从仪观看慧观

运用元极学理论,结合西方现代科学和东方传统文化理论,探讨了仪观(西方式的仪器观测)和慧观(东方式的智慧观照)各自的特点,认为慧观在观察直达对象的本原方面具有可能性和科学性。     

结构试验远程协同控制系统的设计与实现

扼要叙述了自行研制开发的网络远程协同结构试验的电液伺服多变量控制系统，介绍了试验控制系统的构成和设计原理，以及网络远程协同控制的组网方案具体实现。     

实验是促进合作学习的有效途径

通过实验促使学生进行交流与合作，培养健全的人格，培养合作精神，增强合作意识，增强责任感，达到善于与人合作，相互信任，群策群力，提高合作学习兴趣的目的。     

用等效图求解电容器电容的两类典型问题

应用等效图示的方法、分析求解平行板电容器插入电介质和加上屏蔽罩后的电容。     

浅谈教育技术装备的革新与应用

论述了现代教育技术装备的模式，在应用中反映的问题，提出应用现代教育技术装备应因地制宜。     

感生电场实验研究

利用测量感生电动势的方法来研究螺线管内部的感生电场之分布。     

中英颜色词语及其文化象征意义比较

语言中的颜色词除了表示大自然的绚丽色彩外，同时也体现着不同文化内涵，它有独特的语言功能和文化象征意义。通过分析比较中英颜色词语及其文化象征意义，可从一个侧面探求中英文化之异同。     

构建上市公司信息披露行为的有效约束机制

针对我国上市公司信息披露行为的不规范问题,本文提出从内部和外部建立约束机制,并根据约束主体的特点,从不同角度、有侧重性的对上市公司信息披露的主要不规范行为进行监督和约束,改善我国目前多重监管但效率不高的情况,构建上市公司信息披露行为的有效约束机制。     

运动群体凝聚力研究述评

自1935年Lewin提出群体动力学概念以来,使群体动力问题受到了心理学家的普遍重视,运动队凝聚力日益成为运动心理学界的研究焦点.通过对体育运动中群体凝聚力的概念、测量方法及相关研究的概括和评述,提出了研究中存在的问题及今后的研究方向.     

Irritation und Phantasie

In processes of experience, we become intensely involved in a situation or–what is particularly important for academic learning–in the examination of a learning object. In this article we show in which ways meaningful, ubiquitous learning processes that embrace the individual can be understood against the background of a theory of learning based on experience. Experience constitutes itself within a process of crisis management which must not be misunderstood as a negativistic perspective. For we will demonstrate how crises and irritation can be transformed into constructive learning processes and how they function as “fruitful elements in educational processes.” However, key processual and structural elements of the process of experience, such as resistance, intuition, imagination, and fantasy, have in effect not yet been developed in learning theory, at least with respect to the academic learning process. It is precisely this gap that this essay acts on. Particularly in the case of fantasy inspired by irritation, its potential of being the focus and dynamic medium of intercommunication between the inner and outer world, and of the corresponding transitions between self and object, becomes evident. This assumption will be thematized with respect to its empirical-psychological and didactic relevance. Finally, using the concept of everyday fantasies it will be demonstrated that and how irritation and fantasy can be fruitfully combined with reflective processes.