人文精神与高校学生工作的变革

极端关注科学技术及工业的发展，导致忽视了人本身、科学与人文精神的和谐统一。人文精神关注人本身，重视人的全面发展，提高人的修养，教会人如何“做人”。现代教育呼唤人文精神，高校学生工作更需要重视人文精神教育，适应时代变革。     

试论图书馆学中人文精神和科学精神的整合

随着现代科学技术在随着图书馆应用的迅猛发展，人们对图书馆的人文精神逐渐淡漠。本文提出了在努力发展图书馆科学精神的同时，还要大力弘扬图书馆人文精神。科学精神和人文精神的整合是今后图书馆学发展的趋势，二者也是图书馆学发展不可分割的有机体。     

论科学技术与人文精神的关系

科学技术与人文精神之间相互依存的紧密关系可以理解为科学技术的进步离不开人文精神的发展,而科学技术又促进了人文发展向纵深开拓。同时,科技的飞速发展、错误利用,影响了人类的生存环境。因此要建设和谐社会,就必须正确处理二者之间的关系,创造良好的社会环境,促进共同发展。     

人文精神与现代远程开放教育学习支持服务

极端关注科学技术及工业的发展,导致忽视了科学与人文精神的和谐统一.人文精神关注人的全面发展.现代教育呼唤人文精神,开放教育学习支持服务更要重视人文精神教育,体现“以人为本“的办学理念.     

人文精神与高校学生工作的变革

极端关注科学技术及工业的发展 ,导致忽视了人本身、科学与人文精神的和谐统一。人文精神关注人本身 ,重视人的全面发展 ,提高人的修养 ,教会人如何“做人”。现代教育呼唤人文精神 ,高校学生工作更需要重视人文精神教育 ,适应时代变革     

高等职业教育中人文教育问题及对策

高等职业教育既需要实施科学技术教育，更应加强人文教育。人文为科学导航。人文教育的核心是人文精神。在加强人文精神的教育中，采取有效措施，提高学生的综合素质，培养学生全面和谐的发展。     

学校图书馆和谐构建之探讨

一、人文精神与科学精神的和谐统一 所谓人文精神，是一种普遍的人类自我关怀，表现为对人的尊严、价值、命运的维护、追求和关切，对人类遗留下来的各种精神文化现象的高度珍视，对一种全面发展的理想人格的肯定和塑造，其核心就是“以人为本”。所谓科学精神，则是注重科学技术的价值和人的物质生活，重视科学技术的作用、社会物质基础和手段的作用以及科学方法、客观规律、科学真理的作用，强调依靠科学技术来推动社会发展，其本质是求真务实、开拓创新。同理，图书馆运用先进的信息技术替换陈旧的信息加工、存储、传递的方式，最终目的也是为了使人类更加广泛、方便、快捷地获取信息，以满足人们的信息需求。因此，和谐学校图书馆应当充分体现人文精神与科学精神的统一，既充分利用现代化的科学技术，又充满人文关怀，为读者利用图书馆提供更舒适的环境和便利的条件，从而提升图书馆的满意度。     

推进图书馆人文建设构建图书馆和谐环境

科学精神与人文精神是人类精神文明的两个重要组成部分,都对图书馆的发展做出了重大的贡献。然而在图书馆的发展过程中,我们往往是顾此失彼,导致了图书馆的不和谐发展。当今是崇尚科学精神的时代,科学技术日新月异,但人文精神建设却不可摒弃。现代图书馆和谐环境的构建,人文精神的建设始终是绕不开的课题。     

化学教育中渗透人文教育的探索

近代科技的高度发展，在提高人类生活质量的同时也带来了诸多危机。究其原因，不在于人们对科学知识的缺乏，而在于人文精神的滑坡。在教育中，由于学科教学目标的偏颇，表现在具体的教学内容上，注重逻辑化、系统化的科学知识编排，在教学过程中，重视科学知识、技能的培养，在教学方式上，崇尚理性，追求规范化、划一化，而极大地忽视了人的精神发展、精神需求，也严重地忽视了科学技术的研究和应用的方向性问题。其实，科学技术无论发展到多高程度，人类无论发展到多高水平，都需要人文精神来指引健康走向。鉴于此，有识之士发出了教育人文化的呼声，主张在培养学生掌握科学知识和科学方法的同时，使科学精神和人文精神双向平衡，协调发展。     

浅谈在生物学教育中人文精神的渗透

生物教育要发挥自身的人文教育功能,塑造学生的人文精神,本文结合教学实践阐述了生物教育中培养人文精神的必要性及渗透人文精神的途径：教师首先要以身作则;在教学中,结合前沿生命科学技术成就,让学生理解科学技术的中性特征;教学过程中发掘知识的产生和发展过程中的人文精神;通过情景的方式,培养学生的责任感。     

发展科学教育 培育科学文化

中国的科学教育已走过百年历程,起到了十分重要的教育作用。但总的来说,我国的科学文化还很不发达,科学教育程度不够。为了改变这一现状,我们需要从三个方面进行努力:第一,全面理解科学教育,树立正确的科学价值观;第二,培育积极完整的科学文化;第三,创造和谐、自由的科研环境。     

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.     

科学、科学文化和科学教育

要搞好科学教育,需要拓宽视野,深化认识,提升境界,减少盲目性。为此,要弄清科学的内涵、关注科学内涵的发展;要摒充狭隘的还原主义科学观,从多种角度揭示科学的内涵、本质并加以综合;要注意挖掘现代科学的文化内涵,认识它对有效培养学生科学素养的作用,重视科学文化的教育价值并用来指引科学教育的改革,不能简单地采用"科学 人文"的方式;还要抓住重点,妥善处理好科学文化各要素之间的关系。     

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.     

Contextualized Science for Teaching Science and Technology

A comprehensive view of science and technology in curricular reforms and materials is needed to promote public understanding and participation in science issues. This paper presents the results of an analysis of the treatment of the nature of science and technology in science curricular materials in India. Textbook sections on the conceptions of mechanics are the basis for this analysis. A contextualized curriculum for schools is offered as a more productive approach to learning and exploring science concepts, processes, and science-and-technology issues. The controversial Sardar Sarovar Hydro-Electric Project in India is used as an exemplary case that can further this effort. The paper concludes that a contextualized curriculum is potentially quite powerful for addressing the nature of science and technology in school curricula and materials.