簡(jiǎn)介：西南大學(xué)碩士學(xué)位論文對(duì)“以音樂(lè)審美為核心”的認(rèn)識(shí)和思考基于雷默音樂(lè)教育的哲學(xué)姓名都臣申請(qǐng)學(xué)位級(jí)別碩士專業(yè)音樂(lè)學(xué)指導(dǎo)教師尹紅20100410ABSTRACTABSTRACTONTHEISSUEOFTHENATUREOFMUSICEDUCATIONHASBEENCONTROVERSIALINOURCOUNTRYINTHEBEGINNINGOFTHISCENTURYWITHTHEVALUEOFTHENEWUNDERSTANDINGOFMUSICEDUCATION，MUSICEDUCATIONINTHENATIONALSTATUSOFBASICEDUCATIONHASGRADUALLYTAKENSERIOUSLY2001，CHINAPROMULGATEDTHE“FULLTIMECOMPULSORYEDUCATIONMUSICCURRICULUMSTANDARDSTRIALVERSION“HEREINAFTERREFERREDTOAS”STANDARD”，ANDELEMENTARYMUSICEDUCATIONHADSTARTEDANEWROUNDOFREFORMTHEMOSTSIGNIFICANTSYMBOLOFTHISREFORMISTHEAESTHETICOFMUSICASTHECOREOFMUSICEDUCATIONREFORM，ANDTHENTRIGGEREDANEWROTMDDISCUSSIONSOFMUSICEDUCATIONONTHOSEISSUESINTHISPAPELWITHAMERICANMUSICEDUCATORRAYMERSPHILOSOPHYOFMUSICEDUCATIONASTHEBLUEPRINT，THROUGHHISMUSICTHOUGHTOFAESTHETICEDUCATION，ANDTHEEARLY21STCENTURYINOURCOUNTRY’SEDUCATIONREFORMBASEDONTHE”MUSICAESTHETICISTHECORE”RELATEDCONCEPT，THENATUREOFMUSICEDUCATIONANDMUSICEDUCATIONINTHEAESTHETICISSUESWEREDISCUSSEDRAYMER’SPHILOSOPHYOFMUSICEDUCATIONHASSYSTEMATICALLYDESCRIBEDANDEXPLAINEDTHENATURE，PRINCIPLESANDOTHERISSUESINMUSICEDUCATIONITHINKTHATREIMER’SAESTHETICEDUCATIONHASASIMILARPHILOSOPHYONTHEMUSICEDUCATIONWITHTHESTANDARDITSINDEPTHANALYSISANDRESEARCHMAYHELPUSTOUNDERSTANDTHESPIRITOFBASICMUSIC

簡(jiǎn)介：分類編號(hào)單位代碼10065SFEA學(xué)號(hào)09219007研究生學(xué)位論文論文題目當(dāng)代中國(guó)文化產(chǎn)業(yè)發(fā)展的哲學(xué)審視學(xué)生姓名_(dá)源長(zhǎng)申請(qǐng)學(xué)位級(jí)別碩士申請(qǐng)專業(yè)名稱馬克思主義哲學(xué)研究方向社會(huì)哲學(xué)指導(dǎo)教師姓名王金寶專業(yè)技術(shù)職稱副教授提交論文日期2012年3月15日當(dāng)代中國(guó)文化產(chǎn)業(yè)發(fā)展的哲學(xué)審視ABSTRACTASESTABLISHMENTDEVELOPMENTOFSOCIALISTMARKETECONOMYSYSTEMINCHINATHEDEEPENINGOFTHEREFMOFCULTURALSYSTEMCULTURALINDUSTRYINCONTEMPARYCHINARISEDEVELOPRAPIDLYALTHOUGHCULTUREINDUSTRYHASWIDELYPOSITIVELYINFLUENCEDTHEDEVELOPMENTOFCHINESESOCIALISTITISCANNOTBEDENYTHAT，ITSTILLCAUSEMANYNEGATIVEPROBLEMSWHICHCOULDNOTBENEGLECTEDTHEREFETHEISSUESABOUTHOWTOHAVEARATIONALANALYSISFTHEDEVELOPMENTOFCULTURALINDUSTRYINCONTEMPARYCHINAHOWTOSTARDIZETHEDIRECTIONOFTHEDEVELOPMENTOFCHINESESOCIALISTCULTUREARENEEDEDTOBESOLVEDURGENTLYTHESOUNDDEVELOPMENTSOFCULTUREINDUSTRYINCONTEMPARYCHINAARENOTONLYCANAFFECTTHEDEVELOPINGOFTHECHINESEECONOMICALSOCANINFLUENCETHEBUILDINGDEVELOPINGOFCHINESECULTURETHISSTUDYFOCUSESONTHEDEVELOPMENTOFCHINESECULTUREINDUSTRYFROMAHISTICALPOINTOFVIEWOFMARXISTMATERIALISMPHILOSOPHYHISTICALMATERIALISMFIRSTACCDINGTOTHEFOUNDATIONOFDISCRIMINATIONCONNOTATIONSOFCULTUREINDUSTRYTHEDEFINITIONSOFTHECONCEPTOFCULTUREINDUSTRYTHEBASICFEATURESFUNCTIONSOFCULTURE嘻INDUSTRYISEXPOUNDEDTHENBASEDONTHEINVESTIGATIONOFTHERISINGOFCULTURALINDUSTRYINCONTEMPARYCHINATHEPOSITIVENEGATIVEASPECTSOFTHEDEVELOPMENTOFCULTURALINDUSTRYINCONTEMPARYCHINAAREANALYZEDATTHEENDTHEBASICATTITUDETHEBASICPRINCIPLETHEDIRECTIONCHOICESOFCULTURALINDUSTRYINCONTEMPARYCHINAISEXPLAINEDKEYWDSCULTUREINDUSTRYTHEDEVELOPMENTOFHUMANBEINGSCULTURALBUILDING

簡(jiǎn)介：廣西師范大學(xué)碩士學(xué)位論文從本體研究到價(jià)值研究語(yǔ)文教育價(jià)值的哲學(xué)思考姓名喬秋穎申請(qǐng)學(xué)位級(jí)別碩士專業(yè)課程與教學(xué)論指導(dǎo)教師陳玉秋20060401IIFROMTHERESEARCHOFONTOLOGYTOTHERESEARCHOFAXIOLOGYTHEPHILOSOPHICALTHINKINGABOUTTHEVALUEOFCHINESEEDUCATIONABSTRACTWHENPEOPLEMAKEADETAILEDINQUIRYOF“WHATISCHINESE”“WHATISCHINESEEDUCATION”THEYWANTTOGAINTHEKNOWLEDGEOFTHEIGINESSENCEOF“CHINESE”“CHINESEEDUCATION”THENEXPLAINONTOLOGICALLY“CHINESE”“CHINESEEDUCATION”BUTWEMUSTRESEARCHONTOLOGICALLYCHINESEEDUCATIONBASEDONHISTICALACTUALINSPECTIONEVIDENCEBUTWHICHISINADEQUATEINOURTRADITIONOFEDUCATIONALTHEYSOREAEARCHERSGAINEDMANYKINDSOFVIEWPOINTSPROPOSITIONSABOUT“CHINESE”“CHINESEEDUCATION”FROMTHEIROWNARGUMENTSBUTTHESEDISPUTESPUZZLEDCHINESEEDUACATIONALPRACTICERSASANIMPTANTSCHOOLCURRICULUMCHINESEEDUCATIONFALLSDOWNTOA“TESTDISCIPLINE”STUDENTSLEARNITONLYFEXAMINATIONTEACHERSTEACHITONLYFEXAMINATIONTHENTHEIGINALVALUEOFCHINESEEDUCATIONISCOVEREDBYUTILITARIANEXAMINATIONBECAUSEOURCHINESEEDUCATIONISSHTOFCLOSELYACTUALRESEARCHCONTEMPARY“SCHOLARACCUMULATIONTHEITICALPREPARATION”CANNOTANSWER“WHATISCHINESE”“WHATISCHINESEEDUCATION”WESHOULDCHANGETHEROUTEOFTHINKINGCHINESEEDUCATIONTHINK“WHATCHINESEEDUCATIONOUGHTTOBE”TORESEARCH“CHINESE”“CHINESEEDUCATION”O(jiān)NAXIOLOGYISNAMELYTOTHINKTHEVALUEOFCHINESEEDUCATIONTOEXPLAINCHINESEEDUCATIONAXIOLOGICALLYWITHINTHESCOPEOFPHILOSOPHICALVALUEEDUCATIONALVALUEEDUCATIONALVALUEDIVIDESINTOTHEINNERVALUETHEOUTERVALUENMALLYTHEOUTERVALUEISTHEMEANINGTOSATISFYTHEDEVELOPMENTOFSOCIETYSTUDENTS’INDIVIDUALIT’SINNERVALUEISTHEMEANINGTOSATISFYTHEDEVELOPMENTOFEDUCATIONITSELFBASICALLYTHEREWERETWOKINDSOFCRITICALPHENOMINAOFALIENATIONINTHEHISTYOFOURCHINESEEDUCATIONALRESAERCHTHEPOLITICALTENDENCYOFCHINESEEDUCATIONITWASTHEALIENATIONWHICHSHOWEDINTHEPROCESSOFSATISFYINGTHEDEVELOPMENTOFSOCIALPOLITICSTHETESTTENDENCYOFCHINESEEDUCATIONITWASTHEALIENATIONWHICHSHOWEDINTHEPROCESSOFSATISFYINGTHEDEVELOPMENTOFSTUDENTS’INDIVIDUALEXISTENCETOBEAIMEDTOTHESETWOKINDSOFALIENATIONRELATINGTOOURCONTEMPARYSOCIALCONDITIONAGEBACKGROUNDWEANALYZECHOOSETHEOUTERVALUEOFCHINESEEDUCATIONONCEAGAINCONCLUDECHINESEEDUCATION’SOUTERVALUETOSATISFYSOCIALDEVELOPMENTTHEVALUEWHICHISSHOWEDASCULTURALVALUETOSATISFYTHEDEVELOPMENTOFSTUDENTS’INDIVIDUALLIFETHEVALUEWHICHISSHOWEDASLIFEVALUEINDERTOFINDTHETRUEEXISTENCEOFCHINESEEDUCATIONTHECULTURALPATTERNLIFEPATTERNOFCHINESEEDUCATIONIHAVETOSTUDYTHECHINESEEDUCATIONALVALUETODEVELOPITSELFNAMELYTHEINNERVALUEOFCHINESEEDUCATIONLATERBECAUSEOFTHELIMITATIONOFTHISESSAY’SSHAPETHEESSAYADOPTTHEDEDUCTIVEMETHODFROMTHEUPPERCONCEPTIONABOUTPHILOSOPHICALVALUEEDUCATIONALVALUETOTHEVALUEOFCHINESEEDUCATIONWHICHBELONGSTOTHEITICALTHOUGHTEXPLAINSITINTHEPROCESSOFDEDUCTINGRELATINGTOCHINESEEDUCATIONALPRACTICEINADDITIONCHINESEEDUCATIONINVOLVESFAMILYSOCIETYSCHOOLTHISESSAYLIMITSWITHINTHESCOPEOFCHINESEEDUCATIONINSCHOOLBUTADOPTS“CHINESEEDUCATION”INTHEPROCESSOFGNIZATIONKEYWDSVALUEEDUCATIONALVALUECHINESEEDUCATIONCULTURALVALUELIFEVALUE

簡(jiǎn)介：蘇州大學(xué)碩士學(xué)位論文中學(xué)德育人本思想的哲學(xué)思考姓名陳美蘭申請(qǐng)學(xué)位級(jí)別碩士專業(yè)馬克思主義哲學(xué)指導(dǎo)教師李蘭芬20061101PHILOSOPHYREFLECTIONONTHEHUMANISMINTHEMIDDLE．SCHOOLMORALEDUCTIONABSTRACTGUIDEDBYMARXISTHUMANISM，THISDISSERTATION,FROMTHEORYANDPRACTICE，REFLECTSTHEANTI．HUMANISMTENDENCYINCURRENTMIDDLESEHOOLMORALEDUEATION，CONSTRUCTSTHETHEORYSYSTEMANDPRACTICEMODELOFMODEMMORALEDUCATION,WHICHREGARDSSTUDENTSASPEOPLEINREALLIFE，ANDCONSIDERSSTUDENTS’FULLANDFREEDEVELOPMENTTOBETHETINALGOALOFEDUCATION．THEDISSERTATIONFIRSTREVIEWSTHECURRENTSTUDYRESULTANDFUTUREDEVELOPMENTABOUTHUMANISMINMORALEDUCATIONINTHELITERATURE，POINTSOUTANTIHUMANISMPROBLEMINTHECURRENTMIDDLESCHOOLMORALEDUCATION．ANDTHENTHEWRITEREXPLAINSTHEHUMANISMINMODERNMORALEDUCATION，PUTSFORWARDTHEPRINCIPLESANDSTRATEGIESOFMORALEDUCATION,THATIS，THESUBJECTPOSITIONANDFULLDEVELOPMENTOFSTUDENTS．INTHEEND，THEWRITERSPECIFIESANDDIFFERENTIATESTHEGOALOFMORALEDUCATION,WHICHCANHELPTRANSFORMTHEHUMANISMINMORALEDUCATIONFROMTHEORYINTOPRACTICE,NLAKETHEHUMANISMMOREPRACTICALINMIDDLESCHOOLMORALEDUCATION，ANDALSOBEGOODFORCULTIVATINGSTUDENTS’MORALQUALITYANDHEALTHYPERSO蹦TY．KEYWORDSMORALEDUCATIONINMIDDLESCHOOL；HUMANISM；PHILOSOPHYREFLECTIONⅡWRITTENBYCHENMEILANSUPERVISEDBYLILANFEN

簡(jiǎn)介：同濟(jì)大學(xué)人文學(xué)院碩士學(xué)位論文關(guān)于技術(shù)標(biāo)準(zhǔn)范式轉(zhuǎn)換的哲學(xué)思考技術(shù)范式論的一種新擴(kuò)展姓名孟群申請(qǐng)學(xué)位級(jí)別碩士專業(yè)科學(xué)技術(shù)哲學(xué)指導(dǎo)教師王濱20070301ABSTRACTABSTRACTATTHELATERPERIODOFTHE21THCENTURYTECHNOLOGICALPHILOSOPHYFACEDCHANGEOFEXPERIENCEDIRECTIONATHOMEANDABROAD，THATMEANSNOTONLYTECHNOLOGYWASREGARDEDASAWHOLETESEARCHTHERELATIONSHIPBETWEENTECHNOLOGYANDSOCIETYORTHESOCIALCRITICISMOFTECHNOLOGYBUTALSOATTEMPTEDTOBREAKOPENTHEBLACKBOXSOITATTRACTEDMOREATTENTIONONTHEDETAILSOFTECHNOLOGICALBEHAVIORSUCHASTECHNICALINVENTION，TECHNICALDESIGN，TECHNICALSTANDARD，TECHNICALINNOVATIONANDSOONATTHESAMETIME，INTHEERAOFECONOMICGLOBALIZATION，THECOMPETITIONOFECONOMICSHOWEDASTHECOMPETITIONOFTECHNOLOGYTHECOMPETITIONOFTECHNOLOGYSHOWEDASTHECOMPETITIONOFINTELLECTUALPROPERTYTHECOREOFINTELLECTUALPROPERTYHASCHANGEDFROMTECHNICALMONOPOLYTOTECHNICALSTANDARDTHETRENDOFMONOPOLISTICINVENTION，STANDARDIZEDPATENTANDAUTHORIZEDSTANDARDHASEMERGEDSO，THESTUDYOFTECHNOLOGYSTANDARDANDITSLAWOFDEVELOPMENTINTHEVIEWOFPHILOSOPHYHASBOTHIMPORTANTTHEORETICANDREALSIGNIFICANCETHISARTICLEISFOCUSINGONPROBINGINTOTHEREGULARITYOFTHECONNOTATION，F(xiàn)EATURES，PHILOSOPHYSIGNIFICANCEANDEVOLUTIONOFTECHNICALSTANDARDCITINGKUHN’SPARADIGMANDDOSI’STECHNOLOGICALPARADIGMCONCEPTIONANDRELEVANTTHEORIES，ITRAISEDAPOINTTHATTECHNICALSTANDARDHASPARADIGMS，THATIS，TECHNICALSTANDARDPARADIGMBASEDONTHISPOINT，ITWASRAISEDTHATTECHNICALSTANDARDDEVELOPMENTISAPARADIGMINTERCHAN百NGPROCESS，THATIS，THENEWTECHNICALSTANDARDWILLREPLACETHEOLDONESACCORDINGTOTHESTUDYONTHELAWOFTECHNICALSTANDARDDEVELOPMENT，THEARTICLEDEEPENEDTHEKNOWLEDGEOFTHECONNOTATIONOFTECHNICALSTANDARD，AND，INALLUSIONTOTHEHISTORICALLYCORRESPONDINGRELATIONSHIPBETWEENTECHNOLOGYANDTECHNICALSTANDARD，ITDIVIDEDTECHNICALSTANDARDDEVELOPMENTINTOTHREESTAGES，ORIGINALSTAGEOFTECHNICALSTANDARDTECHNICALSTANDARDOFHANDICRAFTINDUSTRY，TRADITIONALSTAGEOFTECHNICALSTANDARDTECHNICALSTANDARDOFMACHINERY，NEWSTAGEOFTECHNICALSTANDARDTECHNICALSTANDARDOFINFORMATIONTHEPURPOSEOFTHEDIVISIONISTOREVEALTHEREGULARITYOFTECHNICALSTANDARDDEVELOPMENTTHROUGHINVESTIGATINGTHERELATIONSHIPSBETWEENDEVELOPINGPROCESSOFTECHNICALSTANDARD，TECHNICALSTANDARDITSELFANDOTHERELEMENTSTECHNICALSTANDARDPARADIGMISATHEORYANDMODETHATHOWPEOPLELOOKONANDDEALWITHTECHNICALSTANDARD，WHICHBEHAVESWITHANUNCEASINGLYGROWING，STRUCTURALII

簡(jiǎn)介：東北大學(xué)碩士學(xué)位論文關(guān)于網(wǎng)上教育的哲學(xué)思考姓名沈鵬申請(qǐng)學(xué)位級(jí)別碩士專業(yè)科學(xué)技術(shù)哲學(xué)指導(dǎo)教師王太金2001111查查蘭堡主堂垡堡苧壘墨堅(jiān)PHILOSOPHICALREFLECTIONONONLINEEDUCATIONABSTRACT0NLINEEDUCATIONISDISTANCEEDUCATIONRELYINGONTHEMAINTECHNICALSTPPOR￡OFCOMPUTERNETWORKTECHNOLOGY．ITISANEWFORMOFEDUCATIONALDEVELOPMENTONTHECONDITIONOFMODERNINFORMATIONTECHNOLOGY,ANDITISANIMPORTANTMEANSOFCONSTRUCTINGPERMANENTEDUCATIONALSYSTEM．THETHESISCONSISTSOFTHEFOLLOWINGFOURASPECTS1．ITINTERPRETSTHECONNOTATIONANDBASICFEATURESOFONLINEEDUCATION．2．ITANALYZESTHEINTENSIFIEDVIEWTEACHINGSTUDENTSINACCORDANCEWITHTHEIRAPTITUDEINPRESENTNETWORKEDUCATION，ANDTHETELATIONSHIPBETWEEN0NLINEEDUCATIONANDTHATVIEW．ANDITALSOPUTFORWARDTHATINCONTRASTTOTRADITIONALFACETOFACEEDUCATION．ONFINEEDUCATIONWEAKENSINFACTTHEMETHODOFTEACHINGSTUDENTSACCORDINGT0THEIRAPTITUDC．3．ITDEFINES‘VIRTUAL’IN‘VIRTUALREALITYTECHNOLOGY’ANDPOINTSOUTTHAT‘VIRTUALREALITYTECHNOLOGY’BRINGSCONYENIENCETOONLINEEDUCATION，BUTMEANWHILEBRINGSABOUTASERIESOFPROBLEMSTOO，ANDTHEREFOREONLINE．EDUCATIONCANNOTCOMPLETELYRELYINGON‘VIRTUALREALITY’．OTHERWISEONLINE．EDUCATIONWILIMISLEADSTUDENTSTOSEPARATEFROMREALISTICSOCIETY．4．ACCORDINGTOTHEBASICFE咖RESOFONLINEEDUCATIONANDCONTRADICTIONSTILATONLINEEDUCATIONISFACING．IMAKESOMESUGGESTIONSFORTHEDEVELOPMENTOFONLINEEDUCATIONSOASTOMAKEBESTUSEOFTHEADVANTAGESANDBYPASSTHEDISADVANTAGESANDREALIZETHELONGTERMDEVELOPMENTOFONLINEEDUCATION．KEYWORDSNETWORK，EDUCATION，ONLINEEDUCATION，TEACHSTUDENTSACCORDINGTOTHEIRAPTITUDE，VIRTUALREALITYIII

簡(jiǎn)介：摘要課程知識(shí)的學(xué)習(xí)不能以犧牲個(gè)體精神自由為代價(jià)，但課程知識(shí)與個(gè)體精神自酉兩芮茬矛盾以及人們對(duì)待課程知識(shí)的不當(dāng)態(tài)度與方式往往導(dǎo)致學(xué)習(xí)者個(gè)體精神自由的陷落。因而，追尋學(xué)習(xí)者的個(gè)體精神自由，便成為課程哲學(xué)以及課程實(shí)踐的時(shí)代課題。課程學(xué)習(xí)者的個(gè)體精神自由之所以有可能，乃因知識(shí)具有“意義性”，即知識(shí)并非如人們以往所認(rèn)為的那樣是絕對(duì)確定、絕對(duì)客觀和與價(jià)值無(wú)涉的，而是可理解的、價(jià)值性的和類型多樣的，具有與人們的個(gè)體精神世界建立起“意義關(guān)系”的可能性。F而要使學(xué)習(xí)者的個(gè)體精神自由真正得以實(shí)現(xiàn)，則必須重新理解課程及教材，、并充分重視學(xué)習(xí)者的個(gè)體精神趨向性、課程知識(shí)類型的完整性以及課程知識(shí)供應(yīng)制度的調(diào)整課程知識(shí)的學(xué)習(xí)必須遵循“意義標(biāo)準(zhǔn)”，即在“教化”的視野中使課程知識(shí)成為個(gè)體精神成長(zhǎng)的養(yǎng)分，必須在“進(jìn)化”的視野中看到課程知識(shí)在教育場(chǎng)域的內(nèi)在演化。由此。課程應(yīng)被理解為“學(xué)習(xí)者與知識(shí)‘對(duì)話’的可能情境”。教材的功能應(yīng)定位為一個(gè)“對(duì)話者”，而不是學(xué)習(xí)的“支配者”，為此，教材的設(shè)計(jì)應(yīng)把知識(shí)的存在方式作為核心閾題，尤其應(yīng)促進(jìn)知識(shí)的“動(dòng)姿化”，并以“生態(tài)式設(shè)計(jì)”為基本設(shè)計(jì)理念。Y個(gè)體精神自由的完整性以課程知識(shí)類型的完整性及學(xué)習(xí)者與知識(shí)的整體交往為前提，因此，課程設(shè)計(jì)應(yīng)確保課程知識(shí)在結(jié)構(gòu)上的平衡，并研究不同知識(shí)類型對(duì)個(gè)體精神自由的貢獻(xiàn)在側(cè)重點(diǎn)與方式上的不同，尤其要反思近代以來(lái)文化結(jié)構(gòu)的失衡對(duì)個(gè)體精神自由所造成的后果。專制式課程知識(shí)供應(yīng)制度是損害課程學(xué)習(xí)者個(gè)體精神自由的強(qiáng)有力因素，中國(guó)的課程知識(shí)供制度在社會(huì)激劇轉(zhuǎn)型的背景下亟待作如下調(diào)整；從“國(guó)家主導(dǎo)”到“多元權(quán)力主體共契”；從一元化意識(shí)形態(tài)的強(qiáng)行干預(yù)到“公共領(lǐng)域”的平等協(xié)商。學(xué)習(xí)者的“個(gè)體精神趨向性”決定著學(xué)習(xí)者是否內(nèi)在地要求或珍視自己的精神自由，由此，培植有助于個(gè)體精神自由的個(gè)體精神趨向性，在個(gè)體精神自由的追尋中具有至關(guān)重要的地位。關(guān)鍵詞課程知識(shí)學(xué)習(xí)者個(gè)體精神自由課程哲學(xué)O★?！?。O。，導(dǎo)論遍尋課程掌習(xí)者的個(gè)體精神自由什么地方計(jì)劃和知識(shí)獨(dú)行武斷，精神價(jià)值大張撻伐，那么這些計(jì)劃和知識(shí)就必然會(huì)變成自身目的，教育就將變成訓(xùn)練機(jī)器人，而人也變成單功能的計(jì)算之人，在僅僅堆持生命力的狀況中人可能會(huì)萎縮而無(wú)法看見(jiàn)超越之境一一【德】卡爾雅斯貝爾斯T什么是教育一、問(wèn)題的提出知識(shí)本始于人的自由，知識(shí)和自由本是二而一的東西。但在近代以來(lái)、特別是20世紀(jì)以來(lái)的教育與課程里，知識(shí)卻成為壓制人的強(qiáng)制力量這使我們不得不提出一個(gè)問(wèn)題在課程知識(shí)的學(xué)習(xí)中，學(xué)習(xí)者的個(gè)體精神自由是否還有可能從根本上說(shuō)，這個(gè)問(wèn)題的形成似乎是由近代以來(lái)知識(shí)的持續(xù)膨脹以及知識(shí)與課程的本性決定的，但從教育自身的角度看，也與課程知識(shí)觀的狹隘性有關(guān)。提出課程知識(shí)與個(gè)體精神自由的關(guān)系問(wèn)題并不意味著我們要消解課程知識(shí)，恰恰相反，我們要從重視知識(shí)及課程知識(shí)觀在課程中的核心地位入手一知識(shí)問(wèn)題及課程知識(shí)現(xiàn)在課程研究中的棱心地位不論如何理解知識(shí)，也不管怎樣看待課程，課程都永遠(yuǎn)不可能擺脫知識(shí)的糾纏。舍勒SEHELER，M在‘知識(shí)形式與教育一文中曾非常正確地指出，無(wú)論是“自我教育”還是要“教育別人”，都必須回答三個(gè)基本問(wèn)題一是究竟什么是教育的本質(zhì)；二是怎樣進(jìn)行教育三是什么樣的知識(shí)和認(rèn)識(shí)形式限制和規(guī)定著使人變得。有教養(yǎng)”的過(guò)程。。可見(jiàn)，知識(shí)問(wèn)題是教育中的核心問(wèn)題如果說(shuō)教育在知識(shí)教育以外還有眾多教育形式的話，那么課程就主要是以知識(shí)為核心內(nèi)容的教育及其課程之所以離不開知識(shí)，從根本上說(shuō)，是由教育的使命和人和本性決定的。人是文化的動(dòng)物。而且是一種精神性的存在。人被“拋入”到這個(gè)世界，離開了文化，他就不可能成其為人?！盁o(wú)知和無(wú)能注定使人們對(duì)于外界影響無(wú)論這種影響是來(lái)自自然界的。來(lái)自其他人的或來(lái)自一般杜會(huì)的作出的反應(yīng)，不是逆來(lái)顧受，便是神經(jīng)過(guò)敏”?！尽?舍勒‘知識(shí)形式與教育’參見(jiàn)劉小楓墑‘舍動(dòng)選集下，上海，三聯(lián)書店，1999年版第13681368頁(yè)

簡(jiǎn)介：Y90230單位代媽IQ鯉§學(xué)號(hào)』曼嫂§囂殳西南蟲學(xué)碩士學(xué)位論文論理解性教學(xué)一種哲學(xué)橙釋學(xué)的視角論文作者黃繼玲指導(dǎo)教師李森教授學(xué)科專、憶滌張與數(shù)學(xué)瞼研究方L匐教學(xué)論提交淪文悶朝2006笮5月論文答辯珂期2}6年5月學(xué)位授予雌使西崴人學(xué)巾圍囂慶2006年5月乖L，在向生活世界的開奇F中動(dòng)態(tài)生成的教學(xué)文本教學(xué)過(guò)程既是一種對(duì)話、交流和分享的交往過(guò)程，又是一種不斷創(chuàng)造生成意義的教學(xué)流動(dòng)過(guò)程。理解性教學(xué)主張以理解為基礎(chǔ)進(jìn)行評(píng)價(jià)，關(guān)注評(píng)價(jià)的多元性與發(fā)展。第六部分，走向?qū)嵺`的理解性教學(xué)。本部分主要討論了在理解性教學(xué)實(shí)踐中必須處理好的幾對(duì)關(guān)系，并嘗試性地提出了一些具體的課堂實(shí)踐策略。關(guān)鍵詞哲學(xué)詮釋學(xué)理解理解性教學(xué)

簡(jiǎn)介：曲阜師范大學(xué)碩士學(xué)位論文實(shí)踐哲學(xué)教育迷惘中的選擇姓名李長(zhǎng)偉申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育學(xué)原理指導(dǎo)教師韓鐘文2002310皆堅(jiān)守海德格爾開創(chuàng)的實(shí)踐哲學(xué)傳統(tǒng)，并影響了一個(gè)時(shí)代，哈貝馬斯對(duì)實(shí)踐興趣的關(guān)注等等。這一切使我堅(jiān)信曾與實(shí)踐哲學(xué)結(jié)緣的教育學(xué)也應(yīng)在實(shí)踐哲學(xué)的復(fù)興中走向新生。而這必須以對(duì)教育學(xué)與實(shí)踐哲學(xué)的關(guān)聯(lián)作歷史的梳理與檢索為前提。就筆者目力所及，從實(shí)踐哲學(xué)的角度透視教育學(xué)，最早可追溯至亞里士多德，他的政治學(xué)活脫脫就是一本教育學(xué)。后經(jīng)康德的承續(xù)，到了赫爾巴特，此種傳統(tǒng)得到進(jìn)～步的發(fā)揚(yáng)，他明確提出把實(shí)踐哲學(xué)作為教育學(xué)的基礎(chǔ)之～。而反赫爾巴特的、以現(xiàn)代教育的開創(chuàng)者自居的杜威則從實(shí)用主義的角度繼承了實(shí)踐哲學(xué)的傳統(tǒng)并依之建構(gòu)了獨(dú)特的無(wú)體系的實(shí)踐教育學(xué)。不過(guò)，時(shí)至今同，在教育學(xué)的研究中，實(shí)踐哲學(xué)已湮沒(méi)在“科學(xué)萬(wàn)歲”的呼聲中，R漸被人遺忘。國(guó)外的卡爾，國(guó)內(nèi)的金生鉉教授雖對(duì)實(shí)踐哲學(xué)和教育學(xué)的關(guān)系進(jìn)行過(guò)較為細(xì)致的研究。但遺憾的是，他們的呼吁及研究未引起人們的普遍注意。并且，鮮有人真正的從實(shí)踐哲學(xué)的角度真正專門系統(tǒng)地關(guān)注教育學(xué)，透視教育學(xué)的病因。隨便翻一翻我們的教育學(xué)論著，可以發(fā)現(xiàn)這樣一個(gè)非常奇怪的現(xiàn)象盡管我們每一個(gè)關(guān)心教育學(xué)命運(yùn)的人都在對(duì)教育學(xué)自身進(jìn)}亍‘‘自覺(jué)”的反思，以試圖為處于迷惘之中的教育學(xué)開出一條新的“上學(xué)之路”，但遺憾的是，獪們的教育學(xué)之思卻是有蔽的“無(wú)教育”的思，亦即是忘掉了自身即是目的的教育實(shí)踐，忘掉了教育學(xué)之源實(shí)踐哲學(xué)的思。而沒(méi)有了教育，我們實(shí)在想不出思教育如何成“學(xué)”還會(huì)蒴什么意義。假如有的話，那或許只能是“概念的游戲”。結(jié)果，越是尋思，越是投入，本真的教育學(xué)就越不在，就越晦蔽。面對(duì)此番窘、萼TI裕著在歷史中闡釋，在闡釋中創(chuàng)新的原則，我們對(duì)教育學(xué)之本～買踐哲學(xué)與教育學(xué)的內(nèi)在關(guān)聯(lián)及其日后的異化進(jìn)行了追本溯源式的研究從亞罩士多德的本真的實(shí)踐哲學(xué)到康德的先驗(yàn)的實(shí)踐哲學(xué)再到赫爾巴特的經(jīng)驗(yàn)的實(shí)踐哲學(xué)的異化。教育學(xué)在走向獨(dú)立的同時(shí)，也在不可避免的走向分裂。因此在我們看來(lái)，赫爾巴特因選擇了實(shí)踐哲學(xué)而成為一個(gè)單程碑式的人物，但同時(shí)又因其實(shí)踐哲學(xué)的異化而引領(lǐng)教

簡(jiǎn)介：四川師范大學(xué)碩士學(xué)位論文過(guò)程哲學(xué)視野中的閱讀教學(xué)姓名楊文申請(qǐng)學(xué)位級(jí)別碩士專業(yè)課程與教學(xué)論（語(yǔ)文）指導(dǎo)教師唐代興20050601學(xué)閱讀“過(guò)程”區(qū)分于其他“過(guò)程”的特質(zhì)在于它是一個(gè)意義生成的過(guò)程。文學(xué)作品意義是本文視界和讀者視界兩種視界交融的第三生成物，這一觀點(diǎn)把意義的生成置于本文歷史時(shí)間和讀者歷史時(shí)間兩種動(dòng)態(tài)的歷史時(shí)間流程中，使意義隨著歷史時(shí)間的流動(dòng)而向著理論上的無(wú)限可能性生成，從而突顯了意義的過(guò)程性。文學(xué)作品的意義在文本中通過(guò)召喚性結(jié)構(gòu)得以運(yùn)行，不確定性和空白是召喚性的本真內(nèi)涵。文學(xué)作品從語(yǔ)音語(yǔ)調(diào)層到思想感情層的各個(gè)層次都具有不確定性和空白，它們之間的疊加和聯(lián)系是文學(xué)作品的意義不確定性和意義空白的根本運(yùn)行機(jī)制。本文視界和讀者視界交融生成意義的過(guò)程本質(zhì)上就是一個(gè)“對(duì)話”的過(guò)程，因而，“對(duì)話”在走向過(guò)程本體的閱讀教學(xué)中便具有十分重要的地位。對(duì)話是入的本體存在方式，也是閱讀意義的生成因子。對(duì)話式閱讀教學(xué)的過(guò)程就是實(shí)現(xiàn)從“權(quán)威”到“平等”的倫理追求過(guò)程，從“公共”到“個(gè)體”盼價(jià)值追求過(guò)程，從“工具”到“人文”的本體追求過(guò)程。它在課堂教學(xué)中的展開形態(tài)為在與文本對(duì)話中體驗(yàn)，在師生對(duì)話、生生對(duì)話中交流，在與自我對(duì)話中反思，最終促進(jìn)師生特別是學(xué)生的自我生成。關(guān)鍵詞過(guò)程哲學(xué)過(guò)程回歸閱讀教學(xué)意義生成對(duì)話2

簡(jiǎn)介：聲明尸明本人鄭重聲明L、堅(jiān)持以“求實(shí)、創(chuàng)新”的科學(xué)精神從事研究工作。2、本論文是我個(gè)人在導(dǎo)師指導(dǎo)下進(jìn)行的研究工作和取得的研究成果。3、本論文中除引文外，所有實(shí)驗(yàn)、數(shù)據(jù)和有關(guān)材料均是真實(shí)的。4、本論文中除引文和致謝的內(nèi)容外，不包含其它人或其它機(jī)構(gòu)已經(jīng)發(fā)表或撰寫過(guò)的研究成果。5、其它同志對(duì)本研究所做的貢獻(xiàn)均已在論文中作了聲明并表示了謝意。作者簽名日期蒂5音駒THEORIGINATIONOFEXISTENTIALPHILOSOPHYOFEDUCATIONTHEOUTLINEOFEXISTENTIALONTOLOGICALPHILOSOPHYOFEDUCATIONABSTRACTTHEMODEMEDUCATIONHASBEEN1LFORALONGTIMEANDTHEPATHOGENISJUSTITSFORGETTINGTOLOOKFORTHEONTOLOGICALBASEANDUSEDTOACCEPTTHEOUTSIDEDESIGNANDTHEIDEASGIVENOUTSIDEONLYWHENTHEMODEMEDUCATIONACCEPTSTHEOUTSIDEVALUABLEDESIGNFROMTHEEDUCATIONALFUNCTIONCALLTHEMODEMEDUCATIONGRASPITSELFINTHEWHOLEPROCESSOFTHEMOVEMENTOFMODEMEDUCATION，THECOMPREHENSIONOFEDUCATIONISNOTFROMTHEEDUCATIONITSELFBUTFROMTHERELATIONSHIPBETWEENTHEEDUCATORSANDTHEEDUCATEESESP，THEALTERATIONRELATIONANDTHESHAPINGRELATIONWHERETHESUBJECTIVITYOFEDUCATORSANDTHEOBJECTIVITYOFEDUCATEESARESUFFICIENTLYATTENDEDITISFROMTHEOUTSIDEESSENCESBUTNOTTHETHINGINITSELFDOESTHEMODEMEDUCATIONKNOWHIMSELFBECAUSETHEMODEMEDUCATIONLOSETHEFOUNDATIONTHEMODEMEDUCATIONITSELFACCEPTTHEESSENCESGIVENBYOUTSIDETONELESSLYTHELOSEOFMODEMAGE’SROOTCAUSESTHELOSEOFEDUCATION’SROOTBUTTHEMETAPHYSICSINTHEMODEMAGEISTHESCIENCESCIENTIFICMETAPHYSICSILIZATIONMAKESTHERELATIONBETWEENEDUCATIONANDBEINGSHOWITSELFASTHERELATIONBETWEENEDUCATIONANDTHEBEINGSOFENTITIESANDBERESOLVEDBYTHISKINDOFRELATIONSCIENCEMEASURESTHEREALISMTHINGSANDTHEREALISMTHINGSARECONFIRMEDASOBJECTWHICHSHOULDBEPLACED、PURSUEDANDMACHINEDSCIENCEEXPLOITSTHEENTITIESINTHEWORLDANDREGARDSITSELFASBASEANDMEASUREASARESULTOFDEPENDINGOILSCIENCE，THERELATIONSHIPBETWEENEDUCATIONANDENTITIESISTHECOGNITIVERELATIONINFACTTHEDOMINANTOFLINEAR、SERIAL、QUANTIFIABLESYSTEMFOREDUCATIONISTHEMOSTIMPORTANTTOKENOFTHEEPISTEMOLOGICALEFFECTINGONTHEMODEMEDUCATION1FPHILOSOPHYOFEDUCATIONWANTSTOGRASPTHEEDUCATIONITSELFTHATISTOSAYTEGARDTHEEDUCATIONASHUMANBEING’SEDUCATION，HEMUSTRETURNTOTHEORIGINRETURNINGTOTHEORIGINMEANSTHATTHEPHILOSOPHYOFEDUCATIONMUSTINVESTIGATETHEDASEINWHOHASBEENDIGESTINGBEINGANDDOINGACCORDINGTOITTHEPHILOSOPHYOFEDUCATIONTOGETTOBEINGVIADASEINISJUSTTHEPHILOSOPHYOFEDUCATIONITSELFESSENTIALLYSOACOMPLETECALLFORPHILOSOPHYOFEDUCATIONMUSTBETHEONTOLOGICALPHILOSOPHYOFEDUCATIONITISONTOLOGYWHICHPROBESBEINGSDASEINNURSINGTHEBEINGISTHEONEOFTHEOUTSTANDINGENTITIESINTHEWORLDWHOINHABITANTSBYTHEBEINGANDSUCCEEDHIMSELFWITHHISUNDERSTANDINGOFITITISONTOLOGYWHICHPROBETHEDASEIN’SEXISTENCEMODE，SOTHEPHILOSOPHYOFEDUCATIONITSELFISTHEONTOLOGICALPHILOSOPHYOFEDUCATIONPRINCIPALLYTHEONTOLOGICALPHILOSOPHYOFEDUCATIONSOISJUSTDASEIN’SPHILOSOPHYOFEDUCATIONTHEPHILOSOPHYOFEDUCATIONRETURNINGTOTHEEXISTENTIALONTOLOGYISUNITEDBYTHREEBASICPROPOSITIONSEDUCATIONASLIFEPATTEM、EDUCATIONASLIFEADVANCINGPAUEMANDTHENEDUCATIONASDASEIN’SEXISTENCEPATTEMEXISTENCEISMAN’SLIFEFASHIONDASEINISDEFERENTHISLIVINGANDHISUNDERSTANDINGLIFETHENLIVINGFROMTHEBEINGSOFENTITIESTHENHUMANISSPIRITUALHUMANINFACTHUMAN’SEXISTENCEDECIDESTHATHUMANISFORTHESAKEOFHISOWNEXISTENCEEDUCATIONASLIFEPATTERNNATURALLYISNOTAMEANSTOLIVEBUTAUNDERSTANDINGMODEORITISMEANINGITSELFEXISTENCEISNOTASTRUCTUREBUTONTOLOGYMUSTBEASTRUCTUREDASEIN’SEXISTENCEISJUSTSHOWEDBYONTOLOGICALANALYSISDASEIN’SEXISTENTIALONTOLCLGICALSTRUCTUREISUNITEDBYTIMELINESSSTRUCTURE、MEANINGSTRUCTUREANDEXPERIENCESTRUCTURETIMELINESSGIVESMEANINGGETTINGMEANINGSNEEDSEXPERIENCEEXISTENTIALPROCESSISAPROCESSTOEXISTTOEXISTMEANSTOBEHAVEASAMAILSOEXISTENCEMEANSINTERINTOTHEWORLDWITHSPIRILDASEINLIVESINTHEWORLDPOETRYLESSANDEDUCATIONISJUSTALIVINGPATTERNTHEKEYPROBLEMTOTHEMODEMEDUCATIONISBRINGINGFORWARDAPROBLEMOFTHESPIRITSOFEDUCATIONINTHEANTISPIRITAGEANDONLYWECANDOTHISCANWEGETRESCUEKQWORDSEXISTENCE、EXISTENTIALONTOLOGY、ONTOLOGY、EPISTEMOLOGYEXISTENTIALPHILOSOPHYOFEDUCATION4

簡(jiǎn)介：蘇州大學(xué)碩士學(xué)位論文高校后勤社會(huì)化改革的哲學(xué)思考姓名張兵申請(qǐng)學(xué)位級(jí)別碩士專業(yè)馬克思主義哲學(xué)指導(dǎo)教師周宏20071101NEPHILOSOPHICAITHOU出OFTHESOCIALIZEDREFOMONCOILEGELOGISTICSABSTR刁LCTTHEPHILOSOPHICALTHOUGHTOFTHESOCIALIZEDREFORMONCOLLEGELOGISTICSABSTRACTSINCETLLE80SLASTCENTUⅨ麗MACRUSHINGFORCE，THELO西STICREFONILOFUILIVERSITIESBASEDONSOCIALIZATIONT粥AKEADYOBTAINEDAPLENTEOLLSACHIEVEMENTBUTI11DI舵RENTCOLLEGESINDI虢RENTPLACES，恤LEVELOFLOGISTICSISALSODI仃ERE媳ANDSOMENEWPROBLEMSLLAVEPRODUCED、I，ITLLTLLECONTIRMOUSVARIATIONSOFMEIMEMALAILDEXTEMMENVIR0舳ENTSATPRESENT，MAILYRESEARCHES，LACKINGOFDE印PHILOSOPLLICALRESEARCHESAS、№LL嬲如R吐LERRC鶴ONABLETLLIILKINGABOUTTI坨DIMCULTIESA11DTLLEDIRECTIONOFMEREFIONN，ALLSTAYAROUILDMEEXPERIENCEEXCLLA_NGESFROMTHELONGVIEW；TLLISMUSTINNUENCETLLECOMPLETERE向MINT11ISARTICLE，THE孤MLOBDEPALDINGONTHESYSTEMATICTLLIILL【II培，DYNAMICTLLIM【ING，CREATIVEⅡL濺NG鋤DI11TE伊ATED缸LINKINGOFPLLILOSOPKCALVISUALFIELD氨DRMELOGIC覷吼E，MAKESUSEOFTLLCPDNCIPL髓ANDMETLLODSOF吐LEMATERIALISTDIALECTICST0INQUI巧IILTOCOLLEGELO西STICSACCULTURATION，T0MAKECONCRETE趾ALYSISOFTLLEEXISTENTPROBLEMSULLDERTHEILEWSITUATIOLL，觚DT0PUTFON舊RDSOMEPROBLEMSOLVINGMEMODS111ISARTICLEISMA砌YDIVIDED砬OFIVEPANS1KFIRSTPARTISABOUTTHEBACKGR01MD，ⅡLEPLL】粵OSE，THESIG面FIC孤LCE孤DMEMEMODOLOGYOFMERESEARCHTHESECONDPARTIS也ELITER狐鵬REVIEWOFCOLLEGELOGISTICS，IILCLUDINGMEDEFINITIONOFCOLLEGELOGISTICS，ⅡLESIGILIFIC弛CEOFMESOCIALIZATIONOFCOLLEGELOGISTICS，NLEECONOMICMEORETICFOULLDATION觚DTLLEPRESENTRESEARCHSTATCINCMNAANDABROADTHETLLIRDPAITEXPOUILDSTHERELATIONSHJPOFCOLLEGES，COLLEGELOGISTICSANDTHESOCIE鑼BYEXPLICITPHNOSOPMCALNLII墩I119，EMPI擒SIZII塢T11EUSAGEOFSYSTEMATICMIMDNG，DY徹MICⅡLIILLING，CREATIVEMIILL【IR培趾LDINTEGRATEDT11IILL【INGPARTFOURFOCUSESON也EP代SENTPROBLEMSEXISTII馮IILTHESOCIALIZEDPROCESSOFCOLLEGELOGISTICSTHEFI觸PARTANALYZESTLLEME娃LODS鋤D咖TEGIESOFMESOCIALIZATIONOFCOLLEGE109ISTICS1KAUMORBELIEVEST11AT鋤SRESE鋤’H、L，I11MAKEPROFITSFOR舢曲ERRESEARCHES1EYWORDSCOLLEGELO西STICS；SOCIALIZATION；REFO??；PHILOSO出C“THO咄WRI訛NBYZLMGBINGSUPEⅣISEDBYZHOUHONGⅡ

簡(jiǎn)介：分類。一密緩。碩士學(xué)位論文對(duì)小學(xué)生作業(yè)的哲學(xué)解析楊曉英導(dǎo)師姓名職稱到尷盔熬援專業(yè)名稱熬壹堂廈理研究方向耋直萱堂．論文答辯日期2QQZ魚學(xué)位授予日期2007．6答辯委員會(huì)主席評(píng)閱人二00七年六月ABSTRACT1NHEHOMEWORKISNOTONLYAPARTOFTHETEACHINGPROCESSBUTALSOONEOFTHEFORMSSHOWINGTHERELATIONSHIPOFKNOWLEDGEANDPOWERINTEACHINGPROCESS，ANDADISPLAYWAYOFSTUDENTSLIFEANDCONTACTS．INTHEMODEMSCHOOLSINFLUENCEDANDIMPACTEDRATIONALISMANDINDUSTRIALIZATIONIDEOLOGY,THEHOMEWORKHASBEENAMODEL．ANDITSINTRINSICVALUEISSHADOWEDBYEXTERNALUTILITARIANPURPOSE,SOTHEHOMEWORKHASBECOMEATOOLTOCONTROLTHESTUDENTS．THENWHATISTHEFORMOFTHEHOMEWORKINTEACHINGHOWDOESITFUNCTIONFROMPHILOSOPHICALPERSPECTIVETOANALYSETHEHOMEWORK，THISPAPERSHOWEDTHEHOMEWORKITSELFISNOTSOSIMPLEASWHATWENORMALLYTHINKOF,ITSUFFERSTHECONTROLOFSOMEKNOWLEDGEANDTHEDOMINATIONOFSOMEPOWER,THUSENDOWINGTHEHOMEWORKWITHCERTAINSTRENGTH．WHENITMEETSTHESTUDENTS，THERELATIONBETWEENTHEMISCOMPLICATEDANDDELICATEOROBEDIENCE，ORIGNORANCE；ORSUSPENSION，ORINTERNALIZATION，ORRESISTANCE；OROBEDIENCEWITHRESISTANCEORUNCONSCIOUSINTEMALIZATIONWITHRESISTANCE．THEHOMEWORKITSELFAPPEARSINTHETEACHINGPROCESS,ANDITSHOULDREFLECTTHESTUDENTACTIVITIES，STUDENTDEVELOPMENT，NEITHERASTHEMEANSTOCONTROLSTUDENTS，NORASTHETOOLOFOTHERPURPOSESINTHEPROCESSOFSCHOOLEDUCATION，STUDENTS’GROWTHANDDEVELOPMENTISTHEAIMOFEDUCATION，THERESHOULDNOTBEANYOTHERPURPOSEABOVEIT．THEHOMEWORKITSELFHASUOPROBLEM，BUTITSOWNCONTENT1IFE，CONTACTS，ANDEXPERIENCEVALUEHASBEENIGNORED,REPLACEDBYTHEUTILITARIANVALUEOFTHECONTROLOFTHETEACHING．THEINDUSTRIALIZEDIDEOLOGICALTRENDSARENOTTHEDREADFULMONSTERSTOBEDISCARDEDASLONGASTHEYHAVENOHEGEMONYTOMAKEEVERYTHINGMONOLITHIC．THEREORIGINALLYEXISTMANYKINDSOFKNOWLEDGEINTHESOCIETY，THEHOMEWORKSHOULDALSOBECOLORFUL，ANDTHESCHOOLEDUCATIONSHOULDNOTBECOMEAKNOWLEDGECONTROLMODE，OTHERWISETHEEDUCATIONWILLEXERTTHEOPPOSITEEFFECT．BASEDONTHEABOVE，THEPUPILS’HOMEWORKNEEDTOREFORM．THEHOMEWORKMUSTEMBODYTHECHARACTERISTICSOFTHEIROWNLIVES，REALIZEITSVALUEOFGUIDANCEANDMEETEVERYSTUDENT’SDIFFERENTDEVELOPMENTNEED．EVERYONEREADSTHETEXTDIFFERENTLY,PLURALISTICDISCOURSESAREREASONABLE，HENCEITISTHEPREREQUISITEFORTHESTUDENTS’HOMEWORKFORREFO衄ANDINNOVATION．ANDTHESAMEWITHTHEDEVELOPMENTOFSTUDENTS．KEYWORDSTHEHOMEWORK，VALUE，INDUSTRIALIZATIONIDEOLOGY，KNOWLEDGEANDPOWERM

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