演绎科学方法论新探

逻辑和数学都是非常古老的学科,在它们的长期发展中,之所以能根深叶茂,发展成今天的科学的参天大树,并对其他科学产生巨大的影响,这与演绎科学方法逐渐发展成了一个强有力的方法论体系有很大的关系。本从演绎科学方法论的历史发展考察中．指出即使在科学发展的早期,演绎科学方法就不仅适用于数学和逻辑,而且在经验科学中也有广泛的应用,具有明显的跨学科性质;通过对现代逻辑发展的分析,提出应该建立演绎科学方法论,并探讨了其与公理化方法的关系。     

论直觉主义谓词逻辑的矢列式自然演绎系统与公理化系统

在达米特的直觉主义谓词逻辑的矢列式自然演绎系统和公理化系统的基础上,文章详细证明了系统中的演绎定理,指出系统与系统的对应关系并且完整证明了二者的等价关系,分析和比较了二者的证明策略,还探讨了矢列式自然演绎系统与公理化系统之间等价转化的方法论意义及局限性.这些工作有助于从理论和实践上客观地分析和评价这两种证明演算,为同一逻辑的矢列式自然演绎系统与公理化系统之间的等价转化提供方法论上的借鉴意义.     

几何公理化的演绎

公理化方法的形成推动科学方法的研究，本从公理化方法的起源、初步形成，到更加严密化及现代公理化的发展进行了阐述．     

物理学理论框架的创新和发展

物理学理论将若干定律通过一些基本观念在一定框架下建构成统一的、自洽的公理化演绎体系。理论的发展则依靠科学方法和科学思维的不断创新。本文试从物理学发展过程中的科学思想的逻辑行程和历史行程探析物理学理论框架的创新和发展 ,并从这一新的视角勾画出物理学理论图景     

公理化思想与科学知识的增长

本文概述了公理学从实质公理化到形式公理化的发展过程，论述了公理公思想对自然科学知识增长的重要功能，及其在科学思维方法和社会科学领域的渗透性应用。     

公理化思想与科学知识的增长

公理化思想的发展始终伴随着整个知识的起源和增长.本文概述了公理学从实质公理化阶段到形式公理化阶段的发展过程,论述了二者的不同特征及其对自然科学知识增长的推动作用,同时还分析了公理化思想在科学思维方法和社会科学领域的渗透性应用.     

数学公理化方法

数学公理化方法,是数学发展一定阶段的产物,自欧几里得的时代开始,就已成为一种有效的科学方法。首先,公理化方法是加工、整理数学经验资料,建立科学理论体系的基本工具;其次,公理化方法有利于比较数学各个分支的实质性异同,促进和推动数学新理论的创立。并且,数学公理化方法     

试论亚里士多德科学认识模式

亚里士多德及其所开创和构建的"亚氏科学认识模式",特别是其在演绎过程所采用公理化方法,长久示范着后世的科学发展,直接塑造了古代科学和整个近代科学精神.因此,通过对亚氏科学认识模式及其影响的分析,对我们更好把握科学发展的脉络的价值是显而易见的.     

公理化方法在小学数学教学中的应用

公理化方法是一种重要的数学思想方法,在小学阶段渗透公理化思想方法具有现实意义,符合新课程精神。小学数学教材中的教学内容局部地形成了演绎系统,在概念教学及运算定律、运算法则等教学中渗透公理化方法,并用公理演绎法解决实际生活问题等,是小学数学课堂实施公理化教学的主要途径。     

几何公理化的演绎

公理化方法的形成推动科学方法的研究,本文从公理化方法的起源、初步形成,到更加严密化及现代公理化的发展进行了阐述.     

教育管理"学"之辨析

如以传统的狭义的自然科学观及其相应的学科观来考量教育管理学，则其还进不了“学”堂；而以现代的广义的大科学观及其相应的学科观来认识教育管理学，则它早已入“学”。因为它既是一门理论科学，又是一门经验科学；既是一门科学，又是一门学科。     

教育研究与科学研究——兼论研究生论文指导

教育科学属于社会科学,社会科学与自然科学一样是科学,由此实验科学的实证、假设可以成为教育研究的重要方法,科学哲学的融通、革新观念应当成为教育理论建设重要理念,科学家品性也必须成为教育研究者基本素质。目前需要从研究生阶段理解科学研究,提高科学素质。     

新建本科院校人文社会科学研究方法的转型

新建本科院校要注重内涵发展,就必然要提升人文社科研究层次。提升的路径就是研究方式的转型——在思辨研究的基础上进行实证研究。参照自然科学和社会科学发展的路径,人文社科研究发展的路径要在思辨、规范性的基础上进行实证研究,对人文社科研究要采取多元方式方法,如要形成从上到下的合力保障,严密的制度,实验室等,     

试论中国科学教育的发展路径——基于科学文化视角

科学文化是科学教育的灵魂,当代中国的科学教育必须确立传承科学文化的基本价值取向。为此,就要丰富科学教育的科学文化内涵,开展科学文化素质教育,以传递科学的理性和实证精神,凸显科学的人文价值,强调科学的怀疑和批判精神。开展科学文化素质教育的基本途径是构建基于科学文化的科学教育体系,即重新定位科学教育目标,追求多元化的科学文化素养;丰富科学课程的科学文化内涵,构建融入式HPS课程体系;提升课堂教学的科学文化品位,注重建构与对话的学习方式。     

文学的自然科学启示

在不同学科门类相互渗透 ,传统学科界线日益模糊的今天 ,用既成的一套学术术语、学术理念和方法去研究充满了灵性与活力的文学已显得不合时宜。几千年来人类自然科学 ,尤其是近代自然科学发展所积累的概念体系、思维方式和科研成果为人们拓展文学理论研究的空间提供了有益的借鉴。对自然科学和文学之间的相通之处加以比较阐述 ,其目的在于祛除文学研究领域中固守陈规的流弊     

Science and Literature: Towards a Conceptual Framework

Teachers of science and the history of science may wish to enliven and contextualise their subject matter by citing literary references to scientific ideas; similarly, teachers of literature may wish to examine the impact of science on their own field. Both groups of scholars may wish to examine how science and literature inform each other in their common social and cultural context. The question that arises is whether or not the relationship between science and literature has stable features that can give structure to such studies? There are various possibilities: the study of ‘science and literature’ could chart the impact of science on literature, or the impact of literature on science, or both; or look at how both science and literature have historically responded in similar or different ways to a common historical context. Amid this melee of options, the primary purpose of this paper is to sketch a conceptual framework to assist the science educator to explore the literary response to scientific ideas. For the sake of brevity, science will be taken to include the natural sciences (including the pseudo sciences of alchemy and astrology since they were once regarded as authentic) but not technology or medicine. Literature will be taken to mean fictive writing – poems, plays, novels – but will not include here science fiction. These exclusions are partly for reasons of space, but also because science fiction has its own literature of critical analysis within literary scholarship.     

Developing tomorrow’s decision-makers: opportunities for biotechnology education research

Globally, science curricula have been described as outdated, and students perceive school science as lacking in relevance. Declines in senior secondary and tertiary student participation in science indicate an urgent need for change if we are to sustain future scientific research and development, and perhaps more importantly, to equip students with the knowledge and skills to make informed decisions related to scientific research. This paper argues that a good starting point would be the inclusion of more contemporary areas of science in middle school curricula. One such area with continually emerging developments is biotechnology. This paper further argues the need for research into the impact of biotechnology education that would allow students to go beyond learning about biotechnological processes and products to explore their benefits and risks through an integrated approach, where biotechnology education were extended to include subject areas beyond science, such as social sciences, health education, and English. Such an approach is important, in light of research that suggests that the general public has a limited understanding of biotechnology and that public dissemination of information is insufficient to allow individuals to make informed decisions about or to develop attitudes towards, the varied applications of biotechnology. If we are to educate students to be tomorrow’s informed decision-makers, we must start by addressing their understanding of and attitudes towards emerging sciences. Further research is needed to broaden our understanding of how to achieve these goals.     

从价值哲学到价值科学的发展

在科学技术革命的影响下,人类的实践结果积累到了前所未有的丰富程度,人化自然成为人类生活世界的主要基础,这个充满人为事物、以物质文明为核心的人类结果领域,构成特殊的价值世界.从宇宙进化链来看,价值世界是进化的表现环节之一.随着价值世界的出现和发展,我们有了自然、社会、思维(主观精神世界)、价值等多个"世界".相应地,我们有自然科学、社会科学和思维科学(包括心理学)分别对前三个世界加以研究,但尚没有跟价值世界相对应的科学领域.因此,应当建立价值科学.价值科学是一个大的门类,它同自然科学、社会科学、思维科学等属于同一个序列的科学研究领域.价值科学不同于哲学意义上的价值论(价值哲学).     

Human Sciences,Sport Sciences,and the Need to Study People “In the Round”

The current orthodoxy regarding science within sport science is rethought so as to enable the social sciences to enter the field and allow for a debate over the nature and purpose of the sport sciences. An alternative vision of the potential of the sport sciences is proposed: A more “scientific” picture of human beings may be produced if human beings are studied “in the round,” capturing them as whole selves, not as isolated physiological or psychological units. If a multidisciplinary synthesis were adopted, the subject, via its component disciplines, would provide a model for the reintegration of disciplines in the urgent need to study people in human-development and not performance-efficiency terms.     

Perspectives on the Contribution of Social Science to Adapted Physical Activity: Looking Forward,Looking Back

ABSTRACT

In this article, we reflect on the contributions of the social sciences to the field of adapted physical activity by examining the theories and methods that have been adopted from the social science disciplines. To broaden our perspective on adapted physical activity and provide new avenues for theoretical and empirical exploration, we discuss and evaluate broad ideas/tensions arising from the social science literature—the individual versus social/ecological, and social science of adapted physical activity versus social science in adapted physical activity. We intentionally focus discussion on the application of specific lines of inquiry in the social sciences that have not yet emerged (or have done so only in limited applications) in the field of adapted physical activity. Such untapped areas of scholarship in the social sciences can lead to broader understanding, innovations, and new lines of inquiry when applied to an adapted physical activity context.