犹太教纯洁化观念下的“共同体想象”再分析

犹太教基于"纯洁化"的生活形式的追求而指向的"共同体想象"就其本质而言具有世界性意义,这一点使其在后现代视野中具有了与基督教"上帝观"(后现代条件下)之内涵达成沟通的可能,即通过二者之间的"对话"具有达成关于未来生活设想的"共同意见"的可能性,而这可以为后现代社会下的人类整体未来走向提供有益的思想借鉴。     

Weighing up the Influence of Context on Judgements of Mathematical Literacy

Mathematical literacy, viewed as a set of ideas involving applications of mathematics to real-world contexts, has recently featured in curricular discussions about the aims for mathematics education. This article explores the effect that differences in the way that a mathematical task is contextualised can have on students’ mathematical arguments and, therefore, on their perceived levels of mathematical literacy. Seventy-two students’ responses to three similar measurement tasks are described according to Kaiser and Willander’s levels of mathematical literacy. The arguments used for assigning each level of mathematical literacy are then investigated for the presence of specific macro- and micro-linguistic features. The context of the task affects what students perceive to be most relevant approaches to use, which are reflected in the arguments they give; this, in turn, affects external judgements of their level of mathematical literacy.     

法学案例教学法的应用创新

虽然我国法学教育中早就使用了案例教学法，但我们并没有理解案例教学的真谛，在案例的选择、教学的目的、手段等方面存在着一些误区。我们应结合法学教学模式的转变，对案例教学法进行创新，在案例教学过程中注重对学生法律思维能力和实践应用能力的培养。     

设计教育与计算机辅助设计教育应注重创意思维的培养

随着社会的进步，科技飞速的发展，计算机辅助设计在艺术设计中广泛普及，设计文化已经成为一个国家和民族兴盛发达的标志。如何在设计教育与计算机辅助设计教育中加强以培养创意思维为中心的素质教育，是我们教育工作者面临的一项重要任务。本文从教学实践出发，强调设计的灵魂是创意，设计教育是培养综合素质的教育，计算机是辅助设计表达思想理念和表现手法最好的工具。     

浅析中西思维方式的异同

人类思维遵循着共同的规律,但中西的思维方式又各有自己的特色。中国传统思维方式重中庸重整体重直觉重求同,而西方则尚竞争重个人重逻辑。只有认真比较二者的不同,才能发现它们未来发展的趋势,从而促进它们进一步交流,有机结合为现代科学的思维方式。     

思维科学的几个基本问题探究--兼论钱学森思维科学的学术思想

思维科学有其特有的研究对象与内容、研究任务与方向，它们具有客观的真理性，排斥主观随意性。思维科学同样离不开马克思主义哲学的指导。思维科学学会必须坚持学术民主，不搞一言堂。这些重大的学术理论问题，应当引起广大的思维科学工作者和学术界的重视与讨论，这样才能进一步开展好思维科学的研究工作。     

激发数学学习兴趣的教学探索

结合具体的实例,论述了在高等数学教学过程中调动学生学习积极性和激发学生学习兴趣的一些方法。     

孔子教育文化思想的有益启示

孔子作为我国伟大的思想家、哲学家、教育家,其思想博大精深,其风范千古流传.从孔子教育思想、文化思想带给我们的有益启示入手,进一步发掘、研究和光大孔子思想,提出了孔子思想为建立和谐社会所发挥的重要作用.     

高蹈于逻各斯之外——神话思维对《庄子》文本特征的影响

神话思维对《庄子》文本特征的形成有着深刻而内在的影响。它以具象言说事物的方式使《庄子》把哲理完全融入它的寓言系统，《庄子》已不仅是一般说理形象化。而且要是直接用形象说理，寓言本身既是手段是具有本体意义；神话思维不回避矛盾的原逻辑特点使《庄子》意象具有多面性，体现在文本上则是模糊混沌特征；神话思堆的隐喻性使庄子把自己的精神生活融入外物，并在超越外物的表述层次上使象征意义具有多义性，造成文本的开放性召唤结构。     

A combined approach to strengthen children’s scientific thinking: direct instruction on scientific reasoning and training of teacher’s verbal support

Inquiry-based lessons have been demonstrated to improve children’s scientific thinking (i.e. reasoning abilities and domain-specific knowledge). Although empirical evidence shows that inquiry-based learning requires instruction, research comes from two approaches that have not been bridged yet: direct instruction of scientific reasoning and teacher training of verbal support. We investigated how these two types of instruction separately or combined strengthened children’s scientific thinking by comparing four conditions: baseline, direct instruction, verbal support, and a combined approach. Effectiveness of an inquiry-based lesson series on scientific reasoning abilities, vocabulary, and domain-specific knowledge (near and far transfer) were studied among 301 fourth graders. Results showed that both approaches strengthened different components of scientific reasoning abilities, and that a combination of instructions was most effective for scientific reasoning abilities, vocabulary, and domain-specific knowledge. Domain-specific knowledge acquisition was strengthened only when both instructions were provided. It can thus be concluded that each type of instruction has unique contributions to children’s science learning and that these instructions complement each other. Our study thus showed that inquiry-based lesson series when preceded by direct instruction of scientific reasoning and scaffolded with verbal support are most effective.