Ernst Mach and the Epistemological Ideas Specific for Finnish Science Education

Where does Finnish science education come from? Where will it go? The following outside view reflects on relations, which Finns consider ??normal?? (and thus unrecognizable in introspection) in science education. But what is ??normal?? in Finnish culture cannot be considered ??normal?? for science education in other cultures, for example in Germany. The following article will trace the central ideas, which had a larger influence in the development of this difference. The question is, if and why the Finnish uniqueness in the philosophy of science education is empirically important. This puts Finnish science education into the perspective of a more general epistemological debate around Ernst Mach??s Erkenntnistheorie (a German term similar to the meaning of history and philosophy of science, though more general; literally translated ??cognition/knowledge theory??). From this perspective, an outlook will be given on open questions within the epistemology of Finnish science education. Following such questions could lead to the adaptation of the ??successful?? ideas in Finnish science education (indicated by empirical studies, such as the OECD PISA study) as well as the further development of the central ideas of Finnish science education.     

具身认知:语言认知研究的跨学科取向

具身认知是第二代认知科学兴起后出现的一种认知方式.从哲学认识论、认知心理学和认知语言学等角度对语言认知的研究正是这种方法的体现,彰显出极大的应用价值,拓展出广阔的研究空间,并且在认知理论研究、认知语言学、应用语言学或者英语教学三个方面为语言认知的研究提供了有益的启示.     

The Influence of Ernst Mach in the Teaching of Mechanics

We present Newton's main ideas for the formulation of classical mechanics as given in the Principia. Then we discuss Ernst Mach's criticisms of Newtonian mechanics as contained in his book The Science of Mechanics. We analyze the influence of Mach's ideas in the teaching of classical mechanics considering five representative textbooks: those of Kittel, Knight and Ruderman; Marion and Thornton; Symon; Feynman, Leighton and Sands; and Goldstein. We conclude that the influence of Mach's ideas has been very great, being incorporated in the textbooks, although not always with the deserved acknowledgment.     

数学观的内隐认知研究探析

学生的数学观由数学知识观、数学学习观和数学自我概念3部分构成.在数学教学改革和内隐社会认知大行其道的背景下,把内隐社会认知和数学观的研究结合起来,了解学生内隐的数学自我概念是必要的.采用内隐联想测验和刻板印象解释偏差这两种内隐认知测量方法测量学生的内隐数学自我概念是可行的.未来研究中还可以尝试用其它内隐认知研究方法研究数学观.     

具身认知理论及其对教学设计与技术的应用启示

具身认知主张身体的知觉是行为产生的基础,认知是具体的个体在实时的环境中产生的。在关于世界、心智、知识和认知等多个方面,具身认知与客观主义和建构主义在范式上都呈现出很大不同。由于抓住了具身性这一核心特性,具身认知发现了一条与客观主义和建构主义两种关于现实的极端观点之间的中间道路,对以往的理论具有更大的包容性和扩充性。具身认知对于我们理解学习,明确一切教育实践的出发点具有深刻而巨大的意义,也为更具包容性的贯一教学设计提供了可能的认识论基础。同时,具身认知对于开展与教学活动并行的教学设计,设计整合了物理、生物与电子媒介的认知系统环境,对于促进学习具有重要的启示意义。     

数学的认知与数学的教学

本文从数学的认知出发,论述了自然科学与数学、逻辑与数学的关系,并结合大学数学教学的现状,对数学教学的未来做了理论探讨。     

基于具身认知观的幼儿英语教学法分析

英语学习低龄化的教育现象突出,探讨具身认知理论对幼儿英语教学具有理论意义和实践指导意义。将基于具身认知理论的全身反应教学法运用于幼儿英语教学实践,结果显示对幼儿英语教学行之有效。虽然该教学方法的推广尚存在着现实的制约因素,但是探究这一方法的意义是显而易见的。     

数学认知结构的特征与数学学习过程研究

数学认知结构的特点是:它是数学知识的逻辑结构与学生的心理结构相互作用的产物;是学生已有的数学知识和数学经验在头脑中的组织形式;数学认知结构具有个性特征;具有层次性;具有发展性;具有动态性.数学学习的过程是新的学习内容与学生原有的数学认知结构相互作用,形成新的数学认知结构的过程,其过程可分为3个阶段:输入阶段,相互作用阶段,操作运用阶段.     

数学基本活动经验：构建数学认知的现实基础

数学基本活动经验的提出是新修订的数学课程标准中的一大亮点,人们从数学教学实践的角度来审视,发现许多学生学习上的困难与数学基本活动经验的缺失是息息相关的。学生外部生活环境的变化、生活经验的缺失、教师开发和使用教学具的意识不强、评价手段和方式的滞后等都直接导致数学基本活动经验的缺失。在进行新课程的数学教学时,需要采取相应的对策帮助学生积累数学活动经验,使学生形成比较完善的数学认知过程,构建比较全面的数学现实基础。     

具身道德的教育路径

为了提升高校德育的实效性,理应重视身体经验与道德心理行为相互影响的事实。应然与实然之间的落差客观存在:割裂的身体导致低效的德育,而高效的德育需要整个身体投入;空场的生命造成虚幻的德育,而真切的德育呼唤具身模拟和亲身参与;离身的道德引起说教的德育,而隐性的德育少不了具身道德的助力。从具身道德的视域出发,高校德育可以从观念策略和实践路径两大方面实现突围:其一,充分认识具身道德的重要性,用具身道德承载各种新观点;其二,运用具身道德的教育实践增进思政课程的实效性,推进课程思政的落实。     

An Embedded and Embodied Cognition Review of Instructional Manipulatives

Recent literature on learning with instructional manipulatives seems to call for a moderate view on the effects of perceptual and interactive richness of instructional manipulatives on learning. This “moderate view” holds that manipulatives’ perceptual and interactive richness may compromise learning in two ways: (1) by imposing a very high cognitive load on the learner, and (2) by hindering drawing of symbolic inferences that are supposed to play a key role in transfer (i.e., application of knowledge to new situations in the absence of instructional manipulatives). This paper presents a contrasting view. Drawing on recent insights from Embedded Embodied perspectives on cognition, it is argued that (1) perceptual and interactive richness may provide opportunities for alleviating cognitive load (Embedded Cognition), and (2) transfer of learning is not reliant on decontextualized knowledge but may draw on previous sensorimotor experiences of the kind afforded by perceptual and interactive richness of manipulatives (Embodied Cognition). By negotiating the Embedded Embodied Cognition view with the moderate view, implications for research are derived.     

感恩教育践行具身德育的实践与探索

结合学校办学理念和办学历史,以感恩教育作为践行具身教育的载体,明确主题教育活动目标。通过对感恩教育回归生活、尊重规律、身体力行、多远评价、家校共建等措施,将感恩教育具体化、形象化,让学生做中体验、感悟,最终内化为德育认知的德育范式,使具身教育的校本化实践更有质效。     

浅谈拉格朗日对数学的贡献

文章采用文献描述性研究法,介绍了拉格朗日的生平,总结拉格朗日对数学分析以及数值计算的贡献,拉格朗日在数学领域的成就。拉格朗日的研究不仅为后一代数学家们提供了素材和经验,也对我们当代的生活产生了重大影响。     

具身认知视角下名词形容词化的概念表征

名词形容词化现象一直是语言学研究的话题,但是在一些深层次问题上语言学对该现象并没有做出很好的解释。名词形容词化的实质其实就是概念表征的变化。近年来在具身认知思潮的影响下,概念表征的具身性成为研究的热点。有研究者认为除了感知运动信息外,概念表征中也包含情绪经验信息和语言信息,同时语境和词频会通过影响经验信息的组合形式,进而影响概念具体性水平的变化。而词性的具体性和离散性是名词区别于形容词的关键特征。因此从具身认知视角下结合语言学研究,名词形容词化的过程即是在语境和词频的作用下,伴随不同类型经验信息的组合所产生的概念表征变化。     

具身认知理论视域下开放教育本科法学专业教学优化策略

具身认知是心理学中一个新兴的研究领域,蕴涵着丰富的教育教学意蕴,为观照审视开放教育本科法学专业的教学提供了新的理论与视角。运用具身认知理论优化开放教育本科法学专业教学是有效实现人才培养目标、更好体现因材施教原则、切实解决教学存在问题的需要,应该选择教学环境匹配化、理论教学具身化、实践教学规范化的路径。     

Resettling the Thoughts of Ernst Mach and the Vienna Circle in Europe: The Cases of Finland and Germany

Although it is generally assumed that the thoughts of Ernst Mach and the scientific fields he influenced (in this case psychophysics and Gestalt psychology) emigrated from Europe during Second World War they apparently survived in Finland, influencing the Finnish education system. The following article evaluates this relationship and its implications from a historical and an empirical perspective. In empirical studies comparing the education systems of different countries, such as PISA, the Finns are in general regarded as being very successful with their school system. Does this apparent success have anything to do with a Machian influence? Our current research has so far revealed that the Finns have gone through an independent cultural development in two specific aspects: in the idea of the development of the individual personality (Snellman) and in a specific phenomenalism (developed primarily by Eino Kaila, in which Kaila was heavily influenced in this by Ernst Mach). The result can be regarded as a nation-wide “Experiment”, the empirical evaluation of which can be found partly in the statistics of the PISA Studies, especially the evaluation of Finland in relation to other countries.     

数学教育与人文教育的融合

数学是科学文化的重要组成部分,数学科学在提高民族科学和文化素质中处于极其重要的地位。数学教育中富含人文教育的成分,如数学理性、数学思想方法、数学史、数学美等,要重视数学教育的人文价值,将数学教育与人文教育融合是当代国际教育的发展趋势。     

我国具身认知研究现状与未来进路

具身认知是我国心理学及教育学研究的一个新兴领域,且已取得了一些初步的研究成果,涉及具身认知的内涵、特征、思想渊源、效应、在教育中的应用等,深化了人们的相关认识。但相关研究也存在研究思潮凌乱散漫、研究思维点状割裂、实证和应用研究匮乏、简单搬套西方相关成果等不足。今后的研究应统一研究纲领、秉持辩证思维、强化实证和应用研究、加强本土化追求。     

哲学数学教育与数学教育哲学

哲学数学教育和数学教育哲学是两个不同的概念，本文首先对这两个概念作了区别，对它们在数学教育中所扮演的角色作了阐述，最后，探讨了二者的关系。