二值命题逻辑中Г-的蕴涵距离和近似推理

以基本真度为基础,引入二值命题逻辑系统中基于前提信息Г的公式A到B的蕴涵度概念,由此定义了公式A到B的Г-蕴涵距离,并通过Г-蕴涵距离的基本真度表示式,对二值命题逻辑中基于前提信息的近似推理问题进行讨论．     

及物和说理的训练与学生能力的培养

对及物训练与学生观察能力的培养,说理训练与学生思维能力的培养两个方面进行了论述;介绍了及物与说理训练的具体做法,阐述了及物与说理训练在中学物理教学中的重要意义。     

邓小平思想政治教育理论的基本方法

邓小平在领导中国革命和建设的长期实践中，不断总结经验，提出了具有指导意义的思想政治教育理论的基本方法，主要包括：说服教育，以理服人；批评与自我批评；运用大众传媒；典型教育；开展精神文明创建等。     

自由心证与民事认证制度改革

民事认证就是法庭审查判断民事证据材料能否成为证据的过程。本从分析民事认证的概念入手．简析了民事认证制度的历史发展,并将最高人民法院《关于民事诉讼证据的若干规定》确立的认证制度总结为“证据能力判断上的法定证据制度,证明力判断上的有限心证制度”。     

Fostering Understanding by Structural Alignment as a Route to Analogical Learning

The purpose of this study was to extend previous research on the conditions that may promote understanding and abstraction via structural alignment, that is, through a comparison between two partially understood situations. Structural alignment is a route to analogical reasoning which differs from the typical route where an analogy is made by eliciting an unknown situation from a very familiar one. Ninety-nine eighth graders were presented with two pairs of scenarios; the first depicting two phenomena of heat flow and the second, two phenomena of the changing state of matter. Participants were randomly assigned to five different conditions which varied in the degree to which they required a comparisonbetween the phenomena in the scenario pairs. For each pair of scenarios, participants were asked to describe the differences between the two phenomena, explain what happens in the phenomena, rate the similarity between the two, and justify the ratings. Results show that analogical reasoning was promoted more in the condition where participants were asked to jointly interpret the phenomena depicted in the scenarios. For both pairs of scenarios, students in this condition reached a deeper understanding; they were more able to identify alignable differences between the phenomena, and recognize the abstract and general higher-order relational structure implied by the perceptually different situations.     

诉讼证据概念的语义学浅析

诉讼证据是事实,但事实不同于物、人、事情,事实在事实界、以命题的形式存在,人、物、事情在现实界,是自在之物;诉讼证据是原发事实与案件事实的中介;诉讼证据作为事实总是与论证分不开;诉讼证据的论证又受合法性规范。     

T. rex,the Crater of Doom,and the Nature of Scientific Discovery

Working from the 1970s to the early 1990s, Walter Alvarez and his research teamsought the cause of the mass extinction that claimed the dinosaurs 65 million years ago. The present paper discusses thatresearch in terms of eight puzzling observations, eight episodes of hypothetico-predictive reasoning, enumerative induction,and Jung's interrogative theory of scientific discovery. The Alvarez case history paints scientific discovery as a process in whichcausal questions are raised and answered through the creative use of analogical reasoning followed by an equally creative process ofhypothesis testing in which predicted and observed results are compared. According to this account, puzzling observations, causalhypotheses, and imagined tests drive investigations and the search for evidence. Two implications follow. The firstconcerns the education of new scientists and science education researchers and the need to more clearlydifferentiate hypotheses from predictions in the research process. The second concerns standard science classroom instruction that shouldmore frequently engage students in open inquiries that raise causal questions and encourage the generation of alternative causalhypotheses, which can then be explicitly tested in ahypothetico-predictive fashion.     

Associations of epistemic beliefs in science and scientific reasoning in university students from Taiwan and India

The purpose of this study was to compare the associations of epistemic beliefs in science, performance of scientific reasoning in university students from Taiwan and India, and the relations with their science learning experiences. A total of 126 university students including 67 from Taiwan and 59 from India who had science and mathematics backgrounds were involved in the study. Students’ epistemic beliefs in science were assessed by the SEV questionnaire, while their reasoning performance and learning experiences were prompted by open-ended questions and survey items. Content analysis was performed to analyze their scientific reasoning, and correlation analysis, t tests and ANOVA were applied to reveal the associations between variables. The results showed that students from both countries differed in epistemic beliefs in the dimensions of certainty, development and justification. While few students from either country performed successfully in identifying genuine evidence and giving full rebuttals, Taiwanese participants seemed to demonstrate slightly better scientific reasoning. It was found that the Indian students were more balanced in receiving structured and engaged learning experiences. Varying associations for the students from the different countries were found between epistemic beliefs and scientific reasoning performance, and between epistemic beliefs and science learning experiences.     

Examining the impact of prior academic achievement on moral reasoning development among college students: A growth curve analysis

Moral reasoning is concerned with making decisions regarding the appropriate course of action in particular situations and has been highlighted as a critical factor that may facilitate (or impede) the effectiveness of educational programs in promoting positive outcomes. This study examined the trajectories of moral reasoning as measured by the Defining Issues Test (DIT2) for college students and to what extent there are intra-individual (within student) and inter-individual (between student) changes in moral reasoning during this developmental period. The results suggest that moral reasoning was best represented by a linear increase on the mean level and non-signi?cant variability across students. The relationship between moral reasoning and students’ prior academic attainment was also examined.     

情感体验促进理性认知发展创新性问题解决能力

本文以教学实践为基础 ,阐述通过在动手活动 ,自主学习、探究学习和合作学习中获得的情感体验 ,发挥情感的动力、调节和感染功能来分别促使动手能力 ,以直觉思维、形象思维、变通思维与灵感为特征的创新性问题解决能力和人性化的问题解决能力的发展。