簡介：南京師范大學博士學位論文音樂教育哲學的審美范式與實踐范式姓名覃江梅申請學位級別博士專業(yè)美育學指導教師管建華20080526ABSTRACTBOTHOFTHEAESTHETICANDPRAXIALPARADIGMSINMUSICEDUCATIONPHILOSOPHYWEREBORNANDDEVELOPEDINTHEUNITEDSTATESTHEAESTHETICPHILOSOPHYOFMUSICEDUCATIONWASBUILTTOUNITETHEPRACTICEANDTHOUGHTSOFMUSICEDUCATIONINTHEFIFTIESANDSIXTIESOF20山CENTURYITSOCCURRENCEHASVERYCLOSERELATIONSHIPWITHTHESOCIAL，ECONOMIC，CULTURALANDEDUCATIONALBACKGROUNDATTHATTIMEBENNETTREIMER’SWORK，APHILOSOPHYOFMUSICEDUCATION1970，1989，2003，CANBEREGARDEDASITSTHREEDEVELOPINGPHASES，ANDREIMERSIDEAOF“MUSICEDUCATIONASAESTHETICEDUCATION”BPATOMESTHEGUIDINGIDEAOFAMERICANMUSICEDUCATIONDURING1970S1990SBASEDONTHEPUREAESTHETICSOF18MCENTURYTHEAESTHETICPHILOSOPHYOFMUSICEDUCATIONEMPHASIZESMUSICASAUNIQUE，TRANSCENDENTART；ATTHESAMETIME，ITISTHEAESTHETICOBJECTTHUSMUSICEDUCATIONSHOULDPREPARESTUDENTSINDEVELOPINGTHESENSITIVITIESTOAESTHETICQUALITIESWITHINMUSICWORKANDHENCEACHIEVINGAESTHETICEXPERIENCETHUSITGIVESEXTRAORDINARYEMPHASISOFUSINGMUSICALLISTENINGINMUSICEDUCATIONPRACTICEITWASSTRONGLYCRITICIZEDINTHELATEEIGHTIESANDEARLYNINETIESANDEVENTUALLYRESULTEDINTHEBIRTHOFPRAXIALMUSICEDUCATIONPHILOSOPHYPRAXIALMUSICEDUCATIONPHILOSOPHYISBASEDONARISTOTLESTHEORYOFPRAXIS，CLAIMINGTHATMUSICISADIVERSEHUMANPRACTICE，THUSITSTHEORETICALBASISISNOTONLYBASEDONAESTHETICS，BUTALSOONOTHERDISCIPLINES，ESPECIALLYETHNOMUSIEOLOGYITSEESTHATTHEMAINCOMMISSIONOFMUSICEDUCATIONISTOENRICHSTUDENT’SMUSICALEXPERIENCE，WHOSECONTENTISMUCHBROADERTHANAESTHETICEXPERIENCEANDITISCONNECTEDWITHSTUDENTS’DAILYEXPERIENCEANDDAILYLIFEPERFORMANCEISTHEBESTWAYTOTEACHWITHTHEOCCURRENCEOFPRAXIALMUSICEDUCATIONPHILOSOPHYTHEHISTORYOFTHEAESTHETICPHILOSOPHYOFMUSICEDUCATIONASTHEDOMINANTPHILOSOPHYCOMESTOANEND，ATTHESAILLETIME，THESPACESANDPERSPECTIVESOFMUSICANDMUSICEDUCATIONRESEARCHHASBEENEXTENDEDASWELLITPROVIDESMULTIINTERPRETATIONOFTHENATUREOFMUSICANDMUSICEDUCATION，ANDITALSOHIGHLYEMPHASIZESTHEIMPORTANCEANDESSENTIALITYOFMULTICULTURALMUSICEDUCATIONDAVIDELLIOTTSWORKMUSICMATTERSANEWPHILOSOPHYOFMUSICEDUCATION，ISTHELANDMARKOFTHEOCCURRENCEOFPRAXIALMUSICEDUCATIONPHILOSOPHYTHEKEYDIFFERENCEOFTHETWOPARADIGMSISINTHEDIFFERENTUNDERSTANDINGABOUTTHENATUREOFMUSICANDMUSICEDUCATIONWITHTHEONGOINGDEBATESANDDEVELOPMENTBETWEENTHETWOPARADIGMS，THERESEARCHOFNORTHERNAMERICANMUSICEDUCATIONPHILOSOPHYHASOWNEDCHARACTERISTICSOFBEINGASEPARATEDISCIPLINE，GIVENTHATEACHPARADIGMHASITSOWNRESEARCHGROUPANDJOURNALSNOWTHETWOPARADIGMSAREBOTHFACINGGREATCHALLENGESBOTHCOMINGFROMTHEINSIDEANDTHEOUTSIDEOFTHEIRSYSTEMHENCE，F(xiàn)URTHERTHEORETICALRESEARCHANDPRACTICINGEXPLORATIONISNEEDEDATTHESAMETIME，THERESEARCHOFMUSICEDUCATIONPHILOSOPHYISPRESENTINGANINTERNATIONALPICTURE，ANDTLLISWILLLEADTOANOPENANDCULTUREBASEDFUTUREKEYWORDSAESTHETIC，PRAXIAL，THEAESTHETICPHILOSOPHYOFMUSICEDUCATION，THEPRAXIALMUSICEDUCATIONPHILOSOPHYPARADIGM

簡介：黑龍江大學碩士學位論文山寨現(xiàn)象的文化哲學思考姓名宋先搏申請學位級別碩士專業(yè)文化哲學指導教師王國有20100528黑龍江大學碩士學位論文ABSTRACTPHENOMENONASAKINDOFCOPYCATTINGFROMTHEPFIVATESECTORINORDERTOMIMICTHEMAINFEATURESOFTHENONMAINSTREAMECONOMICANDCULTURALPHENOMENAINCLUDINGAVARIETYOFEOPYCATTINGMATERIALPRODUCTSANDCOPYCATTINGINTELLECTUALPRODUCTSTHISARTICLEFIRSTCOPYCATTINGMATERIALANDCOPYCATTINGSPIRITUALPRODUCTSINTRODUCEDINDETAIL，INCLUDINGTHEEOPYCATTINGMOBILEPHONES，COPYEATTINGDIGITALPRODUCTS，COPYCATTINGSPRINGFESTIVALEVENING，EOPYCATTINGLECTURE，COPYCATTINGSTARANDSO011ANDSUMMEDUPITSIMITATIONDIYLOWCOSTANDLOWQUALITYINNOVATIONANDROOTSANDOTHERCHARACTERISTICS，DISTINGUISHTHEWATERFRONTBRANDNAMES，F(xiàn)AKE，SPOOFANDPIRACYANDCOPYCATTINGLINKSCOPYCATTINGALSOANALYZEDTHECAUSESOFTHEPHENOMENONISDUETOECONOMICFACTORS，CONSUMERPSYCHOLOGYNETWORKDEVELOPMENTPUBLICENTERTAINMENTANDPOSTMODERNCULTURETHENCLARIFYTHECOPYCATTINGPHENOMENONOFRATIONALITYANDTHELIMITSFROMTHEREFLECTIONOFREFLECTIONPHENOMENONFINALLY1WILLPROPOSEHOWWESHOULDFACETHECOPYCATTINGPHENOMENONKEYWORDSCOPYCATTING；CULTURAL；REFLECTIONSII

簡介：教育碩士學位論文論文題目高中生物教學中學生哲學素養(yǎng)的養(yǎng)成學科專業(yè)名學科專業(yè)名稱學科教學（生物）學科教學（生物）申請人姓申請人姓名李婷指導教指導教師陳繼貞陳繼貞教授教授論文提交時論文提交時間20122012年5月1010日單位代碼單位代碼1044510445學號20090301412009030141分類號G63391G63391學習方式學習方式在職在職獨創(chuàng)聲明本人聲明所呈交的學位論文是本人在導師指導下進行的研究工作及取得的研究成果。據(jù)我所知，除了文中特別加以標注和致謝的地方外，論文中不包含其他人已經(jīng)發(fā)表或撰寫過的研究成果，也不包含為獲得（注如沒有其他需要特別聲明的，本欄可空）或其他教育機構(gòu)的學位或證書使用過的材料。與我一同工作的同志對本研究所做的任何貢獻均已在論文中作了明確的說明并表示謝意。學位論文作者簽名學位論文版權(quán)使用授權(quán)書學位論文版權(quán)使用授權(quán)書本學位論文作者完全了解學校學校有關(guān)保留、使用學位論文的規(guī)定，有權(quán)保留并向國家有關(guān)部門或機構(gòu)送交論文的復印件和磁盤，允許論文被查閱和借閱。本人授權(quán)學校學校可以將學位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫進行檢索，可以采用影印、縮印或掃描等復制手段保存、匯編學位論文。（保密的學位論文在解密后適用本授權(quán)書）學位論文作者簽名導師簽字簽字日期20年月日簽字日期20年月日

簡介：本文從不同的角度與層次分析了量子信息的涵義，并且對量子信息涵義的變遷進行了思考。第一章從本體論的角度思考了在經(jīng)典信息論語境下包含量子信息在內(nèi)的所有種類信息的本質(zhì)含義，提出了一些關(guān)于現(xiàn)存主流學術(shù)范式下對信息涵義理解的質(zhì)疑，并且在此基礎(chǔ)上對通用的信息概念以及DUWELL的信息概念進行補充解釋，并描述了經(jīng)典信息系統(tǒng)下信息系統(tǒng)的框架以及對其的處理過程。對在西方哲學語境下的涵義進行明確，然后對科學哲學家CASLAVBRUKNER與ANTONZEILINGER，TIMPSON以及ARMONDDUWELL的量子信息的涵義進行探討與研究，試圖了解這些哲學家們得到其結(jié)論的原因，理論背景以及實現(xiàn)手段，溝通了東西方關(guān)于量子信息的學術(shù)鴻溝。尋找量子信息涵義變遷的啟示。從兩個方面入手，一是尋找量子信息物理特征與對量子信息本質(zhì)特性的認識之間的關(guān)系。在這里討論了量子物理獨特的特征對科學哲學家思考從編碼方式形式語境到量子信息存在特性這些問題的影響二是分析并得到結(jié)論認為量子信息概念多元化的立足點之一是哲學家對經(jīng)典信息論理解深入層次。本文致力于為在中國科學哲學界語境下尋找量子信息涵義的科學哲學家鋪平通向國際學術(shù)范式的道路，為現(xiàn)有的學術(shù)氛圍帶來更接近量子信息本質(zhì)的啟示。

簡介：20172017屆碩士學位論文屆碩士學位論文杜治政醫(yī)學哲學思想初探杜治政醫(yī)學哲學思想初探作者姓名鄭娟指導教師安軍副教授學科專業(yè)科學技術(shù)哲學研究方向科學哲學培養(yǎng)單位科學技術(shù)哲學研究中心學習年限2014年9月至2017年6月二〇一七年六月THESISFMASTER’SDEGREESHANXIUNIVERSITY2017APRELIMINARYSTUDYOFDUZHIZHENG’THOUGHTSONPHILOSOPHYOFMEDICINESTUDENTNAMEJUANZHENGSUPERVISPROFJUNANMAJPHILOSOPHYOFSCIENCETECHNOLOGYFIELDOFRESEARCHPHILOSOPHYOFSCIENCEDEPARTMENTRESEARCHCENTERFPHILOSOPHYOFSCIENCETECHNOLOGYRESEARCHDURATION201409201706JUNE2017

簡介：論文指導小組成員余源培教授吳曉明教授孫承叔教授陳學明教授馮平教授鄒詩鵬教授鄭召利教授第三章教育中的意識形態(tài)與知識合法化67第一悼知講與意識形態(tài)67、意識形態(tài)的涵義和用法67、知識與意識形態(tài)的關(guān)系7L第_節(jié)教育中知識合法化的意識形態(tài)運作機制74、意識形態(tài)在學校日常生活中的控制75一、意識形態(tài)在教育者頭腦中的滲透和運作77三、分類和標簽的意識形憊控制作用“80第J節(jié)保守主義聯(lián)盟建立知識合法化的意諺L形態(tài)霸權(quán)機制83一、保守主義聯(lián)盟的形成和意識形態(tài)動力機制”84二、右翼聯(lián)盟的意識形態(tài)策略改變常識87、阿普爾反有翼霸權(quán)聯(lián)盟的策略及其缺陷～90第四章阿普爾教育哲學的理論價值一個歷史唯物主義的分析97第一仃阿普爾理論的定位和價值”97一、阿普爾教育哲學的理論定位”97二、阿普爾民主教育的內(nèi)相和價值10L第二節(jié)面向歷史實踐的知識和教育104一、對知阻的存在論理解實踐性和歷史性104二、塒教育中權(quán)力和意識形態(tài)的歷史唯物主義理解感性權(quán)力和感性意識108結(jié)語參考文獻后畦12

簡介：中文摘要‘中文摘要瓦季姆米哈伊洛維奇梅茹耶夫BMMEXYES①是俄羅斯當代著名的文化哲學與社會哲學專家。梅茹耶夫從20世紀60年代就開始進行文化學和文化哲學研究，他從馬克思的唯物史觀出發(fā)探討了馬克思哲學中的文化理論，較早地從文化哲學層面探討了文化與歷史的關(guān)系。在關(guān)于精神生產(chǎn)的研究中，梅茹耶夫希望發(fā)現(xiàn)精神活動的社會意義，希望通過人們自己對社會關(guān)系的建立來揭示社會意識的基本形式。他認為，精神生產(chǎn)、意識生產(chǎn)，也就是思想、形象和象征是社會生產(chǎn)，是社會關(guān)系建立的特殊形式，是彌補人們在社會中物質(zhì)經(jīng)濟和政治的關(guān)系的“疏遠“、物質(zhì)化和無個性化的理想形式。梅茹耶夫?qū)⑽幕鳛橐粋€哲學史范疇來研究，將文化解釋為個體自由與個體創(chuàng)造性自我實現(xiàn)的領(lǐng)域。關(guān)鍵詞文化；文化哲學；馬克思哲學。梅茹耶夫19331956年畢業(yè)于莫斯科大學哲學系，1964年獲碩士學位，1971年獲副博士學位，1984年獲哲學博士學位。從1962年起在蘇聯(lián)科學院哲學所工作，現(xiàn)為俄羅斯科學院哲學所研究員●黑龍江大學碩士學位論文PE3MMEIIIIIIILLLLIIIIIITIIIL＼1939555IMEAOGEBBAMLMMH】【AIIJL0BHQP17121933一CHCHHAUHCTB06NACRA由ILTIOCOCHHLCⅢBLYPMHCOI珥AJIBHOFICHTIOCOCHH；月TORROP巾LLJIOCOCHMHAYKH，NPO中ECCOPBRPY且AXMOCYLIIECI聊EHAIIGJI13瑪，皿BTYLMKAX中肌OCO垂CK極HCTOPH且KYMTYPATPAXRYCRCAHMKAKCCEPAHMMBH廁YAMHOFICB060砸HTBOPQCCT髓CAUOPEAAMAMMJILTQLTOCTLI，KALCANMOCMBA話ACIICXTQEBOBEQECKO落HCTOPHHBPA60RAX，HOCBFFLHCHHBIXAHAJIH3Y用PXOBHOROIIPOH3BO皿CTBAMCTPEMHTC，IBIMQBHTBCOILLLAIIBHBIHCMMCTI刪XOBHOFI且E兜TEJMHOCTH，PACKPTRMOCHOBHHC由OPML06MECTBEHHOROC03HAHILQCT3PNPON3BO且CTBAJNO皿MHCBOIIX06IRECTBEHHBIXOMOMEIM螽風VXOBHOENPON3BOJ2ICMO，ⅡPOLL3BO皿CⅡ10C03HAHTLQ，TEH且E話，06PA30BHCHIVLBOJIOBOC06AQ巾OPMA06MECTBEHHORONPOMBOIICRBAI驢H期叫騸T1LA06MCCTBEHHI，IXOTHOMEHHFI，XOMNEHCHPYTONIA且C060茵B(yǎng)HGEAYLBHOFI巾OPME”刪CHHOCTB”，OBCMCCTBYICHHOCTBH06E3M瑪EHHO仞玉MATCPHADIBHBIX0KOHHHOJIHTOTHOMEHRFIMOI且EFIB06MECTBC1妯MQESBLECⅡOBAXY丁玷TYPA；巾姍OCO由瑚KYM，TYPH；MAPKCHCTCKA且中聊OCO由瑚囊●IK『

簡介：西南大學碩士學位論文對“以音樂審美為核心”的認識和思考基于雷默音樂教育的哲學姓名都臣申請學位級別碩士專業(yè)音樂學指導教師尹紅20100410ABSTRACTABSTRACTONTHEISSUEOFTHENATUREOFMUSICEDUCATIONHASBEENCONTROVERSIALINOURCOUNTRYINTHEBEGINNINGOFTHISCENTURYWITHTHEVALUEOFTHENEWUNDERSTANDINGOFMUSICEDUCATION，MUSICEDUCATIONINTHENATIONALSTATUSOFBASICEDUCATIONHASGRADUALLYTAKENSERIOUSLY2001，CHINAPROMULGATEDTHE“FULLTIMECOMPULSORYEDUCATIONMUSICCURRICULUMSTANDARDSTRIALVERSION“HEREINAFTERREFERREDTOAS”STANDARD”，ANDELEMENTARYMUSICEDUCATIONHADSTARTEDANEWROUNDOFREFORMTHEMOSTSIGNIFICANTSYMBOLOFTHISREFORMISTHEAESTHETICOFMUSICASTHECOREOFMUSICEDUCATIONREFORM，ANDTHENTRIGGEREDANEWROTMDDISCUSSIONSOFMUSICEDUCATIONONTHOSEISSUESINTHISPAPELWITHAMERICANMUSICEDUCATORRAYMERSPHILOSOPHYOFMUSICEDUCATIONASTHEBLUEPRINT，THROUGHHISMUSICTHOUGHTOFAESTHETICEDUCATION，ANDTHEEARLY21STCENTURYINOURCOUNTRY’SEDUCATIONREFORMBASEDONTHE”MUSICAESTHETICISTHECORE”RELATEDCONCEPT，THENATUREOFMUSICEDUCATIONANDMUSICEDUCATIONINTHEAESTHETICISSUESWEREDISCUSSEDRAYMER’SPHILOSOPHYOFMUSICEDUCATIONHASSYSTEMATICALLYDESCRIBEDANDEXPLAINEDTHENATURE，PRINCIPLESANDOTHERISSUESINMUSICEDUCATIONITHINKTHATREIMER’SAESTHETICEDUCATIONHASASIMILARPHILOSOPHYONTHEMUSICEDUCATIONWITHTHESTANDARDITSINDEPTHANALYSISANDRESEARCHMAYHELPUSTOUNDERSTANDTHESPIRITOFBASICMUSIC

簡介：分類編號單位代碼10065SFEA學號09219007研究生學位論文論文題目當代中國文化產(chǎn)業(yè)發(fā)展的哲學審視學生姓名_源長申請學位級別碩士申請專業(yè)名稱馬克思主義哲學研究方向社會哲學指導教師姓名王金寶專業(yè)技術(shù)職稱副教授提交論文日期2012年3月15日當代中國文化產(chǎn)業(yè)發(fā)展的哲學審視ABSTRACTASESTABLISHMENTDEVELOPMENTOFSOCIALISTMARKETECONOMYSYSTEMINCHINATHEDEEPENINGOFTHEREFMOFCULTURALSYSTEMCULTURALINDUSTRYINCONTEMPARYCHINARISEDEVELOPRAPIDLYALTHOUGHCULTUREINDUSTRYHASWIDELYPOSITIVELYINFLUENCEDTHEDEVELOPMENTOFCHINESESOCIALISTITISCANNOTBEDENYTHAT，ITSTILLCAUSEMANYNEGATIVEPROBLEMSWHICHCOULDNOTBENEGLECTEDTHEREFETHEISSUESABOUTHOWTOHAVEARATIONALANALYSISFTHEDEVELOPMENTOFCULTURALINDUSTRYINCONTEMPARYCHINAHOWTOSTARDIZETHEDIRECTIONOFTHEDEVELOPMENTOFCHINESESOCIALISTCULTUREARENEEDEDTOBESOLVEDURGENTLYTHESOUNDDEVELOPMENTSOFCULTUREINDUSTRYINCONTEMPARYCHINAARENOTONLYCANAFFECTTHEDEVELOPINGOFTHECHINESEECONOMICALSOCANINFLUENCETHEBUILDINGDEVELOPINGOFCHINESECULTURETHISSTUDYFOCUSESONTHEDEVELOPMENTOFCHINESECULTUREINDUSTRYFROMAHISTICALPOINTOFVIEWOFMARXISTMATERIALISMPHILOSOPHYHISTICALMATERIALISMFIRSTACCDINGTOTHEFOUNDATIONOFDISCRIMINATIONCONNOTATIONSOFCULTUREINDUSTRYTHEDEFINITIONSOFTHECONCEPTOFCULTUREINDUSTRYTHEBASICFEATURESFUNCTIONSOFCULTURE嘻INDUSTRYISEXPOUNDEDTHENBASEDONTHEINVESTIGATIONOFTHERISINGOFCULTURALINDUSTRYINCONTEMPARYCHINATHEPOSITIVENEGATIVEASPECTSOFTHEDEVELOPMENTOFCULTURALINDUSTRYINCONTEMPARYCHINAAREANALYZEDATTHEENDTHEBASICATTITUDETHEBASICPRINCIPLETHEDIRECTIONCHOICESOFCULTURALINDUSTRYINCONTEMPARYCHINAISEXPLAINEDKEYWDSCULTUREINDUSTRYTHEDEVELOPMENTOFHUMANBEINGSCULTURALBUILDING

簡介：廣西師范大學碩士學位論文從本體研究到價值研究語文教育價值的哲學思考姓名喬秋穎申請學位級別碩士專業(yè)課程與教學論指導教師陳玉秋20060401IIFROMTHERESEARCHOFONTOLOGYTOTHERESEARCHOFAXIOLOGYTHEPHILOSOPHICALTHINKINGABOUTTHEVALUEOFCHINESEEDUCATIONABSTRACTWHENPEOPLEMAKEADETAILEDINQUIRYOF“WHATISCHINESE”“WHATISCHINESEEDUCATION”THEYWANTTOGAINTHEKNOWLEDGEOFTHEIGINESSENCEOF“CHINESE”“CHINESEEDUCATION”THENEXPLAINONTOLOGICALLY“CHINESE”“CHINESEEDUCATION”BUTWEMUSTRESEARCHONTOLOGICALLYCHINESEEDUCATIONBASEDONHISTICALACTUALINSPECTIONEVIDENCEBUTWHICHISINADEQUATEINOURTRADITIONOFEDUCATIONALTHEYSOREAEARCHERSGAINEDMANYKINDSOFVIEWPOINTSPROPOSITIONSABOUT“CHINESE”“CHINESEEDUCATION”FROMTHEIROWNARGUMENTSBUTTHESEDISPUTESPUZZLEDCHINESEEDUACATIONALPRACTICERSASANIMPTANTSCHOOLCURRICULUMCHINESEEDUCATIONFALLSDOWNTOA“TESTDISCIPLINE”STUDENTSLEARNITONLYFEXAMINATIONTEACHERSTEACHITONLYFEXAMINATIONTHENTHEIGINALVALUEOFCHINESEEDUCATIONISCOVEREDBYUTILITARIANEXAMINATIONBECAUSEOURCHINESEEDUCATIONISSHTOFCLOSELYACTUALRESEARCHCONTEMPARY“SCHOLARACCUMULATIONTHEITICALPREPARATION”CANNOTANSWER“WHATISCHINESE”“WHATISCHINESEEDUCATION”WESHOULDCHANGETHEROUTEOFTHINKINGCHINESEEDUCATIONTHINK“WHATCHINESEEDUCATIONOUGHTTOBE”TORESEARCH“CHINESE”“CHINESEEDUCATION”O(jiān)NAXIOLOGYISNAMELYTOTHINKTHEVALUEOFCHINESEEDUCATIONTOEXPLAINCHINESEEDUCATIONAXIOLOGICALLYWITHINTHESCOPEOFPHILOSOPHICALVALUEEDUCATIONALVALUEEDUCATIONALVALUEDIVIDESINTOTHEINNERVALUETHEOUTERVALUENMALLYTHEOUTERVALUEISTHEMEANINGTOSATISFYTHEDEVELOPMENTOFSOCIETYSTUDENTS’INDIVIDUALIT’SINNERVALUEISTHEMEANINGTOSATISFYTHEDEVELOPMENTOFEDUCATIONITSELFBASICALLYTHEREWERETWOKINDSOFCRITICALPHENOMINAOFALIENATIONINTHEHISTYOFOURCHINESEEDUCATIONALRESAERCHTHEPOLITICALTENDENCYOFCHINESEEDUCATIONITWASTHEALIENATIONWHICHSHOWEDINTHEPROCESSOFSATISFYINGTHEDEVELOPMENTOFSOCIALPOLITICSTHETESTTENDENCYOFCHINESEEDUCATIONITWASTHEALIENATIONWHICHSHOWEDINTHEPROCESSOFSATISFYINGTHEDEVELOPMENTOFSTUDENTS’INDIVIDUALEXISTENCETOBEAIMEDTOTHESETWOKINDSOFALIENATIONRELATINGTOOURCONTEMPARYSOCIALCONDITIONAGEBACKGROUNDWEANALYZECHOOSETHEOUTERVALUEOFCHINESEEDUCATIONONCEAGAINCONCLUDECHINESEEDUCATION’SOUTERVALUETOSATISFYSOCIALDEVELOPMENTTHEVALUEWHICHISSHOWEDASCULTURALVALUETOSATISFYTHEDEVELOPMENTOFSTUDENTS’INDIVIDUALLIFETHEVALUEWHICHISSHOWEDASLIFEVALUEINDERTOFINDTHETRUEEXISTENCEOFCHINESEEDUCATIONTHECULTURALPATTERNLIFEPATTERNOFCHINESEEDUCATIONIHAVETOSTUDYTHECHINESEEDUCATIONALVALUETODEVELOPITSELFNAMELYTHEINNERVALUEOFCHINESEEDUCATIONLATERBECAUSEOFTHELIMITATIONOFTHISESSAY’SSHAPETHEESSAYADOPTTHEDEDUCTIVEMETHODFROMTHEUPPERCONCEPTIONABOUTPHILOSOPHICALVALUEEDUCATIONALVALUETOTHEVALUEOFCHINESEEDUCATIONWHICHBELONGSTOTHEITICALTHOUGHTEXPLAINSITINTHEPROCESSOFDEDUCTINGRELATINGTOCHINESEEDUCATIONALPRACTICEINADDITIONCHINESEEDUCATIONINVOLVESFAMILYSOCIETYSCHOOLTHISESSAYLIMITSWITHINTHESCOPEOFCHINESEEDUCATIONINSCHOOLBUTADOPTS“CHINESEEDUCATION”INTHEPROCESSOFGNIZATIONKEYWDSVALUEEDUCATIONALVALUECHINESEEDUCATIONCULTURALVALUELIFEVALUE

簡介：蘇州大學碩士學位論文中學德育人本思想的哲學思考姓名陳美蘭申請學位級別碩士專業(yè)馬克思主義哲學指導教師李蘭芬20061101PHILOSOPHYREFLECTIONONTHEHUMANISMINTHEMIDDLE．SCHOOLMORALEDUCTIONABSTRACTGUIDEDBYMARXISTHUMANISM，THISDISSERTATION,FROMTHEORYANDPRACTICE，REFLECTSTHEANTI．HUMANISMTENDENCYINCURRENTMIDDLESEHOOLMORALEDUEATION，CONSTRUCTSTHETHEORYSYSTEMANDPRACTICEMODELOFMODEMMORALEDUCATION,WHICHREGARDSSTUDENTSASPEOPLEINREALLIFE，ANDCONSIDERSSTUDENTS’FULLANDFREEDEVELOPMENTTOBETHETINALGOALOFEDUCATION．THEDISSERTATIONFIRSTREVIEWSTHECURRENTSTUDYRESULTANDFUTUREDEVELOPMENTABOUTHUMANISMINMORALEDUCATIONINTHELITERATURE，POINTSOUTANTIHUMANISMPROBLEMINTHECURRENTMIDDLESCHOOLMORALEDUCATION．ANDTHENTHEWRITEREXPLAINSTHEHUMANISMINMODERNMORALEDUCATION，PUTSFORWARDTHEPRINCIPLESANDSTRATEGIESOFMORALEDUCATION,THATIS，THESUBJECTPOSITIONANDFULLDEVELOPMENTOFSTUDENTS．INTHEEND，THEWRITERSPECIFIESANDDIFFERENTIATESTHEGOALOFMORALEDUCATION,WHICHCANHELPTRANSFORMTHEHUMANISMINMORALEDUCATIONFROMTHEORYINTOPRACTICE,NLAKETHEHUMANISMMOREPRACTICALINMIDDLESCHOOLMORALEDUCATION，ANDALSOBEGOODFORCULTIVATINGSTUDENTS’MORALQUALITYANDHEALTHYPERSO蹦TY．KEYWORDSMORALEDUCATIONINMIDDLESCHOOL；HUMANISM；PHILOSOPHYREFLECTIONⅡWRITTENBYCHENMEILANSUPERVISEDBYLILANFEN

簡介：同濟大學人文學院碩士學位論文關(guān)于技術(shù)標準范式轉(zhuǎn)換的哲學思考技術(shù)范式論的一種新擴展姓名孟群申請學位級別碩士專業(yè)科學技術(shù)哲學指導教師王濱20070301ABSTRACTABSTRACTATTHELATERPERIODOFTHE21THCENTURYTECHNOLOGICALPHILOSOPHYFACEDCHANGEOFEXPERIENCEDIRECTIONATHOMEANDABROAD，THATMEANSNOTONLYTECHNOLOGYWASREGARDEDASAWHOLETESEARCHTHERELATIONSHIPBETWEENTECHNOLOGYANDSOCIETYORTHESOCIALCRITICISMOFTECHNOLOGYBUTALSOATTEMPTEDTOBREAKOPENTHEBLACKBOXSOITATTRACTEDMOREATTENTIONONTHEDETAILSOFTECHNOLOGICALBEHAVIORSUCHASTECHNICALINVENTION，TECHNICALDESIGN，TECHNICALSTANDARD，TECHNICALINNOVATIONANDSOONATTHESAMETIME，INTHEERAOFECONOMICGLOBALIZATION，THECOMPETITIONOFECONOMICSHOWEDASTHECOMPETITIONOFTECHNOLOGYTHECOMPETITIONOFTECHNOLOGYSHOWEDASTHECOMPETITIONOFINTELLECTUALPROPERTYTHECOREOFINTELLECTUALPROPERTYHASCHANGEDFROMTECHNICALMONOPOLYTOTECHNICALSTANDARDTHETRENDOFMONOPOLISTICINVENTION，STANDARDIZEDPATENTANDAUTHORIZEDSTANDARDHASEMERGEDSO，THESTUDYOFTECHNOLOGYSTANDARDANDITSLAWOFDEVELOPMENTINTHEVIEWOFPHILOSOPHYHASBOTHIMPORTANTTHEORETICANDREALSIGNIFICANCETHISARTICLEISFOCUSINGONPROBINGINTOTHEREGULARITYOFTHECONNOTATION，F(xiàn)EATURES，PHILOSOPHYSIGNIFICANCEANDEVOLUTIONOFTECHNICALSTANDARDCITINGKUHN’SPARADIGMANDDOSI’STECHNOLOGICALPARADIGMCONCEPTIONANDRELEVANTTHEORIES，ITRAISEDAPOINTTHATTECHNICALSTANDARDHASPARADIGMS，THATIS，TECHNICALSTANDARDPARADIGMBASEDONTHISPOINT，ITWASRAISEDTHATTECHNICALSTANDARDDEVELOPMENTISAPARADIGMINTERCHAN百NGPROCESS，THATIS，THENEWTECHNICALSTANDARDWILLREPLACETHEOLDONESACCORDINGTOTHESTUDYONTHELAWOFTECHNICALSTANDARDDEVELOPMENT，THEARTICLEDEEPENEDTHEKNOWLEDGEOFTHECONNOTATIONOFTECHNICALSTANDARD，AND，INALLUSIONTOTHEHISTORICALLYCORRESPONDINGRELATIONSHIPBETWEENTECHNOLOGYANDTECHNICALSTANDARD，ITDIVIDEDTECHNICALSTANDARDDEVELOPMENTINTOTHREESTAGES，ORIGINALSTAGEOFTECHNICALSTANDARDTECHNICALSTANDARDOFHANDICRAFTINDUSTRY，TRADITIONALSTAGEOFTECHNICALSTANDARDTECHNICALSTANDARDOFMACHINERY，NEWSTAGEOFTECHNICALSTANDARDTECHNICALSTANDARDOFINFORMATIONTHEPURPOSEOFTHEDIVISIONISTOREVEALTHEREGULARITYOFTECHNICALSTANDARDDEVELOPMENTTHROUGHINVESTIGATINGTHERELATIONSHIPSBETWEENDEVELOPINGPROCESSOFTECHNICALSTANDARD，TECHNICALSTANDARDITSELFANDOTHERELEMENTSTECHNICALSTANDARDPARADIGMISATHEORYANDMODETHATHOWPEOPLELOOKONANDDEALWITHTECHNICALSTANDARD，WHICHBEHAVESWITHANUNCEASINGLYGROWING，STRUCTURALII

簡介：東北大學碩士學位論文關(guān)于網(wǎng)上教育的哲學思考姓名沈鵬申請學位級別碩士專業(yè)科學技術(shù)哲學指導教師王太金2001111查查蘭堡主堂垡堡苧壘墨堅PHILOSOPHICALREFLECTIONONONLINEEDUCATIONABSTRACT0NLINEEDUCATIONISDISTANCEEDUCATIONRELYINGONTHEMAINTECHNICALSTPPOR￡OFCOMPUTERNETWORKTECHNOLOGY．ITISANEWFORMOFEDUCATIONALDEVELOPMENTONTHECONDITIONOFMODERNINFORMATIONTECHNOLOGY,ANDITISANIMPORTANTMEANSOFCONSTRUCTINGPERMANENTEDUCATIONALSYSTEM．THETHESISCONSISTSOFTHEFOLLOWINGFOURASPECTS1．ITINTERPRETSTHECONNOTATIONANDBASICFEATURESOFONLINEEDUCATION．2．ITANALYZESTHEINTENSIFIEDVIEWTEACHINGSTUDENTSINACCORDANCEWITHTHEIRAPTITUDEINPRESENTNETWORKEDUCATION，ANDTHETELATIONSHIPBETWEEN0NLINEEDUCATIONANDTHATVIEW．ANDITALSOPUTFORWARDTHATINCONTRASTTOTRADITIONALFACETOFACEEDUCATION．ONFINEEDUCATIONWEAKENSINFACTTHEMETHODOFTEACHINGSTUDENTSACCORDINGT0THEIRAPTITUDC．3．ITDEFINES‘VIRTUAL’IN‘VIRTUALREALITYTECHNOLOGY’ANDPOINTSOUTTHAT‘VIRTUALREALITYTECHNOLOGY’BRINGSCONYENIENCETOONLINEEDUCATION，BUTMEANWHILEBRINGSABOUTASERIESOFPROBLEMSTOO，ANDTHEREFOREONLINE．EDUCATIONCANNOTCOMPLETELYRELYINGON‘VIRTUALREALITY’．OTHERWISEONLINE．EDUCATIONWILIMISLEADSTUDENTSTOSEPARATEFROMREALISTICSOCIETY．4．ACCORDINGTOTHEBASICFE咖RESOFONLINEEDUCATIONANDCONTRADICTIONSTILATONLINEEDUCATIONISFACING．IMAKESOMESUGGESTIONSFORTHEDEVELOPMENTOFONLINEEDUCATIONSOASTOMAKEBESTUSEOFTHEADVANTAGESANDBYPASSTHEDISADVANTAGESANDREALIZETHELONGTERMDEVELOPMENTOFONLINEEDUCATION．KEYWORDSNETWORK，EDUCATION，ONLINEEDUCATION，TEACHSTUDENTSACCORDINGTOTHEIRAPTITUDE，VIRTUALREALITYIII

簡介：摘要課程知識的學習不能以犧牲個體精神自由為代價，但課程知識與個體精神自酉兩芮茬矛盾以及人們對待課程知識的不當態(tài)度與方式往往導致學習者個體精神自由的陷落。因而，追尋學習者的個體精神自由，便成為課程哲學以及課程實踐的時代課題。課程學習者的個體精神自由之所以有可能，乃因知識具有“意義性”，即知識并非如人們以往所認為的那樣是絕對確定、絕對客觀和與價值無涉的，而是可理解的、價值性的和類型多樣的，具有與人們的個體精神世界建立起“意義關(guān)系”的可能性。F而要使學習者的個體精神自由真正得以實現(xiàn)，則必須重新理解課程及教材，、并充分重視學習者的個體精神趨向性、課程知識類型的完整性以及課程知識供應制度的調(diào)整課程知識的學習必須遵循“意義標準”，即在“教化”的視野中使課程知識成為個體精神成長的養(yǎng)分，必須在“進化”的視野中看到課程知識在教育場域的內(nèi)在演化。由此。課程應被理解為“學習者與知識‘對話’的可能情境”。教材的功能應定位為一個“對話者”，而不是學習的“支配者”，為此，教材的設(shè)計應把知識的存在方式作為核心閾題，尤其應促進知識的“動姿化”，并以“生態(tài)式設(shè)計”為基本設(shè)計理念。Y個體精神自由的完整性以課程知識類型的完整性及學習者與知識的整體交往為前提，因此，課程設(shè)計應確保課程知識在結(jié)構(gòu)上的平衡，并研究不同知識類型對個體精神自由的貢獻在側(cè)重點與方式上的不同，尤其要反思近代以來文化結(jié)構(gòu)的失衡對個體精神自由所造成的后果。專制式課程知識供應制度是損害課程學習者個體精神自由的強有力因素，中國的課程知識供制度在社會激劇轉(zhuǎn)型的背景下亟待作如下調(diào)整；從“國家主導”到“多元權(quán)力主體共契”；從一元化意識形態(tài)的強行干預到“公共領(lǐng)域”的平等協(xié)商。學習者的“個體精神趨向性”決定著學習者是否內(nèi)在地要求或珍視自己的精神自由，由此，培植有助于個體精神自由的個體精神趨向性，在個體精神自由的追尋中具有至關(guān)重要的地位。關(guān)鍵詞課程知識學習者個體精神自由課程哲學O★。～。O。，導論遍尋課程掌習者的個體精神自由什么地方計劃和知識獨行武斷，精神價值大張撻伐，那么這些計劃和知識就必然會變成自身目的，教育就將變成訓練機器人，而人也變成單功能的計算之人，在僅僅堆持生命力的狀況中人可能會萎縮而無法看見超越之境一一【德】卡爾雅斯貝爾斯T什么是教育一、問題的提出知識本始于人的自由，知識和自由本是二而一的東西。但在近代以來、特別是20世紀以來的教育與課程里，知識卻成為壓制人的強制力量這使我們不得不提出一個問題在課程知識的學習中，學習者的個體精神自由是否還有可能從根本上說，這個問題的形成似乎是由近代以來知識的持續(xù)膨脹以及知識與課程的本性決定的，但從教育自身的角度看，也與課程知識觀的狹隘性有關(guān)。提出課程知識與個體精神自由的關(guān)系問題并不意味著我們要消解課程知識，恰恰相反，我們要從重視知識及課程知識觀在課程中的核心地位入手一知識問題及課程知識現(xiàn)在課程研究中的棱心地位不論如何理解知識，也不管怎樣看待課程，課程都永遠不可能擺脫知識的糾纏。舍勒SEHELER，M在‘知識形式與教育一文中曾非常正確地指出，無論是“自我教育”還是要“教育別人”，都必須回答三個基本問題一是究竟什么是教育的本質(zhì)；二是怎樣進行教育三是什么樣的知識和認識形式限制和規(guī)定著使人變得。有教養(yǎng)”的過程。?？梢?，知識問題是教育中的核心問題如果說教育在知識教育以外還有眾多教育形式的話，那么課程就主要是以知識為核心內(nèi)容的教育及其課程之所以離不開知識，從根本上說，是由教育的使命和人和本性決定的。人是文化的動物。而且是一種精神性的存在。人被“拋入”到這個世界，離開了文化，他就不可能成其為人。“無知和無能注定使人們對于外界影響無論這種影響是來自自然界的。來自其他人的或來自一般杜會的作出的反應，不是逆來顧受，便是神經(jīng)過敏”?！尽?舍勒‘知識形式與教育’參見劉小楓墑‘舍動選集下，上海，三聯(lián)書店，1999年版第13681368頁

簡介：Y90230單位代媽IQ鯉§學號』曼嫂§囂殳西南蟲學碩士學位論文論理解性教學一種哲學橙釋學的視角論文作者黃繼玲指導教師李森教授學科專、憶滌張與數(shù)學瞼研究方L匐教學論提交淪文悶朝2006笮5月論文答辯珂期2}6年5月學位授予雌使西崴人學巾圍囂慶2006年5月乖L，在向生活世界的開奇F中動態(tài)生成的教學文本教學過程既是一種對話、交流和分享的交往過程，又是一種不斷創(chuàng)造生成意義的教學流動過程。理解性教學主張以理解為基礎(chǔ)進行評價，關(guān)注評價的多元性與發(fā)展。第六部分，走向?qū)嵺`的理解性教學。本部分主要討論了在理解性教學實踐中必須處理好的幾對關(guān)系，并嘗試性地提出了一些具體的課堂實踐策略。關(guān)鍵詞哲學詮釋學理解理解性教學