自然审美的意义

自然审美是人类最早的审美形态 ,人类在自然审美活动中产生了形式感 ,实现了由耳目快感到心理快感的飞跃 ,培养起对现实对象超物质功利的精神性审美态度。自然审美也当是人类最高的审美境界 ,它可以拓展和提高整个审美活动的精神品格。自然审美在促进人与自然和谐相处 ,重建人与自然的精神联系方面 ,有不可替代的独特作用。生态美是自然审美的当代现实形式。     

西方哲学发展的突破口--天文学

纵观西方哲学史,天文学对哲学的影响是巨大的。它每一次猜测性的假说和实证性的发现,不断地揭开了宇宙神秘面纱,开阔了人们的视野,带来人们认识上的巨大变化,从而推动了哲学的产生和不断向前发展。天文学,是西方哲学发展的当之无愧的突破口。     

Learning in Earth and space science: a review of conceptual change instructional approaches

In response to calls for research into effective instruction in the Earth and space sciences, and to identify directions for future research, this systematic review of the literature explores research into instructional approaches designed to facilitate conceptual change. In total, 52 studies were identified and analyzed. Analysis focused on the general characteristics of the research, the conceptual change instructional approaches that were used, and the methods employed to evaluate the effectiveness of these approaches. The findings of this review support four assertions about the existing research: (1) astronomical phenomena have received greater attention than geological phenomena; (2) most studies have viewed conceptual change from a cognitive perspective only; (3) data about conceptual change were generated pre- and post-intervention only; and (4) the interventions reviewed presented limited opportunities to involve students in the construction and manipulation of multiple representations of the phenomenon being investigated. Based upon these assertions, the authors recommend that new research in the Earth and space science disciplines challenges traditional notions of conceptual change by exploring the role of affective variables on learning, focuses on the learning of geological phenomena through the construction of multiple representations, and employs qualitative data collection throughout the implementation of an instructional approach.     

Integrating Curriculum,Instruction, and Assessment in Project-Based Instruction: A Case Study of an Experienced Teacher

This case study of a teacher who engaged his students in inquiry within a technologically rich classroom was conducted over 5 weeks, including 15 regularly scheduled classes. Data include extensive teacher interviews, e-mail, and artifacts such as class notes, curriculum guides, and handouts. A retrospective analysis methodology was utilized to address what Barron et al. (1998), called the major hurdles in implementing project-based curricula: the simultaneous changes in curriculum, instruction, and assessment practices. In addition, a framework developed by the National Research Councils How People Learn was employed to provide detail on the nature of knowledge, learner, assessment, and community centeredness of the project-based unit. Finally, the classroom environment created during a unit of astronomy was analyzed and five principles emerged: the sense of a project, the development of independent individuals, creation of a global community of learners, a cyclic nature of instruction emphasizing conceptual and procedural understanding, and the utilization of distributedexpertise.     

虚拟天文台——天文学研究的科研信息化环境

在过去的几十年间,天文科学数据量已经从GB量级进入到了TB量级。如今,正在从TB量级向PB量级迈进。天文学研究已经进入到了数据密集型时代。面对海量天文数据对存储、计算、带宽、软件甚至工作模式等方面的需求,天文学家连同信息技术领域、计算机科学领域的专家正努力使基于天文数据的知识发现过程变得更加容易。旨在实现科学数据互操作的虚拟天文台就是这方面的积极尝试,它将为数据密集型时代的天文学研究和教育科普提供一个信息化环境。天文信息学则从天文学一个分支学科的高度去考虑天文学的长远发展。文章论述了天文学研究在数据密集型时代所面临的需求,介绍了天文学家为应对数据密集型挑战正在研究开发的虚拟天文台技术,探讨天文信息学所包含的内容和发展天文信息学的必要性,展望了中科院统筹规划天文领域科研信息化工作,建设中国虚拟天文台的前景。     

高能天体物理学研究与发展

文章将高能天体物理学的内容局限在以下范围:(1)研究的天体限制在黑洞、中子星、超新星遗迹和γ射线暴;(2)研究的手段限制在对X射线和γ射线空间观测。然后描述了高能天体物理学的研究进展和意义,近期国内外发展和我国的未来规划,包括战略目标、有关科学计划和空间项目。最后提出了我国未来相关研究领域发展的策略和措施建议。     

Models of “The Heavens and the Earth”: An Investigation of German and Taiwanese Students’ Alternative Conceptions of the Universe

The paper reports a cross-cultural investigation conducted in 2001–2002 that seeks to reveal students’ alternative ideas in two countries, Taiwan and Germany. It was carried out by means of semi-structured interviews in a story form. The targeted students were arbitrarily selected from grades 3 to 6 in both countries and amounted to 64. The questions in the interview were centered around “the heavens” (space, heavenly bodies, and familiar astronomical events) and “the earth” (the appearance, shape, movement, and, in some cases, gravity). The results indicated that, first, the students presented their ideas in a consistent manner, regardless of their cultural backgrounds, if we take into account the scope of questions and phenomena which were in their concern or of their interest. The comments from the student can be patterned into a structure-like whole, which we term “model” in the study. Second, the alternative models of “the heavens and the earth” elicited in the interviews appear to have various strengths of explaining familiar astronomical events. Interestingly, the more advanced a model is (in regard with the present-day cosmological model), the higher explanatory power it contains. As for the difference between the sample of two countries, the German students show more intention (or are more aware of the need) to explain astronomical phenomena than their Taiwanese counterparts, and thereby presented more precise models with stronger explanatory power. On the other hand, the Taiwanese students appeared to have more imagination and conceptual flexibility that should also be valued.     

《诗经》与天文学

作为广义文学之群首的《诗经》 ,诞生时就体现了中华文化“弥纶天地之道 ,仰以观于天文 ,俯以察于地理”的天人合和之特质。无论是“七月流火”的具象比拟 ,还是牛郎织女的借物言志 ,既是中华民族独异的天文文化观念在广义文学上的表征 ,也是先祖们天文学智慧的显现。人文世象与星宿天道在华夏历史上具有同源同构的通约。     

Radio Astronomy: A Strong Link Between Undergraduate Education and Research

The program at the MIT Haystack Observatory has added a new opportunity for students as part of our overall national effort to encourage research by undergraduates. Radio astronomy complements other branches of astronomy, augments science education broadly, and serves to promote interdisciplinary research and education. In the past 2 years, we have conducted a successful pilot program to develop and test a program that facilitates the linking of undergraduate research and education through radio astronomy. As a result of this effort, a small radio telescope has been developed and can be used as a hands-on introduction to radio astronomical techniques and instrument calibration. The telescope is presently being commercialized so that it can be purchased as a low-cost kit for assembly. Remote access to the Haystack 37-m antenna has made it possible for students nationwide to access a research grade facility and we invite faculty everywhere who are interested in this possibility to use our facility. Undergraduate students can participate in the exciting world of research by performing experiments with the telescope. Radio astronomy materials for faculty, students, and interested amateurs have been developed are posted on our web site (http://www.haystack.mit.edu). The materials will continue to be upgraded and enhanced, and the contributions from participating teachers and students nationwide will be added to the project files. We hope to make this not only a resource for someone using our facility but also for the community in general.We are now bringing the Haystack telescopes and radio astronomy to the broad undergraduate community. Based on our pilot experiences, we envision students everywhere being able to exploit the opportunity to strengthen their education through practical research using radio astronomy.