTSOMTHETANSF0RMATIONSOFPARADIGMOFPHILOSOPHYOFSOCIALSCIENCEFOREDUCATIONRESEARCHMASTEROFMAJOROFEDUCATIONTHEO巧TANGSHIHUASUPERVISORPROFESSORSUNZHENDONGABSTRACTRESEARCHISALWAYSCURRENTHUMANBEING。SEXCEEDINGINSTINCTAILDMEHI曲DEMAILDTORESEARCHDECIDEMEGAPBE鉚EENCURRENTEDUCATIONALRESEARCHANDIDEALONESTHEREFORE，THEEDUCATIONRESEARCHALWAYSREPRESENTSSOMESHORTAGESTBMAL【EU_PMISSHORTCOMIN舀TWOWAYSA1EPOSSIBLEONTHEONEHANDTHEEDUCATIONRESEARCHSHOULDBEAWOKENBYITSEL￡ONMEOTHERHARLD，MEMETHODOLOGYOFEDUCATIONRESEARCHSHOULDBEIMPROVEDBYUSILGMETHEORYRESOURCE’SEXP麗ENCE丘DMOMERSU_BJECTSTHE硎CHMENTOFCONNOTATIONANDSTRICTNESSOFLOGICOFTHOSETRANSFONNATIONSC6UIDBEABENEFITF0REDUCATIONRESEAL℃HWHOISINADIF囂CULTPOSITIONNOWADAYSSINCETHE20THCENTURY’THEPHILOSOPHYOFSOCIALSCIENCEBOMOUTOFPHILOSOPHYOFSCIENCEHASSHOWNASERIESOFTHEINCLINATIONOFTHETRAILSF0冊OFPARADIGMINTHEPROCESSOFDEVELOPMENT，MAKINGUPFORTHEINSUMCIENCYOFMEPLAINEMPIRICISMFR0MTHEASPECTOFLANGUAGE豁THECUTINPOINTOFTHENEWRESEARCH，BEINGISANALYZEDBASED0NLANGUAGEWHOISTHE印繃MENTOFBEING，EXTREMELYEXPANDINGTHEREALMOFRESEARCH。THEHISTO妒CULTUREASTHEBACKGROUNDOFRESEARCHOBJECTPROVIDEINTE伊ADEDCONTEXTFORTHETOTALEXAMINATIONONTHERESE孤CHOBIECTSINCEKNOWLEDGEBEASANEWBEGINNINGOFSCIENCERESEARCHW髂VALUED，THEKNOWLEDGEVALUESISSUEHASBECNREFLECTEDSERIOUSLYINTHE甜EAOFSCIENCETHESE仃ANSFONILATIONSOFPARADI腫OFPHILOSOPHYOFSOCIALSCIENCEBRINGSSOMENEWVIEWSANDNENDS，SUCH硒ME訂A11SFOMATIONFROMPOSITIVISMT0ANTI二POSITIVISMWIMTHEHISTORICALANDPRACTICALFACTO瑙INTRODUCED，THE仃ADITIONALCONC印TON’MEOBJECTIVEU11IVERSALI夠OFHOWLEDGEISCHALLENGED，PEOPLE伊ADUALLYREALI2EMEKNOWLEDGEOFCONTEXTUALIZATIONANDU11CERTAINTV。THEREG砌OFCONSCIOUSNESSBEⅣ，葶ENME_SUBIECTIVITYCHAILGESIMOMEPOSITIONOFCONSTNJCTIVISMAILDTHECOMPROMISE鋤ONGTHERESEARCHERSBECOMEPART0FRECOGNITIONTHECONCEPTOFREALISMISALS61ASHED，ADVOCATINGTHATMERESEARCHSHOULDGOIMOMEI皿ERSTMCTUREOFMINGSTHEHADITIONALANDOVERL00KEDFACTORSARECONSIDEREDAGAIN，ESPECIALLYADVOCATINGTHATFEM疊LETYPICALTHOUGLLTSCANBEUSEDTEBUILDTHETI翟DITIONALRESEARCH’THEPHILOSOPHYOFSOCIALSCIENCEINTRODUCETHEPRACTICEAILDLLLLREASONABLEFIACTORSINTOT，NESCIENCERESEARCHWHICHREALIZESTHECHANGEOFRESEARCHERSFROMINVISIBILITYT0VISIBILIT‘MANIFESTSRESEARCHERSBEINGPOSITIONANDPROMOTETHEMAINBODYPOSITIONOFRESEARCHERSTHATREQUIRESMULTIRECOPMITIONFACTORSSHOULDBEINTIDDUCEDDURINGTHEII

簡介：內(nèi)蒙古師范大學碩士學位論文技校哲學課程資源信息的開發(fā)姓名崔俊芳申請學位級別碩士專業(yè)學科教學思想政治指導教師陳江20070605ABSTRACTBYAPERIODINTHEINFORMATIONIZATION，THEINFORMATIONOFTHECURRICULUMRESOURCESBECOMEANIMPORTANTCONCEPTINTHEREFORMOFTHEEDUCATIONCURRICULUMIFTHEINFORMATIONOFT11CCURRICULUMRESOURCESDON’TSUPPORTWIDELYTHATTHEWELLCONCEIVESOFTHECURRICULUMREFORMEDISALSODIMCULTTOTURNTHEACTUALEDUCATIONACHIEVEMENTTHEINFORMATIONOFTHEPHILOSOPHYCURRICULUMRESOURCESINTHETECHNICALSCHOOLHASTHECHARACTERISTICOFTHEMULTIPLICITYTHEPOTENTIALITY，THEPARTICULARITYANDTHEMATERIALITYACCORDINGTOTHEDIFFERENCEOFTHEFUNCTIONOFTHECURRICULUMRESOURCES，THEINFORMATIONOFTHEPHILOSOPHYCURRICULUMRESOURCESINTHETECHNICALSCHOOLCOULDBEDIVIDEDINTOTHEMATERIALINFORMATIONANDTHECONDITIONALITYINFORMATIONACCORDINGTOTHEDIFFERENCEOFTHESPATIALDISTRIBUTIONT11EYAREDIVIDEDINTOTHEINFORMATIONINTHEAPPROXIMATELYSCHOOLANDTHEINFORMATIONINTHEEXTRACURRICULARACCORDINGTOTHEDIFFERENCEOFTHEEXISTENCEWAY，THEYALSOMAYBEDIVIDEDINTOTHEINFORMATIONOFTHEVISUALIZATIONANDTHEINFORMATIONOFTHESTEALTHITHASTHETHEORETICVALUE，THEPRACTICALVALUEANDTHEHUMANISTICVALUETODEVELOPTHEINFORMATIONOFTHEPHILOSOPHYCURRICULUMRESOURCESINTHETECHNICALSCH001WESHOULDDEVELOPTHEINFORMATIONOFTHEPHILOSOPHYCURRICULUMRESOURCESINTHETECHNICALSCHOOLFOLLOWINGTHEOPENPRINCIPLE，THEECONOMICALPRINCIPLE，THEPOINTEDPRINCIPLEANDTHECOINLTLONPRINCIPLEATTHESAMETIMEWEMUSTCARRYONTHEFOLLOWINGANALYSISTHEREQUIREMENTANALYSISOFTHESTUDENTSSTUDYINGTHEPHILOSOPHYINTHETECNICALSCHOOL，THECONTENTANALYSISOFTHEPHILOSOPHYCOURSEINTHETEENICALSCHOOL，THESTRATEGYANDAPPRAISALOFDEVELOPINGTHEPHILOSOPHYTEACHINGRESOURCESINTHETECNICAL

簡介：分類號學校代碼鰻壘2密級學號一200930212215思想政治課生活與哲學教材的生活化研究RESEARCHONTHEIIREORJENTEDOFTHEⅣLIFEANDPHIIOSOPHY∥TEXTBOOKINPOIITICSCOURSE指導老師姓名、職稱芒垡壅塾撞塹絲絲塾撞湖南師范大學學位評定委員會辦公室二。一一年五月摘要教科書既是“教材“也是“學材“，是進行教學的實際依據(jù)。它依據(jù)課程標準，確定教學內(nèi)容、提供教學思路、呈現(xiàn)教學材料，引領教學進程。教材編寫的基本理念如何，是一個值得探討的重要領域。生活是德育踐行的場所，也是德育指向的歸宿，是思想政治教育的根基。正在如火如茶進行的新課程實踐，對于思想政治課教材編寫來說，一個根本的轉(zhuǎn)變，就是生活化理念的確立與貫徹。生活與哲學是思想政治課程必修模塊4，生活與哲學教材的編寫體現(xiàn)了新課程理念，吸取了生活的營養(yǎng)，與時代緊密聯(lián)系，基于生活，為了生活，蘊含豐富的生活化元素，表現(xiàn)出對學生生活的關切。本文以生活化視角，剖析思想政治課當前正在使用的生活與哲學教材，探討其內(nèi)含的生活化理念及其表現(xiàn)，分析生活與哲學教材生活化的內(nèi)涵、生活化的必要性以及生活化的理論依據(jù)；探討生活與哲學教材指導思想體現(xiàn)的生活化原則，以及教材堅持的以人為本、全面發(fā)展和素質(zhì)教育的生活理念；分析生活與哲學教材在設計的背景、設計的思路、呈現(xiàn)方式以及特征方面體現(xiàn)的生活化；并分析了這本教材在基礎知識、情境設置、教學案例和問題設計的生活化。力求為當前的思想政治課程教材的編寫與教學改革提供引領。關鍵詞思想政治課；生活與哲學；教材；生活化

簡介：湖南大學碩士學位論文后現(xiàn)代主義哲學與復雜性科學產(chǎn)生背景之比較研究姓名楊金申請學位級別碩士專業(yè)科技哲學指導教師常立農(nóng)20120512碩士學位論文ABSTRACTPOSTMODERNISMPHILOSOPHYANDCOMPLEXITYSCIENCEAREBOTHACADEMIAFOCUSESINMODERNSOCIETY，ONEBELONGSTOTHEPHILOSOPHY，THEOTHERBELONGSTOTHESCIENCE，THOUGHTHEYARESEEMINGLYFARREMOVED，THEREARENOTHUGEGAPSBETWEENTHEMASFOR’THEIREMERGINGBACKGROUND，THEREARESOMESIMILARITIESASWELLASSOMEDIFFERENCESTHISTHESISFIRSTLYDIVIDESTHEBACKGROUNDOFPOSTMODERNISMPHILOSOPHYANDCOMPLEXITYSCIENCEINTOACADEMICBACKGROUNDANDSOCIALBACKGROUND，THENMAKESASYSTEMATICCOMPARISONBETWEENTHEIRSIMILARITIESANDDIFFERENCES，INTHEENDMAKESACONCLUSIONOFSOMETHEORETICALANDPRACTICALINSPIR￡ITIONSTHEACADEMICBACKGROUNDOFPOSTMODERNISMPHILOSOPHYINCLUDESCONFUSIONOFTHEMAINSTREAMPHILOSOPHICALTHEORIESINMODERNANDCONTEMPORARYSOCIETY，CONFUSIONOFSCIENTIFICANDTECHNOLOGICALRATIONALITY，PROMOTIONOFNATURALSCIENTIFICREVOLUTIONANDANTITRADITIONALTHINKINGANDTHEORYTHEACADEMICBACKGROUNDOFCOMPLEXITYSCIENCEINCLUDESCONFUSIONOFTHEMAINSTREAMSCIENTIFICTHEORIESANDPRACTICESINMODERNANDCONTEMPORARYSOCIETYCONFUSIONOFSCIENTIFICANDTECHNOLOGICALRATIONALITY，PROMOTIONOFNATURALSCIENTIFICREVOLUTIONANDTHESCITHEORYANDTHEDSCTHEORYTHEINFLUENCEOFPOSTMODERNISMCULTURALTRENDTHEREFORE，THEIRSIMILARITIESINTHEACADEMICBACKGROUNDARECONFUSIONOFTHESCIENTIFICANDTECHNOLOGICALRATIONALITYANDPROMOTIONOFTHENATURALSCIENTIFICREVOLUTIONTHEIRDIFFERENCESINTHEACADEMICBACKGROUNDAREINTHATTHEPHILOSOPHICALANDCULTURALBACKGROUNDOFTHEPOSTMODERNISMPHILOSOPHYINCLUDENOTONLYTHECONFUSIONOFSCIENTIFICANDTECHNOLOGICALRATIONALITYBUTALSOCONFUSIONOFTHEMAINSTREAMPHILOSOPHICALTHEORIESINMODERNANDCONTEMPORARYSOCIETYANDTHEPROMOTIONOFTHEANTITRADITIONALTHINKINGANDTHEORY，WHILETHESCIENTIFICTHEORIESANDPRACTICESWHICHPROMOTETHEACADEMICBACKGROUNDOFTHECOMPLEXITYSCIENCECONSISTOFNOTONLYTHEPROMOTIONOFTHENATURALSCIENTIFICREVOLUTION，BUTALSOTHECONFUSIONOFTHEMAINSTREAMSCIENTIFICTHEORIESANDPRACTICESINMODERNANDCONTEMPORARYSOCIETYANDTHEPROMOTIONOFTHESCITHEORYANDTHEDSCTHEORYTHESOCIALBACKGROUNDOFPOSTMODERNISMPHILOSOPHYCONSISTSOFTHEISSUEOFGAPOFWEALTH，THEDEMANDFORDEMOCRATICPOLITICS，CULTURALDIVERSITY，THEALIENATIONOFINDUSTRIALSOCIETYTHESOCIALBACKGROUNDOFCOMPLEXITYSCIENCECONSISTSOFTHECOMPLEXITYOFECONOMYANDPOLITICS，CULTURALDIVERSITYANDTHECOMPLEXITYOFSOCIALLIFETHEREFORE，THESOCIALBACKGROUNDSOFTHEPOSTMODERNISMPHILOSOPHYANDIII

簡介：東北師范大學碩士學位論文開放教育的教育哲學省思姓名胡嬌申請學位級別碩士專業(yè)教育學原理指導教師于偉20050501ABSTRACTITISAPREDETERMINATEDUTYFOREDUCATIONTODETECTANDFOSTERINDIVIDUAL’SCOMPREHENSIVEDEVELOPMENT．HOWEVER,CURRENTLYCHINA’SEDUCATIONSTILLFOCUSESONTHEDEVELOPMENTOFCHILDREN’SINTELLIGENCEANDCOMPETENCEOFEXAMINATION．T1LE“PRODUCTS”O(jiān)FMODERNEDUCATIONARESOMEHOWHIGHSCORESBUTLOWABILITYANDSTUDENTSARERELUCTANTTOGOTOSCH001．WHATISWORSE，STUDENTSEVENCONSIDERSCHOOLATERRIBLEPLACEASAPRISON，INWHICHTEACHERSASWELLASEXAMINATIONSAREEVILS．WHATISTHEPROBLEMOFEDUCATIONTHATCAUSESTHECRITICISMOFTHEWHOLESOCIETYBEYONDTHEPROSPERITYOFMODERNEDUCATIONLIEMASSESOFPROBLEMSANDCRISES，MAINLYOFWEAKSTUDENTS，ILLMANNEREDBEHAVIOR,POORMORALITY．THEMATERIALISM，ANDTEACHERSANDSCHOOLSILLBEHAVIONITISTRUETHATTHEPHENOMENONHASSOMETHINGTODOWITHTHESOCIALENVIRONMENT．BUTCANEDUCATIONPLAYAROLEINSOLVINGTHEPROBLEMSANDHOWCANEDUCATIONBECOMEATTRACTIVEOPENEDUCATIONORIGINATEDINTHEEARLY20MCENTURYWITHTHEARISINGOFTHEINFORMALEDUCATIONINBRITAINANDTHENEWEDUCATIONINTHEEUROPEANCONTINENT．ITWASWELLDEVELOPEDAFTERTHESECONDWORLDWARANDIN1970S，ITBECAMEPOPULAR．NOWOPENEDUCATIONHASDEVELOPEDWELLINBRITAIN，THEUS，JAPAN，ISRAELANDTALWAN．OPENEDUCATIONISCONSTRUCTEDONTHEBASISOFTHECRITICALCONSIDORATIONABOUTMODERNEDUCATIONANDOFTHESITUATIONOFDIFFERENTCOUNTRIESANDLEGIONS．IILFACT。WHATEDUCATIONISTHEBESTEDUCATIONISALLETERNALQUESTIONINEDUCATION．ALTHOU【GHTHEVIEWPOINTOFOPENEDUCATIONISVERYDIFFERENTFROMTHATOFMODERNEDUCATION，ITSAIMISTOFOSTER“MALL”．AND“MALL”ISTHEOBJECTOFEDUCATION，ANDTHEBASICPROBLEMOFEDUCATIONALSCIENCESISTOSOLVETHEFOSTERINGOF“MAN”．THEREFORE，THISTHESIS，THROU【GHCLEANINGUPOPENEDUCATION，TRIESTOANSWERTHEVALIDITYANDLIMITATIONANDTHEREFCRENCCDRAWNFORMODEMEDUCATION．ADOPTINGMETHODOLOGIESLIKELITERATURE，COMPARISON，HISTORY,EXPERIENCESUMMINGUP，THETHESISDOESRESEARCHONOPENEDUCATIONINTHEFOLLOWINGFIVEPARTSPARTONE，THECRISISOFMODEMEDUCATIONANDITSCRITICISM，MAINLYANALYZESTHECRITICISMONMODERNISMFROMPHILOSOPHERS，EDUCATORS，ANDEDUCATIONALPRACTICE．IV

簡介：首都師范大學碩士學位論文反思作為一種意識教師成為反思性實踐者的哲學理解姓名胡薩申請學位級別碩士專業(yè)教育學原理指導教師寧虹20070522ABSTRACT“TEACHERBECOMESAREFLECTIVEPRACTITIONER“HASBECOMEONEOFTHEMOSTIMPORTANTTRENDOFCHANGESINTEACHEREDUCATIONANDTHETEACHERPROFESSIONALDEVELOPMENT，SINCE1980SINTHISARTICLETHE。TEACHERS’REFLECTION”NOTONLYMEANSTHATTEACHERS。LOOKEDBACK。THEIRWORKWHENTHEYHAVEFINISHEDTHEIRJOB，BUTALSOMEANSTHATTEACHERSHAVEINTENTIONALCONSCIOUSNESSDURINGTHEIRPRACTICEWHENTEACHERSCOMMITWITHTHEIRSTUDENTS，THEMOREREFLECTIVELYCONSCIOUSNESSTHEYHAVE，THEMOREINTENSLONANDSENSITIVITYTHEYAREFURTHERMORE，TEACHERSMAYHAVEMOREOPPORTUN時TOSHOWTHEIRTACTOFTEACHINGANDPEDAGOGICALTHOUGHTFULNESSINTHEPEDAGOGICALMOMENTBYBOTHDESCRIPTIVELYANDRATIONALLYANALYZINGTHEPOSSIBILITYOF。REFLECTIONASONEKINDOFCONSCIOUSNESS”，THEDISSERTATIONMAKESUSGETBETTERUNDERSTANDINGOFTHEMEANINGOF。TEACHERS’REFLECTION。。THEPOSSIBILITYOF。REFLECTIVEPRACTICE“ANDMISSIONOFTEACHEREDUCATIONTHEDISSERTATIONCONSISTSOFINTRODUCTIONANDTHREEPARTSTHEFIRSTPARTISEMBODIEDTHEHISTODCALCLUEOFTHE。TEACHERBECOMEAREFLECTIVEPRACTITIONER’MOVEMENTATTHEANDOFTHISPARTTHEESSENTIALMEANINGOFTSACHERS’。REFLECTION。HASBEENENQUIREDTHESECONDPARTTRIESTOINQULRATHEMEANINGANDTHEPOSSIBILITYOFTHE‘REFLECTIONASONEOFCONSCIOUSNESS’BYPHENOMENOLO舀CALRESEARCHTHELASTPARTOFFERINGTHESIGNIFLCANCEOFINVESTIGATIONINTOTHEMEANINGOF‘REFLECTIONASONEOFCONSCIOUSNESS“DUDNGTEACHEREDUCATION1THECONCEPTOF。REFLECTION。HAVEMORERICHMEANINGTHANEVERBEFORE；2THEPOSSIBILITYOF。REFLECTIVEPRACTICE’；3THEMISSIONOFTEACHEREDUCATIONANDKEYWORDSREFLECTION，CONSCIOUSNESS，PRACTICE，TEACHEREDUCATION，

簡介：東北師范大學博士學位論文學習型社會建設與教育的使命一種生存哲學的視角姓名崔國富申請學位級別博士專業(yè)教育學原理指導教師王逢賢20050501存危機這一重大歷史課題。從生存論的視角看，“學會生存”是學習型社會思想的精髓，重建人類社會生存模式和個人日常生活方式以解救人類生存危機，是它的追求。它特別強調(diào)組織學習、公共學習和社會學習，更加注重社會生存方式的探索，體現(xiàn)著它的社會生存本體論立場和價值取向。第三部分學習型社會建設與教育使命的轉(zhuǎn)換1人類今日所面悔的生存危機是與人類傳統(tǒng)的學習模式密切關聯(lián)的，解救人類的生存危機必須變革人類的學習模式，必須從傳統(tǒng)的生物學模式、工程學模式向新型的生態(tài)學模式轉(zhuǎn)變，進行真正意義上的“學習革命”。學習型社會中的新學習論實質(zhì)正是生態(tài)學模式的反映，新“學習”概念，正是向生存論意義上的學習概念復歸。新學習是改變?nèi)祟愇磥砻\的根本途徑。2新學習必然要求新教育與之相適應。新教育也必然要向生存論的教育本質(zhì)引導學習的社會生存實踐復歸。人類的教育從“培養(yǎng)塑造人”的舊教育走向“引導生成人”的新教育，這是人類教育史上的重大轉(zhuǎn)向。在拯救人類生存危機的學習型社會建設實踐中，教育將肩負起全新的使命為人與自然、人與社會以及人與自身的和諧共存而引導學習，進而重建日常生活和人類社會，為人類的最終解放新型人類的生成而奮斗。3我國的學習型社會建設，必須明確我國社會在全球化進程中所處的世界歷史方位和發(fā)展建設任務，必須堅持以科學發(fā)展觀為指導，充分發(fā)揮中華民族優(yōu)良的文化傳統(tǒng)，努力構(gòu)建社會主義和諧社會，全面實現(xiàn)小康社會建設目標，為人類新型生存方式和文明形態(tài)的探索做出重大貢獻。我國的學習型社會建設，應努力構(gòu)建起“和諧社會生活教育導學模式”。教育改革必須為學習型社會建設服務，為中華民族的和平崛起和人類的和諧共存、可持續(xù)發(fā)展而教育?？傊?，站在關注人類和諧生存與可持續(xù)發(fā)展的高度，從生存論的視角看人的生存和發(fā)展是教育的永恒主題，引導學會生存是教育的永恒使命；學會生存以便重建人類社會生存模式和日常生活方式是學習型社會思想的實質(zhì)內(nèi)涵；建設學習型社會，教育也必將肩負起引導學會生存的重大歷史使命，為解救人類面臨的危機、促進人類的和諧生存與可持續(xù)發(fā)展做出貢獻。關鍵詞人的生存；學習；教育；學習型社會教育使命II

簡介：東北大學碩士學位論文新加坡教育信息化的哲學思考姓名賈玥申請學位級別碩士專業(yè)科學技術(shù)哲學指導教師羅玲玲20051101東北大學碩士學位論文摘要會秩序與教育的目標、新的不平等與教育的本質(zhì)、新的社會技術(shù)分層與教育的功能進行質(zhì)疑，力圖深化我國的STS研究，促進我國教育信息化良性發(fā)展。關鍵詞教育信息化；信息技術(shù)；信息技術(shù)教育

簡介：學號2008020149姓名徐迎環(huán)所在學院教育學院郵箱XYH1216電話18754102799中文題目人之解放杜威教育思想的批判性旨向英文題目HUMANBEING’SLIBERATIONCRITICALAIMOFJOHNDEWEY’SEDUCATIONALPHILOSOPHY

簡介：華中師范大學碩士學位論文新課程理念下的高中哲學教學改革初探姓名周靜文申請學位級別碩士專業(yè)教育指導教師陳萬柏20040401碩士學位論丈MASTFR’S1FLFSLSABSTRACTWITHDEEPENINGOFTHEREFORMANDOPENING，ANDGRADUALLYLIBERATINGOFTHEPEOPLETILOUGHT，THECOMPELLINGACHIEVEMENTOFTHEREFORMANDSUBJECTCONSTRUCTOFTHEMORALEDUCATIONHASBEENDONEFORABOUTLASTTWENTYYEARSINTHEHIGHSCH001THETEACHINGMATERIALOFPHILOSOPHYGENERALKNOWLEDGEALSOHASBEENCHANGEDFROMFAULTINESSTOPERFECTIONONONEHAND，CURRENTTEACHINGMATERIALOFHIGHSCHOOLPHILOSOPHYPROPAGANDIZINGMARXISMPHILOSOPHY，F(xiàn)ORHELPINGSTUDENTTOSETUPSCIENTIFICWORLDVIEWPHILOSOPHYANDVALUES，F(xiàn)ORHELPINGTHEMTOEXACTLYUNDERSTANDPARTYLINE，GUIDELINE，POLICYFORHELPINGTHEMTOOBSERVEANDANALYSESGREATSOCIALHOTSPOTPROBLEM，TOWELLLEARN，TOTRAINSCIENTIFICTHINKINGWAYANDSOON，HASMADEAGREATCONTRIBUTIONONTHEOTHERHAND，THEREALEATENDENCYOFSIMPLIFICATIONASMARXISMPHILOSOPHYTOEPISTEMOLOGYANDCOGNITIONTOOLINHIGHSCHOOLPHILOSOPHYTEACHINGMATERIALASWELLASTEACHINGTHEREFORE，PHILOSOPHYEDUCATIONALREORGANIZATIONMUSTBEIMPERATIVEUNDERTHESITUATIONONTHEBASEOFELUCIDATINGNEWLOGOSREGARDTOTHECOURSE，ANDFACTOFTHEMORALEDUCATIONTEACHINGINHIGHSCHOOL，THEEXISTENTKEYPROBLEMINPHILOSOPHYCONUNONTEACHINGOFTHEHIGHSCHOOLHASBEENANALYZEDANDDISCUSSEDTHEBASICREQUIREMENTOFMODEMTIMESNEWIDEAREGARDTOTHECOURSETOTHEPHILOSOPHYTEACHINGALSOHASBEENDISCUSSEDTHECOUNTERMEASUREOFPHILOSOPHYCOMMONTEACHINGHASBEENPOINTEDOUT，NAMELYTHETEACHINGMUSTINSPIRETHECREATIVETHINKINGOFSTUDENT，CULTIVATEHUMANCULTURESPIRITOFSTUDENTANDENCOURAGESTUDENTTOTAKEPARTINPRACTICE‘THEOPINIONREGARDTOMOREFLOURISHINGANDDEVELOPINGPHILOSOPHYSOCIAL