论数学对象的实在性

数学对象的实在性问题一直是数学哲学的基本问题之一，实在论者把数学对象与客观实在完全等同起来，把数学对象看成是一种不依赖于思维的独立存在，形式主义者把数学对象与客观实在完全隔裂开来，认为数学对象是一种不具有任何真实意义的纯粹的虚构。基 实在性问题上具有辩证的性质，它既是抽象思维的产物，又具有一定的相对独立性，既具有确定的管观内容，又是思维对于客观实在间接的、勇动的反映。     

康德自由的实在性

康德的先验自由阐明自由的可能性,实践自由阐明自由的实在性,前者是后者的前提。其论证有两条路径：第一条路径是根据《道德形而上学的奠基》III,从意志与道德律演绎自由的实在性;第二条路径是根据《实践理性批判》,从“理性的事实”演绎自由的实在性。就两条路径之间的关系而言,学术界还存在争论,认为前者是个失败的论证,后者为弥补论证失败而作。但论证的两条路径是相对独立的,只是前者从理论理性的角度进行论证,后者从实践理性的角度去论证。     

人的价值的双重性:实在性价值和规范性价值——兼评马俊峰教授的《价值论的视野》

人的价值是价值论的核心问题,而人的价值的平等性和差异性又是人的价值问题中的难题和关键。从两个维度考察人的价值:一是以创造和贡献为主的维度,其侧重于实在性价值,属功用价值,体现人与人之间价值的差异性;二是规范性价值的维度,其侧重于人生自身意义,属目的价值,体现人与人之间价值的平等性。两者具有统一性,但在具体的历史条件下,又有矛盾性。为实现人的价值和社会发展的良性互动,有必要在二者间保持一定的平衡。     

冲破困惑 回归本体——谈语文课的实在性

语文教学面临着巨大的尴尬与困惑，语文教学问题成灾，的确已到了非改不可的地步。为改变这种尴尬与困惑，高密创立了语文实验室，上海抛开教材，大胆改革，许多人加强了对课外阅读的指导，他们迈出了新的路子，也取得了相当大的成绩，这无疑是应该加以肯定的。但语文毕竟是门基础课，是一门工具，我们还不能把课文课上成文学鉴赏课，不能只在课堂上讲究一些花拳秀腿，摆一些花架子，而应该归本走实实在在的路子，教给学生实实在在的东西，实实在在地提高学生的语文能力及语文素养，这也是我们必然的选择，是我们语文课必需做到的。这就要求…     

论数学对象的实在性

数学对象的实在性问题一直是困扰数学哲学的基本问题之一 ,实在论者把数学对象与客观实在完全等同起来 ,把数学对象看成是一种不依赖于思维的独立存在 ;形式主义者把数学对象与客观实在完全隔裂开来 ,认为数学对象是一种不具有任何真实意义的纯粹的虚构。其实数学对象在实在性问题上具有辩证的性质 ,它既是抽象思维的产物 ,又具有一定的相对独立性 ;既具有确定的客观内容 ,又是思维对于客观实在间接的、能动的反映     

确立分子实在性的漫长历程

原子(atomos)一词,古语就是不可分割之意.古希腊著名学者留基伯(约前500年~前440年)首先提出物质构成的原子学说.德谟克利特(约前460年~前370年)继承并发展了留基伯的原子学说,指出原子是最小的、不可分割的物质粒子,宇宙空间中除了原子和虚空之外,什么都没有.客观存在的一切物     

基于人格特质大五模型对美德实在性的积极辩护

多里斯、哈曼援引心理学中情境主义质疑“人格”的理论与实验证据来挑战美德之实在性,美德伦理学家基于概念辨析、逻辑推演予以消极回应。心理学证据与哲学思辨在实证与理论层次上的错位,致使美德实在性争论仍在继续。文章对美德实在性争论进行实证分析,剖析“美德”与“人格”的关系,剥离出美德的实证内核——美德特质;立足美德的说明方案,结合人格特质大五模型的实证研究,考察人格特质与美德特质在神经解剖学层面的本体论依据,对美德实在性进行积极辩护。     

精准扶贫的中国经验与时代价值

精准扶贫是我国扶贫开发工程推进到新阶段后的新举措。精准扶贫是一个动态的过程,其核心要义是精准,其根本是扶志与扶智。我国的精准扶贫取得了丰富的经验:坚持中央主导,发挥地方政府积极性;推动经济发展,激发贫困人口脱贫动力;鼓励社会扶贫,汇集社会扶贫合力;重在精准战略,突出精准扶贫实效;加强国际合作,拓展扶贫减贫渠道。精准扶贫是我国全面建成小康社会的根本需要,是扶贫开发实践模式的探索创新,是党执政能力现代化的重要表现,为世界减贫工作作出了巨大贡献。     

建军80年基本经验的总结及优良传统的时代价值

文章梳理了中国人民解放军建军80年的5条基本经验,并从坚持党对军队的绝对领导、永远听党指挥,牢记人民军队宗旨、坚持服务人民,提高履行新使命的本领、始终英勇善战3个方面阐述了人民军队优良传统的时代价值。     

朱子、象山和阳明哲学终极天理的实在性与内在性

在宋明理学终极天理的实在性上,朱子、象山、阳明均持肯定态度,只是阳明强调心理一体,心具有本体论的意义。在终极天理的内在性上,朱子兼强调其内在于万物与内在于人的两个方面,所以他的工夫论既有向外的道问学,又有向内的尊德性;象山和阳明强调其内在于人上,故而他们的工夫论重在向内的尊德性。由于象山没有指出心在本体论上与终极之理是一体的,所以他并没有详细论证心对于外物的统摄地位。这一点直到阳明才得到了较好的处理。     

上海市体验式棋类教学的设计研究

作为一种全新的学习方式,体验式教学正在教育领域引起广泛的关注并付诸于实施。上海棋类运动的普及程度高且成绩斐然,但棋类教学的内容和形式却有待突破。为回归棋类教育的本真,实现棋类项目人才培养的可持续发展,有必要开展体验式棋类教学的实践,设计和开发符合青少年认知特点和规律的体验式课程。     

Promoting experiential learning in pre-service teacher education

This report introduces the experiential learning initiative at a major university in Hong Kong that prepares pre-service teachers with experience of engaging with social and cultural issues in teaching. It calls on teacher educators in different contexts to work together on similar initiatives that help pre-service teachers grow professionally through designing, developing, managing and promoting their experiential learning projects to enhance human development and improve human conditions.     

Coming to know oneself through experiential education

This article draws on the work of Foucault to explore why students on a residential program talk about learning about themselves as if it were an epiphany and one of the most empowering aspects of the program. Foucault's schema of turning to the self suggests that the pleasure students experience at ‘discovering’ themselves is a logical response to what he terms as one of the most powerful technologies of the self. Butler's work on giving an account of oneself is used to investigate the terms through which learning about the self occurs. She extends and inverts Foucault's schema, suggesting that one is only required to give an account of the self in the face of another. To become self-knowing requires recognition by another and recognition of others. While contemporary experiential education has been shaped by the maxim that nothing is more relevant to us than ourselves, I argue that perhaps this maxim should read; ‘Nothing is more relevant to us than those around us’.     

论《毛泽东思想概论》课以"史"带"论"的教学策略

《毛泽东思想概论》课具有较强的历史性、理论性和专业性,而当今的大学生的历史知识基础却普遍难以适宜具有这些特点的课程教学要求,这决定了以“史”带“论”作为该课程教学的基本策略;而实施这一教学策略的实质就是要正确处理好史例与理论的关系;要正确实施这一教学策略有赖于教师和学生双方共同营造有利条件。     

Assessment guiding learning: developing graduate qualities in an experiential learning programme

As industry demands increase for a new type of graduate, there is more pressure than ever before for higher education (HE) to respond by cultivating and developing students who are prepared for these workplace challenges. This paper explores an innovative experiential learning programme built on the principles of work-related learning that develops students to attain graduate qualities for competitiveness in the business sector. The role and importance of assessment as a core influence for learning is recognised and embedded into the programme, as well as the prevalence of meeting the needs of its stakeholders. Issues concerning assessing work-oriented learning are explored as well as what assessment methods might be most appropriate for enhancing and evaluating learning in this context. Feedback from stakeholders on the structure of the programme and its assessment are discussed as well as the question of how to maintain work-related programmes in HE. If such programmes continue to focus assessment and design around student learning, students will not only have the opportunity to apply their knowledge in a practical context, they will also be maximising their personal learning outcomes with the added advantage of being better equipped to compete in an increasingly competitive marketplace.     

The promise of experiential education in teacher education: transforming teacher beliefs and practices

Building from the theories of Dewey and Kolb and Fry, we sought to examine the impact of experiential education in teacher education on teacher beliefs and practices. The teacher education model described in this article sets out to challenge the seduction of the apprenticeship of observation and create an opportunity for in-service teachers to re-imagine their teaching in concrete and transformative ways. Immersed in a weeklong experiential residency in either the mountains or at a local environmental education farm, the teachers in the study were challenged physically, intellectually, socially, and emotionally in and through the experience. The experiential work ultimately led to changes in teacher participants’ beliefs and practices related to teacher and student roles and potentialities. Although challenges exist for this type of practice in K-12 classrooms and in teacher education, experiential education has a significant potential to change the way teachers think about and act in their practice.     

说圆

通过“圆”章节多种类比教法 ,说明只有把教师的意图变成学生的自觉行动 ,才能使学生成为学习的主人 ,才能更好地发展学生的能力 ,提高学生的数学素质     

Assessment for community service types of experiential learning in the engineering discipline

While experential learning has been increasingly explored and adopted by higher education institutions, few have researched the appropriate assessment methods that can be aligned with the learning outcomes of experential learning. A literature review on the diverse forms of assessment currently used for community service types of experiential learning in higher education is presented in this paper to review their appropriateness in assessing experential learning. The paper also describes the assessment framework of the University of Hong Kong Sichuan Reconstruction Community Service Project, which is incorporated into a multidisciplinary community service learning project. Feedback from students and teachers are reviewed to gauge their preferences towards these assessments, as well as their opinions on assigning academic credits to experential learning projects.     

计算机辅助下的大学英语“体验翻译”教学实验

笔者所在的学校自2011年3月开始,从2010级大学英语A级教学班中随机选择了4个班,开展了为期2个学期的"体验翻译"教学实验。本文拟对此次计算机辅助下的"体验翻译"教学实验进行介绍和初步总结,以期能为新时期的大学英语教学改革带来启迪。