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唐君毅的"成人之道"是为现实生活中的人"立人极",使之在"执"与"破执"的交织互动中保持积极向上的精神趋向,成就其真实的生命存在。这一过程没有绝对必然的限制,蕴含着无限开放的可能性,既无需神的安排或救赎,也无需世界的本原或实体这些似乎可以"决定"人的思想和行为的原则或根据,更无需世俗权力的恩赐或命令,而只需在"学"与"习"的过程中给予启发、引导或垂范的"师",以使"我心"与"他心"在相互"成德"中成就一个"天德流行"的意义世界。这种儒家式"成人之道"的理念构成了唐君毅思想的本质内涵。 相似文献
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《南阳师范学院学报》2016,(4):5-12
在唐君毅先生的道德哲学中,"自觉"是一个非常重要的范畴,它是人的道德意识之根源,是复归于己、超升一步的修养工夫,通过昭显人的真实生命存在而唤醒其"超自私的道德意识",使之回归于人伦世界和情谊社会。本文基于唐先生对道德生活之本质的界说,从自觉之可能、体现及诉求三方面,对其"自觉"范畴试作浅析。 相似文献
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"德"乃学生立身担当所本,"技"乃学生生存意义所在,"艺"乃学生尚巧达善所依,"道"乃学生生命价值所系。人才培养匠德匠技匠心匠魂的融合,是江苏省中职校领航计划项目建设人才培养价值取向。从教育、产业、社会三个视角阐述人才培养的逻辑意蕴;从"德""技""艺""道"四个境界定人才培养的基本内涵;从哲学、技术、科学三个维度诠释人才培养的学理要义;从培养理念、课程实践、文化(育人)实践、教学实践四个路径总结出"德技艺道"融合人才培养的实践模式。 相似文献
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城市精神不是一个空泛的东西,它体现了城市中的人所具有的精神风貌,具体地说,它至少包括平等、契约、宽容、创新与共生等诸方面观念,这些观念则要通过教育获得. 相似文献
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姜振华 《内蒙古师范大学学报(哲学社会科学版)》1996,(3)
听、说、读、写这个顺序是人们学习第一语言的基本顺序。读、说、听、写则是人们学习第二语言的顺序。第二语言的学习是在母语的符号思维系统已经建立起来并相当牢固之后开始的;第二语言的学习是在一种自觉状态中进行的,是一种有意识的学习。母语在第二语言的学习过程中起着极其重要的作用。双语共存的教学本质上是一种比较型教学。 相似文献
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E. J. Capaldi Donna R. Verry Timothy M. Nawrocki Daniel J. Miller 《Learning & behavior》1984,12(1):7-20
Two experiments indicated that two approaches to serial learning are too extreme—the classical view that it consists only of interitem associations and various recent views that it involves no interitem associations. The novel assumption introduced here was that phrasing cues, normally conceptualized as merely segregating long series into smaller units or chunks, may also enter into associations with items, thereby reducing interitem interference and facilitating serial learning. It was found that one item could become a signal for another item, an interitem association, or be overshadowed by a phrasing cue, such as a brightness and temporal cue, also signaling that item. The items were .045-g pellets. Rats traversed a runway for items arranged in ordered series, 14-7-3-1-0 pellets (Experiment 1) or 10-2-0-10 (Experiment 2). Complete tracking of, for example, the 10-2-0-10 series would consist of fastest running to 10 pellets and slowest running to 0 pellets. In both investigations, the interitem association overshadowed was that between 0 pellets and the subsequent rewarded item, 0 → 14 (Experiment 1) or 0 → 10 (Experiment 2). Either repetitions of the 14-7-3-1-0 subpattern (Experiment 1) or merely the terminal 10-pellet item (Experiment 2) were phrased, both methods producing identical results. Overshadowing the 0-pellet item produced superior serial learning, more rapid extinction, and, in Experiment 1, considerable elevation of responding when the brightness phrasing cue was introduced in extinction, an effect said to be conceptually identical to spontaneous recovery and one demonstrating directly that phrasing cues are in reality overshadowing cues. It was suggested that many effects attributed to forgetting may be due to unrecognized overshadowing of memory cues by phrasing cues, giving rise to exaggerated estimates of forgetting. 相似文献
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Ian Winchester 《Interchange》2008,39(4):389-390
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王军 《四川教育学院学报》2004,20(6):68-69
阅读教学的目的是指导学生在阅读实践中学会阅读的方法,进而提高阅读能力。在阅读教学过程中,应加强速读和精读的训练,把阅读课与语言分析结合起来,让学生掌握科学的阅读方法,形成良好的阅读习惯,从速读中获取语言信息,从精读中吸收语言精华,不断提高语言字水平。 相似文献