近代中国“人文”和“人文科学”刍议

"人文"是中国古代的固有词汇,首指礼教文化,次指人事而与自然相对。近代国人对于"人文"的运用,在继承传统涵义的基础上,又出现了不少新的变化,其中与"科学"的结合堪称最大的变化。以概念史为视角,考察"人文"一词从古代到近代的历史变迁,尤其突显人文与科学的结合,并通过对人文社和中国人文科学社的个案分析,尝试说明学术团体在其中所扮演的角色。     

浅析人文视野下的职校学生素质培养的策略

人文科学教育被人为地淡化、弱化甚至边缘化,从而导致学生人文素质低下,功利主义严重。通过对高职院校人文科学教育的现状的分析,提出挖掘和提升人文科学教育的科学内涵和人文内涵等实施人文科学教育的实践途径。     

高职院校的人文科学教育探讨

高等职业教育普遍存在重专业知识传授,轻人文科学教育的现象,人文科学教育被人为地淡化、弱化甚至边缘化,从而导致学生人文素质低下,功利主义严重。通过对高职院校人文科学教育的现状、成因的分析,提出挖掘和提升人文科学教育的科学内涵和人文内涵等实施人文科学教育的实践途径。     

科学与人文关系的思考

从三个角度阐述科学与人文科学的关系:首先对人文科学作了通俗易懂的阐释,其次从正反两个方面阐述了科学与人文科学结合和排斥的结果,最后从三个方面谈了科学和人文的辩证关系。     

寓人文教育于化学教育中

提出对学生进行人文教育,不仅是人文科学的首要任务,也是自然科学义不容辞的责任.在加强科学教育的同时,还必须挖掘各学科内丰富的人文内涵,做一个教育的有心人,寓人文教育于科学教育之中.     

试论人文科学与社会科学的差异性与统一性

作为现代大科学体系中的两大分支科学 ,人文科学和社会科学之间是既相互区别 ,又相互联系的 ,但我们更为强调的则是人文科学与社会科学的相似性、共通性、统一性 ,强调在人文与社会、人文科学和社会科学之间保持张力 ,将之合称人文社会现象和人文社会科学     

后现代科学发现的人文意义

文章分析了后现代人文科学中的反传统思潮与科学后现代反传统思潮的互动,指出人文科学自身建构的人文性在科学内部也具有普遍性。我们这个时代在人文科学领域,各种学派已经尝试着建构新的学术理念和思维模式。     

语文教学应重视学生人文素质的培养

人文,是指与人类社会有直接关系的文化现象。人们一般把文学、史学、哲学、经济学、政治学、法学、伦理学、语言学和艺术等统称为人文科学。人文素质,是指社会中的人建立在人文科学知识之上,通过对人类优秀文化吸纳、受人类优秀文化熏陶所反映出来的精神风貌和内在气质的综合体现。语文学科是传承中外优秀文化的科目之一,具有丰富的人文内涵,对人文素质的培养具有得天独厚的优越条件。     

“科学”概念论略

科学是一个历史的范畴。古代社会人类对它的认识比较简单；演变至今，其涵蕴日趋繁富，它是由认识主体、认识过程和认识成果合成的辨证统一体。就其内涵而言，它有三个要义：一是指科学知识系统，二是指科学研究活动及其方法，三是指科学组织建制。就其外延而言，它的涵盖甚广，可对其作多种界分，但通常将其分为自然科学和人文社会科学两大类。中世纪以后，自然科学率先从哲学中分离出来，尔后，人文社会科学又从自然科学中独立出来，从而形成自然科学与人文社会科学一分为二或自然科学与人文科学和社会科学鼎足三分之势。     

高等师范院校学生的人文精神教育应该得到足够的重视

本文从分析人文精神的内涵出发,着重揭示和分析了加强高等师范院校人文教育的重要意义及如何强化高师的人文教育问题。认为强化高师人文教育,有利于造就新世纪的富有综合创新能力的复合型的教师队伍;有利于繁荣人文科学,真正达到教育的目的。强化高师人文教育,就要树立科学教育的人文目的,增强人文学科课程的设置与安排,以建立人文质量评价标准并以其为衡量学生合格与否的导向。     

Philosophy of Science and School Science

The purpose of professional education programs is to prepare aspiring professionals for the challenges of practice within a particular profession. These programs typically seek to ensure the acquisition of necessary knowledge and skills, as well as providing opportunities for their application. While not denying the importance of knowledge and skills, this paper reconfigures professional education as a process of becoming. Learning to become a professional involves not only what we know and can do, but also who we are (becoming). It involves integration of knowing, acting, and being in the form of professional ways of being that unfold over time. When a professional education program focuses on the acquisition and application of knowledge and skills, it falls short of facilitating their integration into professional ways of being. In addition, through such a focus on epistemology (or theory of knowing), ontology (or theory of being) is overlooked. This paper explores what it means to develop professional ways of being where the focus is becoming, not simply knowing as an end in itself.     

理科教师的科学本质观对科学教育的影响

人们对科学本质的认识经历了由科学的“真理观”向科学的“建构观”的转变。不同的科学本质观将直接影响着教师对科学教育目标的不同理解,对科学知识的不同选择,对教学主题的不同设计、教学话语的不同使用,对学生学习的不同评价。教师不同的科学本质观及其教学行为影响着学生的科学本质观的形成,影响着学生对科学内容的理解以及看待问题的思维方式。     

Nature of Science and Science Content Learning

Besides viewing knowledge about the nature of science (NOS) as important for its own value with respect to scientific literacy, an adequate understanding of NOS is expected to improve science content learning by fostering the ability to interrelate scientific concepts and, thus, coherently acquire scientific content knowledge. However, there is a lack of systematic investigations, which clarify the relations between NOS and science content learning. In this paper, we present the results of a study, conducted to investigate how NOS understanding relates to students’ acquisition of a proper understanding of the concept of energy. A total of 82 sixth and seventh grade students received an instructional unit on energy, with 41 of them receiving generic NOS instruction beforehand. This NOS instruction, however, did not result in students having higher scores on the NOS instrument. Thus, correlational analyses were performed to investigate how students’ NOS understanding prior to the energy unit related to their learning about science content. Results show that a more adequate understanding of NOS might relate to students’ perspective on the concept of energy and might support them in understanding the nature of energy as a theoretical concept. Students with higher NOS understanding, for example, seemed to be more capable of learning how to relate the different energy forms to each other and to justify why they can be subsumed under the term of energy. Further, we found that NOS understanding may also be related to students’ approach toward energy degradation—a concept that can be difficult for students to master—while it does not seem to have a substantive impact on students’ learning gain regarding energy forms, transformation, or conservation.     

Nature of Science in School Science Textbooks

Science & Education -     

略论爱因斯坦的科学精神与科学思想

爱因斯坦是位伟大的科学家，同时也是一位杰出的思想家。他的怀疑和批判精神，关于自然界统一性的思想和自然科学的唯物主义是引导他取得一系列科学成就的指导思想，并已成为人类宝贵的精神财富，对科学的进步产生了并将继续产生巨大的推动作用。