技术理性是技术素养的灵魂——科学课程中的技术教育(三)

技术理性反映了技术活动正确进行的规律,是技术工作的指针,技术素养的真谛、灵魂和核心.技术对高效率和高质量的追求、社会的可持续发展以及人的全面发展都离不开技术理性.在长期技术活动中形成和发展的技术理性已由工具理性进入价值理性阶段.价值理性与工具理性相依相存,应该把它们融合、统一起来.资源理性、环境理性、生态理性、道德理性、伦理理性、人文理性等都是广义价值理性的组成部分.以化学为例讨论了科学课程中的技术理性教育.     

教学价值理性的迷失与恢复

教学是建立在人类理性基础之上的实践活动。教学领域的一些乱象反映出指导和规约教学实践的理性出现了问题,存在着教学价值理性迷失、教学工具理性独大的现象。教学价值理性是关于"教学的价值"和"教学过程中涉及的价值问题"的理性。造成教学价值理性迷失的原因既有时代价值理性迷失的背景因素,也有教学实践活动自身的多元价值特性。促进教学价值理性恢复的途径包括:进行教学价值的深入探究、开展教学价值的商讨和辩论、培养教师批判性反思能力等。     

理性选择:自主学习与相关教学策略的新视角

理性选择在教育学领域可以被概括为追求自我发展和自我价值的选择。理性选择内含于活动的全过程,个体的全面发展建立在理性选择的基础上。学习自主性建立在兴趣的基础上,同时需要意志力的支撑,而理性选择对兴趣和意志力都具有积极的影响作用。我国教育长期以来重视知识教学,忽视了对学生理性选择意识和理性选择能力的培养,主要表现在:学生缺乏学习的自主性;教师拘泥于确定的教材;学校忽视个性化教育。本文提出了教师基于"理性选择"的教学设计策略:教师指导学生自定学习目的,实现自主学习;教师指导学生自选学习活动并根据学习活动的需要选择教材;教师指导学生自主承担结果,为学生提供多样化帮助。     

简论理性爱国主义

从马克思主义哲学的角度,分析了理性是人一切活动的指导;指出爱国主义不仅包含着丰富的感性因素,更是一种道德原则和政治理性;提出理性爱国主义始终是中华民族的强大精神力量;论述了当代理性爱国主义的三个维度。     

建构动态的数学课堂

<正>人类活动一般可以分为实践、认知和审美三类活动.有效的活动始终是人类的追求,它的终点与"幸福感"相连.实践活动以实践理性为思考路径,其突出的特征是"积极行动";认知活动以纯粹理性为思考路径,其突出的特征是"积极思维";审美活动以"双重理性"为思考路径,其突出的特征是"纯粹理性和实践理性指导下的感性升华",最终回归到"天人合一"的境界,以实现人生的终极意义——幸福.     

物理课堂教学中学生理性思维的训练策略

理性思维是物理课堂的魂,也是一种认知技能,学生理性思维的提升需要不断强化和持续的结构化训练,通过质疑与论证、探究与推理、实践与运用等形式的活动,在活动中不断地训练和强化学生的理性思维.     

对人的理性的局限性及非理性的再思考

人的理性与非理性是人的认识活动和实践活动的两种要素.理性在历史上曾经有过至高无上的地位,但随着人类文明的发展,理性在认识论上的局限性也开始显露,因此我们需要进一步对非理性进行解构,完善认识论.     

理性思考——语文课堂的应然追求

语文课堂要关注学生在课堂上的理性思考,语文课堂应成为激励学生超越具体活动形态的理性精神活动场所,应成为超乎外显活动状态的理性思考的精神家园。从语文课堂活动来看,理性思考可以使教学效率得到提高;     

学校管理中的理性行为与非理性行为

完整的学校管理具有两面性——理性与非理性,二者在管理活动中相互渗透、融合,此消彼长。学校管理理念既包含理性的理性,又包含了理性的非理性这样一个多重理性观念,因此,离开人性中的理性与非理性因素而泛谈人性管理是难以触及其本质的。     

论康德的道德自由与德性论

理性与自由是康德伦理学的重要概念,如若把康德的“理性”概念分为理论理性和实践理性,那么他的“自由”概念同样也可分为理性的自由和道德的自由。理论理性和理性的自由是属于思辨哲学研究的范畴,实践理性和道德的自由是属于伦理学研究的范畴。在康德看来,道德自由是人的道德活动之原因,德性是人的道德活动之结果。因此,在康德伦理学中道德自由与德性之间有着内在的逻辑联系,不仅如此,这种道德自由与德性之内在的逻辑联系恰恰体现着康德理性主义伦理思想的精神内涵。     

Rational engagement buffers the effect of conservatism on one's reported relevance of the theory of evolution

Previous research has noted one's knowledge of and attitudes toward the theory of evolution is negatively predicted by one's political ideology, specifically how conservative the individual identifies, and positively predicted by one's level rational thinking. The present research expands on this past research by examining the roles of political conservatism and rational thinking in predicting one's reported relevance of evolutionary theory in a multi-study design. In Study 1, a sample of undergraduate college students (N = 198) completed a survey with measures of conservatism, rational and intuitive thinking styles, including both engagement and ability, and attitudes toward the relevance of evolutionary theory. A multiple mediator model revealed that conservatism was a negative predictor rational engagement, rational engagement was a positive predictor of relevance of evolution, and the indirect effect of conservatism on relevance of evolution through rational engagement was significant. In Study 2, a new sample of college students (N = 146) completed an experiment where rational engagement was manipulated. Conservatism negatively predicted relevance of evolution for individuals who were not primed to engage in rational thought and were below average in rational ability. Conversely, conservatism was not a significant predictor of relevance of evolution for individuals who were primed to engage in rational thought, and who had below average rational ability scores. These results suggest that when individuals are lower in rational ability, priming for rational engagement may be effective at buffering the effect of conservatism on one's reported relevance of evolution. Thus, examining additional procedures for increasing one's rational engagement may be useful for educators and researchers interested in reducing the effects of political ideology on one's knowledge of and attitudes toward evolution.     

思想政治教育过程理性主义原则刍论

思想政治教育过程,内含教育者的教化过程和受教育者的习得过程。从受教育者的习得过程看,它实质上是受教育者依托知识体系运用理性演绎淬炼出相应价值观念的过程,内含知识体系、理性演绎和价值观念三类实体性要素。其中,知识体系作为理性演绎的质料与价值观念的载体,能够促使受教育者以理性演绎为条件显现价值观念;理性演绎作为受教育者理解知识体系并由此导生价值观念的关键环节,具有知识的证实与辨伪以及关联与贯通的作用,能够促使受教育者以知识体系为中心建构价值观念;价值观念作为受教育者运用理性演绎淬炼知识体系的结果,以自由的理性为基本前提,同知识体系具有内在一致性,并以理性演绎淬炼知识体系为基础。为此,思想政治教育过程当以理性主义为原则统合知识体系、理性演绎和价值观念,从而在根本上提升思想政治教育实效性。     

数学教育与学生理性精神的培养

数学充满着理性精神,理性精神是指导我们实践行为的一种有效的智慧,理性精神的培养是数学教育的核心任务,数学教育更是培养学生理性精神的一种有效手段.本文从数学的学科价值以及数学教育的价值两个方面,结合数学课程改革对学生理性精神的培养作了论述.     

Modeling the developmental trajectories of rational number concept(s)

The present study focuses on the development of two sub-concepts necessary for a complete mathematical understanding of rational numbers, a) representations of the magnitudes of rational numbers and b) the density of rational numbers. While difficulties with rational number concepts have been seen in students' of all ages, including educated adults, little is known about the developmental trajectories of the separate sub-concepts. We measured 10- to 12-year-old students' conceptual knowledge of rational numbers at three time points over a one-year period and estimated models of their conceptual knowledge using latent variable mixture models. Knowledge of magnitude representations is necessary, but not sufficient, for knowledge of density concepts. A Latent Transition Analysis indicated that few students displayed sustained understanding of rational numbers, particularly concepts of density. Results confirm difficulties with rational number conceptual change and suggest that latent variable mixture models can be useful in documenting these processes.     

合理利己主义在学校道德教育中的合理性

合理利己主义道德价值观在历史唯物主义和人性论中都能找到足够的理论支撑，而且也日益成为当今社会道德生活的必然诉求。面对学校德育的困境，最根本的出路在于适度降低意识形态对道德教育的控制，以合理利己主义对集体主义道德价值观作适当修正。     

理性的沉思——论欧洲17世纪古典主义的理性精神

推崇理性精神是自艺复兴以来欧洲学中的一奈主线。人主义、古典主义和启蒙主义都在作品中强调理性精神，但是其侧重面各自不同。理性精神在欧洲17世纪古典主义学中被强调到了登峰造极的程度。对这种现象学史上大多持有异议。认为古典主义的理性精神是与王权相妥协的产物，并过度强调其教务化和保守倾向。本运用理性精神中的沉思方式，探求其中的积极意义，希冀对欧洲17世纪古典主义的认识提出些微有益的看法。     

感官与心灵：中西方的不同命运——从鲁道夫·阿恩海姆《视觉思维——审美直觉心理学》谈起

《视觉思维》不是一个偶然诞生的奇迹,西哲在重视抽象思维的同时,并不忽视感官的作用;重视感知在思维过程中的作用,从不省略直观、实证的求知过程,是西方哲学一以贯之的传统。反观中国古代哲学,总是忽略、轻视甚至排斥感官的作用,而倾向直接以心灵去把握真理;而这种“心灵”,又是经过伦理精心过滤的,无所不能。其结果是,在古代思想家笔下,存在着两组既互为独立又相互渗透的思想现象;一、圣化心灵与圣化王权同步,二者之间存在着一种同向互动关系;二、圣化心灵与奴化感官同步,二者构成一种逆向互动关系。     

帕斯卡的人学思想及其启示

自文艺复兴以来,笛卡尔哲学代表的理性主义一直成为推动西方科学和社会进步的动力。上个世纪,乐观的唯理性主义给现代社会带来深重的文化危机,尤其经过两次世界大战,西方社会开始反思工具理性和科学至上。笛卡尔同时代的科学家、哲学家帕斯卡通过研究“人的问题”,对理性本身的内在矛盾及其界限进行了反思和批判,至今对我们重新审视理性的运用、反思工具理性造成的现代文明的内在危机仍有较大的启迪意义。     

Students' Early Mathematical Representation Knowledge: The Effects of Emphasizing Single or Multiple Perspectives of the Rational Number Domain in Problem Solving

This study examined changes in 26 fourth-grade students' early conceptions of rational number representations as a function of receiving one of two curricular interventions. The first group of 12 students received a curriculum that emphasized constructing knowledge through extended problem solving with a single perspective of the rational number domain based on part-whole relations. A second group of 14 students received a curriculum that emphasized a more conceptually diverse multiple perspective view of the domain through problem solving with operator and ratio relations. Analyses of the students' rational number knowledge before and after the interventions indicated that students in the single perspective group produced organizations of knowledge that more frequently diverged from a formal domain analysis than those produced by students in the multiple perspective group. Further, students in the single perspective group increased their focus on superficial surface features. Alternatively, students in the multiple perspective group demonstrated an increased focus on operations that more frequently reflected the underlying mathematical relation conveyed by the representation. The findings indicate that an early exposure to more diverse perspectives of rational numbers assists students in developing more interconnected and viable representation knowledge for rational numbers.     

Distinguishing adaptive from routine expertise with rational number arithmetic

Adaptive expertise is a valued, but under-examined, feature of students' mathematical development (e.g. Hatano & Oura, 2012). The present study investigates the nature of adaptive expertise with rational number arithmetic. We therefore examined 394 7th and 8th graders’ rational number knowledge using both variable-centered and person-centered approaches. Performance on a measure of adaptive expertise with rational number arithmetic, the arithmetic sentence production task, appeared to be distinct from more routine features of performance. Even among the top 45% of students, all of whom had strong routine procedural and conceptual knowledge, students varied greatly in their performance the arithmetic sentence production task. Strong performance on this measure also predicted later algebra knowledge. The findings suggest that it is possible to distinguish adaptive expertise from routine expertise with rational numbers and that this distinction is important to consider in research on mathematical development.