| 大学课程实践的三种水平 |
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| 引用本文： | 叶信治.大学课程实践的三种水平[J].福建师范大学学报(哲学社会科学版),2004(4):125-130. |
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| 作者姓名： | 叶信治 |
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| 作者单位： | 福建师范大学教育科学与技术学院,福建福州,350007 |
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| 摘 要： | 常识的、科学的和哲学的思维方式和价值观念分别影响着大学课程实践 ,使之表现出明显不同的特征。本文把大学课程实践分为常识水平、科学水平和哲学水平 ,建立了一个关于大学课程实践的分析框架 ,据此反思大学课程实践的价值和意义 ,改进大学课程实践的观念和行为 ,提升大学课程实践的水平和境界。
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| 关 键 词： | 大学课程实践 思维方式 价值观念 三种水平 |
| 文章编号： | 1000-5285(2004)04-0125-06 |
| 修稿时间： | 2004年3月5日 |
Three Levels of University Curriculum Practice |
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| YE Xin,zhi.Three Levels of University Curriculum Practice[J].Journal of Fujian Normal University(Philosophy and Social Sciences Edtion),2004(4):125-130. |
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| Authors: | YE Xin zhi |
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| Abstract: | The university curriculum practice, which is determined by the mode of thinking and value system of common sense, science or philosophy, has different features. The thesis divides university curriculum practice into three levels, that is, common sense level, scientific level and philosophic level. Then, An analytical frame for university curriculum practice has been constructed. Accordingly, we should reflect the value and the meaning of university curriculum practice, improve the idea and the behavior of university curriculum practice, and promote the level and realm of university curriculum practice. |
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| Keywords: | university curriculum practice thinking mode value system three levels |
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