簡介：山東師范大學(xué)碩士學(xué)位論文論品德課程的主體性哲學(xué)基礎(chǔ)姓名馮永剛申請學(xué)位級別碩士專業(yè)教育學(xué)原理指導(dǎo)教師戚萬學(xué)20050420生變墮薹查堂堡主蘭堡壘壅論品德課程的主體性哲學(xué)基礎(chǔ)中文摘要品德教育的對象是活生生的、具有鮮活生命的個體主體“人”。品德教育是否有效，主要看教育對象主體“人”是否在內(nèi)心服膺道德和在行動上是否實踐道德。因而品德課程的建設(shè)必須緊緊圍繞主體“人”來進行。然而在傳統(tǒng)的品德課程與品德教育中，我們的失誤之處恰恰是主體性理念的缺失，對主體“人”主體地位的漠視與淡忘。特別是近年來，主體問題已成為哲學(xué)研究的一個熱點問題，并且在教育實踐中顯示出巨大的生命力。故本文從主體性哲學(xué)的角度出發(fā)來審視品德課程改革，試圖找到二者的結(jié)合點，籍希彌補這方面的空白。為品德課程的改革提供一種新的視角，在理論上充實品德課程體系，為品德課程體系的建構(gòu)提供哲學(xué)意義上的論證；在實踐上使課程改革能夠在一個科學(xué)哲學(xué)理念的指導(dǎo)下運作，在理性的尺度中運行，以其求得對我國品德課程體系的建構(gòu)、實施與完善提供借鑒與啟示，對我國的品德教育效果有所益處。全文共分三個部分第一部分論述了課程觀與哲學(xué)觀。包括課程與哲學(xué)的歷史溯源、哲學(xué)對課程的貢獻和幾種有代表性課程觀的哲學(xué)思想。首先簡要地追溯了哲學(xué)與課程的歷史淵源，借以表明哲學(xué)與課程有著天然的密不可分的血肉關(guān)系。接著重點探討了哲學(xué)與課程緊密聯(lián)系的理論基礎(chǔ)與實踐前提哲學(xué)對課程生存與發(fā)展之意義與價值哲學(xué)對課程的貢獻。最后通過學(xué)科或知識中心論課程觀、兒童中心或?qū)W生中心論課程觀以及社會中心論課程觀三種有代表性的課程觀中所體現(xiàn)出來的哲學(xué)理念，用以闡明無論何種課程觀都必須以一定的哲學(xué)作為根基，即使這種課程觀本身還沒有清晰地意識到它，使哲學(xué)思想在具體課程領(lǐng)域的體現(xiàn)得以明晰化。第二部分闡述了當前品德課程觀的價值取向。重點論述了以主體性哲學(xué)理念作為品德課程觀價值取向的合理性與意義所在。在當前社會價值取向多元的發(fā)展趨勢下，選擇何種理念作為課程理論研制的指導(dǎo)思想，是一件很困難的事。但每一種新課程理論、新課程思想的出臺以及對以往課程理念的揚棄，決不是無源之水，無本之木。必須通過對既往相關(guān)理論進行學(xué)術(shù)梳理、研討，從中找出優(yōu)劣所在，緊跟變化了的時代步伐，決定其在新課改中的取舍。主體性是人類歷史發(fā)展的主旋律。人類由進化而來，一部人類發(fā)展史，可以看作是人發(fā)展的歷史，人的主體性不斷增強的歷史，人的道德自律程度不斷提高的歷史。人的特殊主體地位以及品德課程“以人為本”的獨特性決定了品德課程改革只有充分發(fā)揮人的主體性，品德教育才能取得實效。特別是通過對傳統(tǒng)道德教育的檢討，指出傳統(tǒng)道德教育實效低下的重要原因是無視兒童的主體地位，把其作為一個“美德袋”進行

簡介：廣州中醫(yī)藥大學(xué)碩士學(xué)位論文科學(xué)進步與社會發(fā)展的哲學(xué)研究論科學(xué)、人類終極關(guān)懷與科學(xué)發(fā)展觀姓名陳建偉申請學(xué)位級別碩士專業(yè)科學(xué)技術(shù)哲學(xué)指導(dǎo)教師吳仁山20050401關(guān)鍵詞科學(xué)人類終極關(guān)懷科學(xué)發(fā)展觀

簡介：科爾伯格道德哲學(xué)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(xué)位類型堂壓亟研究方向社會主義和諧社會構(gòu)建導(dǎo)師及職稱江童盛數(shù)握2012年4月合肥工業(yè)大學(xué)本論文經(jīng)答辯委員會全體委員審查，確認符合合肥工業(yè)大學(xué)碩士論文質(zhì)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(xué)教授?！惶m蘭眵合肥工業(yè)大學(xué)教授翩／乙參心

簡介：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學(xué)位級別碩士專業(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)思想研究引言中國古代教育哲學(xué)的發(fā)展是與中國古代哲學(xué)的發(fā)展歷程密切相關(guān)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(shù)后，對儒家學(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)，認為理是世界的本源，是人認識的對象；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，從學(xué)習(xí)灑掃、應(yīng)對之節(jié)開始，通過大范圍的讀書求知、注釋訓(xùn)詁，達到對“理”的認識，走的是“道問學(xué)”的路子。陸學(xué)以陸九淵為代表，在哲學(xué)本體論上堅持心性一元，主張“心即是理”；在治學(xué)方法上，主張整體明了，自我體悟，反對向經(jīng)文求索，走的是“尊德性”的道路。朱學(xué)和陸學(xué)對江西都有很大影響，相對而言，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，他們或著書立說，或廣聚門徒，或壯游天下，一方面致力于陸學(xué)門戶的開拓，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“江東四先生”。他們謹守陸學(xué)門戶，在學(xué)術(shù)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(xué)進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(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(jīng)筵檢討、工部侍郎、禮部尚書等職。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叫庫全書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史危公新墓碑銘‘四庫全書，問七2

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

簡介：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學(xué)位級別博士專業(yè)課程與教學(xué)論指導(dǎo)教師靳玉樂20081101西南大學(xué)博十學(xué)位論文開發(fā)的具體內(nèi)容，通過課程資源開發(fā)，促進小學(xué)科學(xué)課程的建設(shè)與發(fā)展。作為一種研究視角，當前科學(xué)哲學(xué)的整體態(tài)勢是相對主義，這對小學(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(xué)哲學(xué)的相對主義指導(dǎo)下，未來小學(xué)科學(xué)課程改革需要處理好科學(xué)真理的絕對性與相對性、科學(xué)發(fā)展的階段性與連續(xù)性、個體的科學(xué)與公開的科學(xué)的關(guān)系。同時，科學(xué)方法的多元化，對小學(xué)科學(xué)課程也帶來了不小的沖擊。小學(xué)科學(xué)課程開發(fā)要堅持科學(xué)方法的多元化，運用新科學(xué)觀、新科學(xué)方法論指導(dǎo)小學(xué)科學(xué)課程改革，通過實施以“探究”為中心的科學(xué)教學(xué)，促進小學(xué)科學(xué)課程走向科學(xué)與人文的融合，實現(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。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學(xué)位級別碩士專業(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

簡介：匪蜀中國石油大學(xué)碩士研究生學(xué)位論文華東申請哲學(xué)碩士學(xué)位論文化領(lǐng)域中的工程哲學(xué)問題學(xué)科專業(yè)培養(yǎng)方向碩士生指導(dǎo)教師馬克思主義哲學(xué)科學(xué)技術(shù)與社會楊娟朝克教授入學(xué)日期2005年9月論文完成日期2007年4月ONTHEENGINEERINGPHILOSOPHYINTHEDOMMNOFCULTUREYAN妙UANMARXISTPHILOSOPHYDIRECTEDBYPROFESSORCHOGJILTUABSTRACTENGINEERINGINCLUDESNATLLRALPROJECTANDSOCIALENGINEERINGCULTURALPROJECTISABRANCHOFSOCIALENGINEERINGTHEORIESANDTHEAPPLICATIONOFSOCIALENGINEERINGINCULTURALDOMAINSITISASOCIALENGINEERINGTO甜JUSTHUMANANDCULTURALRELATIONS；ITISALSOTHEIMPORTANTM∞NSANDMETHODINCULTURALCONSTRUCTIONSINMODEMSOCIETYCULTURALPROJECTHASTHETHEORETICALANDOPERATIONALADVANTAGESIN鰣DINGANDORGANIZINGCULTURALEONSLAUCFIONRESEARCHESONCULTURALPROJECTBENEFITSNOTONLYEMICHTHETHEORYOFCULTUREANDSOCIETYENGINEERINGBUTALSOGUIDECULTURALCONSTRUCTIONSCARRYINGONORDERLYTHERESEARCHESCONSISTOFCOGNITIONINVESTIGATIONANDESTIMATIONTHECOGNITIONINCLUDESTHEBASICELEMENTS，ULTIMATETARGETSANDSTUDYINGMETHODSCULTURALPROJECTOPERATIONPROCESSISADYNAMICOPERATIONPROCESS，MAINLYINCLUDESDECISIONMAKINGLAYOUTOPERATIONANDUSINGTHINGFINALIXTHEREISACULTURALASSESSMENTPHASEOFTHEPROJECTINCLUDINGDEMENTSOFTHEASSESSMENTVALUE，THEASSESSEDVALUEOFTHEPRINCIPLESANDVALUESASSESSMENTCRITERIAOFCOURSETHEUSEOFMATERIALCULTUREANDCULTURALPROJECTSINTHEASSESSMENTPHASEOFTHEPROCESSOFMUTUALPENETRATIONHASCLOSETIESTHISPAPERTRIESHARDTESEARCHTHEMEANSOFCULTUREPROJECTPROCESSANDEVALUATIONRULE，ANDEXPANDTHEDOMAINOFENGINEERINGPHILOSOPHY；SOITISMORECONDUCIVETOTHECONSTRUCTIONANDDEVELOPMENTOFTHESOCIALISTCULTURALUNDERTAKINGSKEYWORDSENGIN匍血G，ENGINEERINGPHILOSOPHYSOCIALENGINEERINGCULTUREPROJECTIH

簡介：河北師范大學(xué)碩士學(xué)位論文2004年亞洲杯與2004年歐洲杯足球賽運動員犯規(guī)特征的比較研究姓名張杰申請學(xué)位級別碩士專業(yè)體育教育訓(xùn)練學(xué)指導(dǎo)教師呂健力200505102004年亞洲杯與2004年歐洲杯足球賽運動員犯規(guī)特征的比較研究的運用，尤其是對犯規(guī)技戰(zhàn)術(shù)的運用等方面存在較大差距。其原因是多方面的，遵循足球運動的發(fā)展規(guī)律，根據(jù)自己球隊的特點，科學(xué)的管理和訓(xùn)練，不斷的提高亞洲足球水平。本文研究目的是找出比賽中隊員犯規(guī)的特點規(guī)律，為足球裁判員的工作提供參考依據(jù)，同時也為球隊訓(xùn)練提供有益的理論參考。關(guān)鍵詞足球、犯規(guī)、動作特征Ⅱ

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簡介：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青少年生命異化現(xiàn)象的反思姓名娜仁高娃申請學(xué)位級別碩士專業(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)姓名馮麗潔申請學(xué)位級別碩士專業(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

簡介：東南大學(xué)博士學(xué)位論文實踐與文化的科學(xué)觀SSK、后SSK和后現(xiàn)代主義背景下科學(xué)哲學(xué)之發(fā)展姓名鄭瑋申請學(xué)位級別博士專業(yè)科技哲學(xué)指導(dǎo)教師呂乃基20090901東南大學(xué)研究生畢業(yè)論文英文摘要THESISTHEPRACTICALANDCULTURALCONCEPTSOFSCIENCEDEVELOPINGTHEPHILOSOPHYOFSCIENCE，AGAINSTTHEBACKGROUNDOFSSKPOSTSSKANDPOSTMODERNISMSPECIALIZATIONTHEPHILOSOPHYOFSCIENCETECHNOLOGYPOSTGRADUATEZHENGWEIABSTRACTTHESOCIOLOGYOFSCIENTIFICKNOWLEDGESSKTHEPOSTSSKANDTHEPOSTMODERNISMHAVENOWBECOMENEWFOCUSESINTHEFIELDOF“SCIENCESTUDIES”SINCETHEIRBASICPOSITIONSANDMAINVIEWPOINTSAREWHOLLYDIFFERENTFROMTHOSEOFTHETRADITIONALPHILOSOPHYOFSCIENCE，T11EYFORMASERIOUSIMPACTONTHEPHILOSOPHYOFSCIENCE，ANDASADIRECTRESULTSHAVEALSOINITIATEDVARIOUSFORMSOF“TURNINGTHEORY”AND“REPLACINGTHEORY”INTHELATTERFIELDINTHECONTRASTWHATISREALLYNEEDEDIS“THEINNERDEVELOPMENT”O(jiān)FTHEPHILOSOPHYOFSCIENCEWHICHISBASEDONTHEASSIMILMIONOFALLTHEREASONABLEFACTORSANDILLUMINATIONOF‘THEOUTERPUSHES”ANDSERIOUSREFLECTIONSOFEARLIERWORKSTLLISARTICLEISANEFFORTONTHELATTERDIRECTIONFOCUSINGONTHEVIEWOFSCIENCEANDAIMINGATTHERECONSTRUCTIONOFTHEPHILOSOPHYOFSCIENCE，THISPAPERINFACTCONTAINSWORKSONTHEFOLLOWINGTWOLEVELS1ASYSTEMATICEXPOSITIONOFTHEPRACTICALANDCULTURALVIEWOFSCIENCE；2AREFLECTIONOFTHEEARLIERWORKANDALLANALYSISABOUTTHERECONSTRUCTIONOFTHEPHILOSOPHYOFSCIENCEFROMTHELEVELOF‘THEMETAPHILOSOPHYOFSCIENCE”THEEXPOSITIONOFTHEPRACTICALCONCEPTOFSCIENCEBASESONREFLECTIONSANDCRITICISMOFTHE‘THEORYDOMINANCE’’POSITIONOFTHETRADITIONALPHILOSOPHYOFSCIENCETHISARTICLEALSOGIVESAILANALYSISOFTHEDEVELOPMENTOFTHEPRACTICECONCEPTWHICHINCLUDESITSRESEARCHAPPROACH，THEORETICALIMPETUS，ANDEXTERNALENVIRONMENTWHATALEALSOEMPHASIZEDARETHECONTENTSOFTHEPRACTICALCONCEPTOFSCIENCEANDITSIMPLICATIONFORPRACTICALSCIENTIFICACTIVITIESTHEDISCUSSIONABOUTTHECULTURALCONCEPTOFSCIENCEADOPTSARESEARCHROUTEFROM“THENARROWSENSEOFTHECULTUREOFSCIENCE，，TO“THECULTUREOFSCIENCE”THISARTICLEEMPHASIZESTHATSCIENCECHANGESITSNATUREASITSPREADSTHESCIENTIFICCOMMUNITYTOGENERALPEOPLEINSOCIETYITALSOOFFERSAREFLECTIONABOUT“THESCIENTISMTRADITION”INTHEPHILOSOPHYOFSCIENCEFINALLY，THISARTICLENOTONLYPUTSFORWARDCLEARLYTHETASKOFTHERECONSTRUCTIONOFTHEPHILOSOPHYOFSCIENCE，BUTALSOGIVESSOMESUGGESTIONSINDOINGITWHICHINTURNISBASEDONTHEANALYSISOFTHEPRESENTSITUATIONINPARTICULARITALSOMAKESSOMECONTRIBUTIONSTOTHEPROBLEMSOFTHERATIONALITYOFSCIENCEANDTHEREALITYOFSCIENCEFROMTHEPRACTICALANDCULTURALPOINTSOFVIEWKEYWORDSTHEPHILOSOPHYOFSCIENCE，THEPRACTICALCONCEPTOFSCIENCE，THECULTURALVIEWOFSCIENCE，CHALLENGEANDRECONSTRUCTIONII