银雀山汉墓竹简《孙子兵法》佚文《吴问》考论

<正>毫无疑问,1972年山东临沂银雀山西汉古墓出土的兵书竹简之学术价值是不容低估的。仅仅就竹简本《孙子兵法》的发现而言,它对于破解历史上两孙子之谜、判断《孙子兵法》成书的大致时代、厘定《孙子兵法》"十三篇"的篇章次序、对勘《孙子兵法》传世本的文字内容、释读《孙子兵法》的某些疑难章句、阐明《孙子兵法》的相关军事原则、深化有关孙子所处时代社会变革性质的认识、梳理《孙子兵法》与"古司马兵法"之间的渊源关系,都具有     

《孙子兵法》课程在高校大学生人文素质培养中的实践探索

文章从人文素质教育的角度出发,探讨《孙子兵法》课程在高校大学生人文素质培养中的作用、应用及实践,从新的角度探索《孙子兵法》的人文价值,引导学生运用《孙子兵法》对其人文精神进行培养,同时在探索人文素质教育的途径上做新的尝试,力求人文素质培养的实践更具有针对性、实效性和可操作性。     

《孙子兵法》课程在高校大学生人文素质培养中的实践探索简

文章从人文素质教育的角度出发,探讨《孙子兵法》课程在高校大学生人文素质培养中的作用、应用及实践,从新的角度探索《孙子兵法》的人文价值,引导学生运用《孙子兵法》对其人文精神进行培养,同时在探索人文素质教育的途径上做新的尝试,力求人文素质培养的实践更具有针对性、实效性和可操作性。     

试论《孙子兵法》对占优策略均衡分析法的阐释与体现

《孙子兵法》是中国战略思想的智慧之源,是构成中国战略管理的重要基因。基于博弈逻辑中占优策略均衡分析法,阐释《孙子兵法》中"先胜"谋胜"知胜"全胜"的思想,拓展《孙子兵法》的价值区域,为博弈逻辑思想提供实证诠释。     

《孙子兵法》对高校思想政治教育工作的启示

哲理智慧是《孙子兵法》中极富价值的文化遗产,文章从思想政治教育的角度,阐明我国古代军事哲学著作《孙子兵法》对改善现代高校教育的作用,在五个方面论述了《孙子兵法》对提高思想政治教育工作者的思想道德素质的启示。     

让智慧之光真正照亮寰宇——《孙子兵法》在世界的影响及启示

《孙子兵法》在世界上影响甚巨,范围涉及军事、政治、企业等领域。其原因有三:其一,《孙子兵法》是古代兵法的顶峰之作;其二,《孙子兵法》的智慧是全人类的智慧宝典;其三,《孙子兵法》多侧重于战略原则,是一部战略学论著。     

教材的延伸与拓展

教材,从字面上讲,是教学所依据的材料。《现代汉语词典》则解释为"有关讲授内容的材料"。新旧课程关于教材的理念,对待教材的态度,使用和处理教材的方法,是有很大不同的。在旧课程理念中,教材是教学依据,是教学内容的全部。教师备课要吃透     

《孙子兵法》思维智慧的主要表现及启示

作为《孙子兵法》军事思想重要支撑的孙子兵法思维智慧,可以主要从战略思维智慧、辩证思维智慧和创新思维智慧三个方面来认识和把握。《孙子兵法》的思维智慧以战略思维智慧为基础,以辩证思维智慧为核心,以创新思维智慧为关键。运用这种思维智慧,《孙子兵法》揭示了不能直接感知到的战争的本质和规律,不仅形成了比较成熟的战争认识论,也得出了系统的战争方法论。《孙子兵法》的思维智慧具有跨越时代的永恒魅力和重要的现实启示。     

浅谈《孙子兵法》对学校教育的应用启示

"教育"涵盖内容很广,有狭义和广义之分.狭义教育即传统的学校教育.广义教育指的是包括社会教育在内的大教育.无论是狭义还是广义教育,《孙子兵法》都在其实践中得到了借鉴应用.在狭义教育中,《孙子兵法》的思想及内容被借鉴应用到课堂教学、课程设置、学校管理等诸多方面.     

“政治学原理”课程建设研究:以培养公民能力为中心的探索

"政治学原理"是高校政治学、公共管理及相关专业本科生的基础课程,大多数高校以知识传播为中心进行教学内容设定、运用以教师讲授为主的教学方法,这在一定程度上忽视了该课程在提升学生的公民能力方面发挥的积极作用。从知识传播转向智慧培养,积极地采用讨论式授课方式,可以有效提升"政治学原理"课程的教学效果。     

《孙子兵法》智慧与和平发展时代

和平发展时代需要借鉴历史的智慧。百世兵经《孙子兵法》的智慧微妙精深,丰富多彩。这种智慧在和平发展时代很有启迪和借鉴意义。《孙子兵法》的智慧体现在"道、变、本、和"上。道,是天理、人心,是规律、法制,必须知道得道,遵道而行。变,无处不在,无时不有,必须知变应变,才能适变而胜。本,即人本,是泉之源、木之根,必须知本固本,以人为本。和,是中华文化的核心和根脉,是万物之归宿,必须知和为和,方能和谐共生。     

Learning styles fray: Brilliant or batty?

Many school educators, instructional designers, and corporate training specialists believe that learning styles are important and that much of training success relies on the craft of incorporating learning styles into learning materials. But how do common views and popular wisdom on learning styles align with what the psychological sciences tell us today? Does matching instructional design to learning styles really result in learning enhancement? This article seeks to examine such questions based on current research in psychological sciences.     

孙子军事欺骗思想对美国情报理论研究的影响

"兵者诡道"与"兵以诈立"思想是《孙子兵法》指导思想出发的原点,也是贯穿全书始终的权谋思想的核心,不仅在《孙子兵法》的思想体系中起着无可替代的重要作用,而且对今日美国情报理论研究领域也产生了极为深远的影响。其思想精髓已远远超越了时间与空间的局限,在新的时代背景下得到了进一步的拓展并不断焕发出熠熠光彩。     

《孙子》“为将之道”对现代父母的启示

《孙子》虽是兵学圣典,但兵法里面亦有哲学,故其能超越时代、跨越地域,被广泛应用于各个领域。家庭教育是关系个人发展、家庭幸福、民族兴衰的大事,故为人父母亦需如将领般讲究战略。     

《孙子兵法》战略文化研究范式、现实意义及传播理念

《孙子兵法》是中国战略文化的重要智慧之源,是构成中国战略文化的重要基因。探索其战略文化思想,加强其战略文化理念的传播,对于弘扬《孙子兵法》具有重要的意义。对《孙子兵法》战略文化思想体系构建的范式、范式的现实意义及其传播理念等问题进行了初步的探讨,以期进一步推动《孙子兵法》战略文化研究与传播。     

All Children Can Learn To Read: Critical Care for the Prevention of Reading Failure

In this article, we present the position that students with special needs, regardless of causation, share the same basic needs for literacy instruction. What sets special needs learners apart from higher performing learners is that systematic, explicit instruction appears to be critical rather than merely beneficial and that special needs students require more instructional time and opportunity to practice reading. The need for greater explicitness and time intensity does not, however, change the content of what composes good literacy instruction. We take the position that general education should maintain primary responsibility for literacy education for all children, with special educators and reading specialists providing instructional support and, if necessary, additional instructional intensity and practice opportunities. Obstacles to providing quality literacy instruction are examined, and a school-based case study in which these obstacles have been largely overcome are presented.     

Investigating the factors that influence higher education instructors’ decisions to adopt a flipped classroom instructional model

The flipped classroom is an instructional model which allows for more advanced learning activities during in-class time while introduces subject knowledge to students prior to class. To address a gap in the recent research regarding higher education instructors’ experiences, perceptions and adoption decisions of the flipped classroom instruction, this study aimed at investigating the critical factors which were predictive of a higher education instructor’s decision to adopt a flipped classroom instructional model through exploratory factor analysis (EFA) and multiple regression in a US university. The results revealed that performance expectancy and technology self-efficacy were significant predictors. Although facilitation condition was significantly correlated with instructors’ adoption decisions, it was not a significant predictor. This study suggests that in order to improve higher education instructors’ adoption decisions of the flipped classroom and other active learning instructional models, it is of priority for institutions to remove the internal barriers to instructors’ adoption decisions of these instructional models, such as improving their performance expectancy and technology self-efficacy.