论文学的意向性接受图式

文学接受是一种意向活动,对文学的接受主要是一种意向性接受。它具有主观指向性、实用功利性、关注历史语境等特征。这种接受图式表征为批评性接受、借鉴性接受、实用性接受和背离性接受等形态。而审美性接受是与意向性接受有别的另一种接受图式。     

数学概念图式的加工机制

采用数学测验,对高一、高二、高三420名学生进行了测试,探究学生数学概念图式的加工机制,调查结果表明：（1）不同年级学生的概念图式加工水平存在一定的差异,其中高一组和高三组学生的加工水平的差异性在0．05水平上显著;（2）学生的概念图式在结构和复杂性不同的题目上表现出不同的加工水平,在调查的基础上,提出数学概念图式的“激活扩散”加工模型,这种加工模型体现了更深层次的数学概念加工机制。     

意向性与语言的意义

语言的意义问题一直是语言哲学研究的核心问题之一,考察语言哲学的大致演进历程可以看出,不同的语言哲学家们对它所采取的研究角度、方法,以及所得的结论都各有特点。本文简要回顾了语言哲学家们尤其是传统语义学家们对语言的意义问题所进行的一些研究,并重点围绕约翰·塞尔的意向性—意义理论进行论述,阐述了塞尔通过分析心灵哲学—语言哲学这一研究进路以阐释意向性在语言意义的产生过程中的机制特征。     

论胡塞尔意向性理论视域下群体意识形态的建构

胡塞尔的意向性理论是关于意识的内在构造学说。意向性理论研究的是意识的指向性和构造性,即意识活动的主体如何带着特定的材料和意义通过意识活动指向意向活动的客体,并赋予意向客体以意义。意向性与意识形态紧密相关,意向性是意识的本质属性,意识形态是意向性的外在表现。胡塞尔的意向性理论是从微观层面对群体意识形态的建构进行深入研究的。借助于群体化的方式,个体融入一定的群体之中,将群体规范内化为自我意识;借助于交互主体性的途径,个体与个体之间、个体与群体之间以及群体与群体之间相互融合,从而使群体成员享有共同的心理认知和价值取向等意识形式。     

从心灵的意向性到语言的意向性——齐硕姆语言的意向性首要性思想研究

作为布伦塔诺思想的继承人之一,齐硕姆阐发捍卫布氏理论的主要贡献在于将意向性理论引入分析哲学,使其成为语言哲学研究的中心领域。他提出语言的意向性首要性原则,认为说话者的意向性是决定语言意义的根本因素。他的意向性指称理论解决了以往的指称理论所面临的名称和说话的意义有时不能对应或指称失败的难题,而他的意向性的“归属分析法”则解决了以往的语义“命题分析法”所导致的专名的谬误问题。但是他的理论过于强调意向性的作用,事实上主体的意向性只有借助于语词本身的意义才能传递和理解,失去了这种语言基础,意向性无法表达出来,也无法理解和传递。     

现象学视域下的黑格尔意向性理论

一般而言,胡塞尔被认为是意向性理论的集大成者,但笔者认为黑格尔亦表达出对意向性的深刻把握。黑格尔认识到了悬置的意义及一切意识都是针对某物的意识。在某些方面,黑格尔对意向性的把握还更为深刻：他阐明了意向性的内在性,并关注到实践中的意向性。在这两方面,黑格尔凸显了自我认识的重要性。但黑格尔的意向性理论也存在问题,他对人的有限性并未充分关注。     

意向性认知:人工智能驱动语言产出的知识传播进路

自然语言的产出受人脑语言能力的支配,彰显了人脑思维构念和意向性认知的双重作用.从某种意义而言,语言是精神的产物,体现了人类思维的复杂性和意向性.而智能化时代的语言产出,要借助于语言符号,对人脑的思维规律进行模拟和思维操练.在反思人脑意向性的基础上,完成人脑参与到人—机协同的语言产出和知识传播.一方面,人—机适配的语言产出模式扩展了知识传播的深度和广度,实现了智能语言意向性产出的知识转向;另一方面,在智能化的认知范式内,人工智能的语言产出形式直接跨越了自然语言的演化过程.客观来看,智能语言并不能真正拥有自我意识的意向性,也存在对语义理解的程式化窠臼.对于知识的再生产而言,智能化背景下的语言产出,凸显了从语言符号转向数据治理、从逻辑转向算法的多重知识传播进路.     

回顾与慎思:论五年制高职课程建设的意向性——以数学课程为例

“意向性”是现象学的重要主题,是意识的本质和根本特征,是行动前对于“做什么”的构思,且构思的内容清晰。基于问题、现实与发展的要求,高职数学课程建设基础需要“重新概念化”。文章通过回顾与慎思,重新认识课程的主体、知识、目标与形态问题:①课程主体意向性,“一体双元”——“人”作为课程主体的主要元素,知识作为课程主体的次要元素;②课程知识意向性,涉及知识的价值、教学实现、组织与评价;③课程目标意向性,从知识立意转向核心素养的发展,以及人的发展、社会要求与数学价值三个课程目标维度;④课程形态意向性,课程形态要基于核心知识课程主线,呈现“过去—现在—未来”的课程时态,做好数学与专业融合,以及做好围绕核心能力的课程架构。     

语言转述的意向性解析

语言转述的意义构建及理解,是意向性自我构建的过程。在语言转述过程中,转述人要传达说话人的意图,存在着说话人的意向性及转述人的新意向性,它表现为言说者和接受者意识性建构的双重维度。在意向性理论的基础上,结合语言转述中的认知语境的作用,对英语语料中语言转述实例的分析表明语言转述过程的成功建构与理解是认知主体意向性的扩散和统一。     

概念图的研究及其进展

本文简单介绍了概念图的研究简史 ,进行了画概念图的理论溯源 ,并介绍了国外开展概念图研究的情况。     

运用概念图优化学习系统

随着概念图在教学中的不断应用,它对学习系统的影响也越来越明显。本文首先就传统学习系统进行阐述,再从学习者、知识和传授者三方面分析概念图的引进对学习系统产生的影响,最后给出学习系统的新图景。     

Investigating the efficacy of concept mapping with pupils with autistic spectrum disorder

Pupils with autism often present significant challenges to teachers. They seem to have real strengths in visual processing but a cognitive style that encourages them to focus on detail rather than the overarching connections between concepts. Veronica Roberts, currently undertaking doctoral training at the Institute of Education, University of London, in order to become an educational psychologist, and Richard Joiner, senior lecturer in the Department of Psychology at the University of Bath, set out to explore these issues. In this article, they report the outcomes of a naturalistic experiment in which they investigated the utility of concept mapping as an educational strategy with pupils diagnosed with an autistic spectrum disorder (ASD). Theoretical arguments supporting the use of concept mapping with an autistic population are outlined in the paper. A tutor group of ten pupils with ASD, aged between 11 and 14 years, took part in the study. Concept mapping tasks were integrated within National Curriculum science lessons in collaboration with the school's science teacher. The study found that the increase in pupil performance in subject-specific questionnaires was nearly four times greater in the concept mapping condition than after a more conventional teaching intervention. Veronica Roberts and Richard Joiner tentatively draw out the implications of their work for staff who work with pupils with ASD and make recommendations for further research into the use of these learning strategies.     

Knowledge presented in concept maps: correlations with conventional cognitive knowledge tests

Our study focuses on the correlation of concept map (CMap) structures and learning success tested with short answer tests, taking into particular account the complexity of the subject matter. Novice sixth grade students created CMaps about two subject matters of varying difficulty. The correlation of the complexity of CMaps with the post-test was small but highly significant in both subject matters. The complexity of the CMaps correlated with the long-term knowledge in the difficult subject matter but not in the context of the easy one. Furthermore, the high number of technical errors makes it close to impossible to estimate students’ knowledge. In summary, CMaps do not provide an adequate alternative to conventional short answer knowledge tests, but together with them they may offer a better comprehension of a student’s knowledge structure and aid in the preparation of further instruction tailored to individual needs.     

从表征主义到生成主义——论课程知识观的重建

基于核心素养的课程与教学变革有必要关注课程知识观的重建。传统知识观的核心信念是表征主义知识观,将知识视为个人对生活世界准确、客观的表征,却深陷知识与世界的表征论、个人与知识的反映论,封闭了课程知识的情境性与知识探究、运用的空间.难以构成核心素养生成的知识基础。生成主义知识观体现了重建表征主义知识观的当代共识,将知识视为个人参与世界过程中创造、生成的过程与产物,进而将课程知识视为探究的对象或运用的工具、资源。生成主义视域下的课程知识观凸显了知识的实践立场,并诠释出素养所蕴含的知识信念,这一取向下课程知识观的重建策略在于学科知识与生活世界的结合、知识学习与知识探究的统一、学科知识与意义世界的共生以及理性与非理性的融合等。     

西方哲学美学古代形式观念综论

西方哲学美学的古代形式观念之总体特征是一元论,它与本体论问题密切相关,其结果可以表述为“美=形式=数”。它涵括了数理形式(毕达哥拉斯学派)、绝对形式(柏拉图)、形式质料说(亚里士多德)、内在理式(普洛丁)四个环节,最终在形而上学领域中消除了本质和现象、理性与感性、一般与个别之间的对立。古代形式观念是西方哲学美学一切形式观念的“精神原型”。     

论教育学视野下的知识观

传统的知识观是建立在哲学认识论和心理学理论的基础之上的,是一种“物性”标准和“绝对真理”标准,对理解教育中的知识问题具有局限性。教育工作者应站在教育学视野下理解知识及其特性。教育学视野下的知识具有动态性、丰富性、个人性、意义性和严密性等特性。     

Effect of conceptual change approach accompanied with concept mapping on understanding of solution concepts

The purpose of this study was to investigate the effect of conceptual change texts accompanied with concept mapping instruction, compared to traditional instruction (TI), on 8th grade students understanding of solution concepts and their attitudes toward science as a school subject. Solution Concept Test was developed as a result of examination of related literature and interviews with teachers regarding their observations of students difficulties. The test was administered to a total of 64 eighth grade students from two classes of a general science course, taught by the same teacher. The experimental group received the conceptual change texts accompanied with concept mapping in a lecture by the teacher. This instruction explicitly dealt with students misconceptions. It was designed to suggest conditions in which misconceptions could be replaced by scientific conceptions and new conceptions could be integrated with existing conceptions. The control group received TI in which the teacher provided instruction through lecture and discussion methods. The results showed that conceptual change text accompanied with concept mapping instruction caused a significantly better acquisition of scientific conceptions related to solution concept and produced significantly higher positive attitudes toward science as a school subject than the TI. In addition, logical thinking ability and prior learning were strong predictors for the concept learning related to solution.     

从“生命”视角看儒家的生命观

以"生命"的视角看儒家的生命观对我们建立现代生命观、价值观、生态伦理观具有重要的理论指导和实践意义。本文尝试从儒家"生命"的概念、"生命"的原则、"生命"的意义和"生命"的过程四个方面,解读儒家的生命观。     

知识经济呼唤教育观念的转变

在知识经济时代,要转变传统的教育观念,树立既为社会发展服务又为人的发展服务的教育观,树立以学生为主体、培养学生创造能力的教育观。