人类必须预见未来

本文论述了人类必须预见未来的极端重要性。文章既回顾了人类失掉预见带来的灾难,又讲述了现代化建设需要科学预见指导现实活动,同时还对人类之所以能够认识未来作了科学的论证。     

论科学预见

科学预见是利用已有的科学知识,运用矛盾分析的方法,通过分析筛选事物发展的各种可能性而形成的对未知领域或未来发展趋势的推测性论断,是研究并把握了事物发展规律之后所作出的比较可信的结论。它具有主观能动性、超前性、推测性的特点,它对科学发现和研究有着重要的意义。     

科学预见应作为重要范畴引入认识论

科学预见作为人类的一种认识,它的重要作用日益为人们所瞩目.在我国历史上就有“凡事预则立,不预则废”的名言.在当代,随着科技的发展,社会的进步,科学预见的重要性空前突出.许多学者把现代社会称为面向未来的社会,并不是没有道理的.人们要使决策科学化,取得最佳的工作效果,思想必须面向未来,对未来的发展具有科学的预见性.     

论列宁对一战及其后果的科学预见

社会预见是列宁社会战略思想的基础。列宁总是把有关社会生活的科学预见,看作是工人阶级及其政党进行自觉而积极活动的必要前提。他说,我们“不仅要解释过去,而且要大胆预察未来,并敢于从事实际活动以实现未来。”这种社会预见表现在战争问题上,就是科学地预见战争的到来及其后果,并以此为依据制定无产阶级的斗争纲领,从而使无产阶级明确自己的“任务、工作方向和性质”。     

略论邓小平的科学预见

邓小平通过长期的革命与实践,继承和发展了马克思主义的科学预见观,并赋予其崭新的内容。先进的阶级目的性决定了其预见的科学性,使之成为丰富和发展马克思主义基本的重要手段,邓小平的科学预见可分为三个层次,即宏观预见、微观预见和应用预见,并从时间和数量两个维度着手使科学预见这一观念构建清晰容易把握。在实践中不断使观念对象化,即“通过实践创造对象世界”,达到实践与理论预见的互动,是其预见科学性的体几最终归宿     

数学预见能力的培养

数学教学 ,不仅要关注学生数学知识的增长 ,而且要关注他们的数学思维能力的发展和解决实际问题能力的提高。教学时 ,教师要改变把数学结论直接抛给学生、“题型 技巧”的教学方法 ,要注意学生的一般思维能力的培养。在一般能力中 ,数学预见能力对人的素质的提高 ,有非常重要的作用。教师必须重视学生数学预见能力的培养。数学预见能力是数学直觉思维能力中的一种 ,直接表现为对数学问题的洞察力。波利亚指出 :“在解题活动中 ,要设法先预见到解或解的某些特征 ,或一条通向它的小路 ,如果这种预见突然闪现在我们的面前 ,我们就把它称为有启…     

预见理论的科学认识论前提

人类预见未来的活动古已有之,而初民的预测是以经验为基础的,是与人类对因果性的朴素直观认识紧密相关的.人们只是凭直觉将观察到的前后相继的现象联系起来,认为先出现的现象是原因,它将引起另一事物的出现.这种基于经验的猜测,并没有科学根据.如古埃及人认为尼罗河泛滥是因为黎明时东方出现明亮的天狼星造成的,并以此来指导他们的生产劳动.一看到天狼星在东方出现,就认为尼罗河水将要泛滥,应该准备耕种了.他们没有证明“将来将和过去一样”就使用了这一假设,故犯了“虚假延续性”的错误.随着经验科学的发展,人们在观察和实验的基础上,逐渐发现了现象之间的稳定的相互联系,从而总结出一系列经验定律,如开普勒定律、气体运动定律、光的折射定律、电磁学中的库仑定律和高斯定律等等.这使人们认定经验归纳法     

浅谈科学预见和伪科学预言

本文阐述了科学预见对提高认识能力的作用,深入探讨了当代伪科学活动泛起的原因,认为来势汹涌的反科学思潮与封建迷信活动沉渣泛起是紧密相关的。公众科学意识的发展水平和个别人别有用心的活动对其也有一定的影响。说明科学预见能经受住逻辑思维及实践的检验,并以可检验性作为科学预见与伪科学预言的划界标准,进而起到弘扬科学精神,削弱伪科学不良影响的作用。     

浅谈科学预见和伪科学预言

本阐述了科学预见对提高认识能力的作用,深入探讨了当代伪科学活动泛起的原因,认为来势汹涌的反科学思潮与封建迷信活动沉渣起是紧密相关的。公众科学意识的发展水平和个别人别有用心的活动对其也有一定的影响。说明科学预见能经受住逻辑思维及实践的检验,并以可检验性作为科学预见与伪科学预言的划界标准,进而起到弘扬科学精神,削弱伪科学不良影响的作用。     

论毛泽东同志的科学预见

全部社会历史表明,先进的社会力量在从事其伟大的历史活动中,总是抓住未来的目标,努力探求实现它的道路和方法。但只有在马克思主义产生之后,对社会未来的预见才真正建立在科学的基础上。马克思主义者特别重视对历史发展趋势的研究,重视科     

The Vane Kindergarten Test: Temporal stability and ability to predict behavioral criteria

The present study contributed further information on the reliability and ability to predict behavior problems of the Vane Kindergarten Test (VKT), a relatively new test. The VKT is judged to have limited usefulness in early detection of learning handicaps for two reasons: (a) Its reliability is too low to allow discrimination between individuals, and (b) The ability of the VKT to predict problem behaviors is quite limited.     

Preservice teachers’ and teachers’ conceptions of energy and their ability to predict pupils’ level of understanding

The study examined (a) the extent to which teachers and preservice teachers understand the concept of energy and adhere to particular preconceptions associated with it; and (b) their ability to predict pupils’ knowledge and understanding of the same concept. Teachers and preservice teachers completed a test by indicating for each item what their response was and what an average sixth-grade pupil’s response might have been, and their predictions were compared to actual pupil performance. Results indicated that teachers’ and preservice teachers’ understanding of the concept was far from complete, and that teachers were, in general, more likely to overestimate pupils’ knowledge.     

Attributes of organizational ability related to writing ability

The present study investigated the relationship between writing ability and a reconstruction test requiring anagram solving, word reordering, sentence reordering, paragraph assembly. The results of a canonical correlation corroborated earlier findings that this test is a good predictor of writing ability.     

Implicit STEM ability beliefs predict secondary school students' STEM self-efficacy beliefs and their intention to opt for a STEM field career

Despite the widely accepted view that low self-efficacy beliefs negatively influence students' intention to opt for a STEM field oriented study or career path, it remains unclear how to effectively stimulate these beliefs in students who do seem to have the ability and motivation to opt for a STEM career. A suggestion from previous literature is that students' implicit beliefs about the malleability of their learning ability can have a major impact on their self-efficacy beliefs, and, importantly, that these implicit beliefs are malleable themselves. Even though this relation between implicit beliefs, self-efficacy, and STEM field aspirations has been suggested multiple times, there is no empirical evidence to support this claim. The goal of the current study was to examine whether implicit beliefs about the malleability of STEM ability are associated with secondary school students' intention to opt for a STEM field bachelor's degree, using a Structural Equation Modelling approach. Furthermore, we examined the mediating role of STEM-oriented self-efficacy beliefs on the relationship between implicit ability beliefs and STEM intention. We used a Likert-type questionnaire, consisting of subscales to measure ability beliefs, self-efficacy, and intention to opt for a STEM degree of secondary school students in their fifth grade (n = 483). Results showed that there is a positive relation between implicit STEM ability beliefs and the intention to opt for a STEM field bachelor degree, and that this relation is partly mediated by self-efficacy beliefs. Incremental STEM ability beliefs predicted positive self-efficacy beliefs and increased STEM intention. These findings provide a foundation for a novel approach to stimulate and motivate students for the STEM field, namely by stimulating incremental beliefs about their STEM ability.     

从英语教学看学生英语语言能力和交际能力的培养

从大学学生学英语的实际情况出发,找出英语教学中存在的语言能力培养的误区,提出了英语教学应该具有很强的针对性,并且把语言和文化结合起来的英语教学方法。     

培养和提高学生英语阅读能力的尝试

阅读能力对学英语的学生而言十分重要.本文就如何培养学生的阅读能力和技巧进行了一番探讨.     

高校贷款偿还能力的测算方法初探

结合近年高校贷款实际，利用还款资金来源的比例及贷款的货币时间价值，对高校贷款偿还能力（包括还款数额和偿还期）进行了测算，为高校贷款评估论证提出了一种科学的测算方法。     

如何提高学生的英语口语能力

随着社会的发展，对英语教学提出了更高的要求。本文针对学生在口语中遇到的问题，提出了几点建议，目的在于提高学生的英语口语表达能力。