簡介：東北師范大學碩士學位論文教育管理創(chuàng)新的哲學視界姓名韓萬志申請學位級別碩士專業(yè)教育學原理指導教師孫鶴娟20040501ABSTRACTINNOVATIONOFEDUCATIONALMANAGEMENTISTHATEDUCATIONALMANAGEMENTISRESPONDEDTOSOCIALANDMANAGEMENTTHEORYITSELFINNOVATIONEDUCATIONALMANAGEMENTPLAYSANIMPORTANTINDEVELOPMENTOFSOCIALANDEDUCATIONALMANAGEMENTINNOVATIONEDUCATIONALMANAGEMENTISACOMPLEXSYSTEMCOMPRISINGALOTOFFACTORSIDEAOFEDUCATIONALMANAGEMENTISTHEMOSTFACTORSTHATAREPHILOSOPHICBASISANDVALUEKNOWLEDGEANDASSUMEABOUTHUMANNATUREBECAUSEMANAGEMENTPURPOSEISHUMANANDRELATIONSHIPINMANAGEMENTISAMONGHUMANTHETHESISATEMPTSTORESEARCHPROBLEMOFINNOVATIONOFEDUCATIONALMANAGEMENTRESTRUCTURINGRELATIONSHIPAMONGEDUCATIONALMANAGEMENTFROMPHILOSOPHICPERSPECTIVETHETHESISDIVIDESINTOFIVEPARTSALTOGETHERPARTONESTUDYINGBASISTHEORYABOUTINNOVATIONOFEDUCATIONALMANAGEMENTMAINLYTODESCRIPTEDUCATIONALNATUREANDPURPOSEOFEDUCATIONALMANAGEMENTUNDERSTANDINGINNOVATIONOFEDUCATIONALMANAGEMENTANDEXISTINGRESEARCHPARTTWOREFLECTINGANDCRITIQUINGEDUCATIONALMANAGEMENTWEREVIEWTHEDEVELOPMENTOFIDEASABOUTEDUCATIONALMANAGEMENTREFLECTINGANDCRITIQUINGALIENATIONOFEDUCATIONALMANAGEMENTANDVIEWOFSOCIALCENTEREDPARTTHREEPHILOSOPHICSTRUCTURINGONINNOVATIONOFEDUCATIONALMANAGEMENTMAINLYDESCRIPTNECESSARYOFINNOVATIONOFEDUCATIONALMANAGEMENTVALUEFUNCTIONOFINNOVATIONOFEDUCATIONALMANAGEMENTANDRESTRUCTURINGSUBJECTIVITYINEDUCATIONALMANAGEMENTPARTFOURPRACTICINGSTRATEGIESFORINNOVATIONOFWEWILLINNOVATEINTHOUGHTOFHUMANMANAGEMENTANDBUILDLEANINGORGANIZATIONKEYWORDSEDUCATIONALPHILOSOPHICVISUALFIELDINNOVATION

簡介：摘要20世紀70年代末、80年代初以降，美英社會靜悄悄地發(fā)生著“轉(zhuǎn)型”。處于“轉(zhuǎn)型期”的美英社會以知識和信息的生產(chǎn)、分配傳遞和使用為“軸心”從而引起西方社會各個方面發(fā)生轉(zhuǎn)變。美英兩國政府實行“反調(diào)控”，放開市場并且緊縮政府。高新科技日新月異，知識經(jīng)濟初見端倪。環(huán)境的惡化促使人們對人類中心主義的反思并提出可持續(xù)性發(fā)展觀。20世紀80年代以來美英兩國所進行的教育改革中出現(xiàn)了新的特征，即，美英兩國政府利用教育改革來掩飾維護經(jīng)濟霸主地位的野心并且為政黨贏得政治聲譽。在美英社會發(fā)生轉(zhuǎn)變的社會背景之下，20世紀80年代以來美英教育哲學發(fā)I著轉(zhuǎn)變，并且轉(zhuǎn)型期美英教育哲學研究是對以往教育哲學研究的發(fā)展。教育哲學研究就是用或從哲學的觀點和視角來研究教育中出現(xiàn)的問題。教育哲學研究就是建立教育研究與哲學研究之間的關系的一門學問。根據(jù)教育與哲學之間存在的關系形態(tài)，可以把教育哲學分為以教育為主、哲學為輔的“親教育”陣營和以哲學為主、教育為輔的“親哲學”陣營。美英教育哲學的發(fā)展大致可分為三個顯著的階段20世紀30至50年代以“主義”研究為特征的時代20世紀60,70年代以“分析”為特征的時代20世紀80年代以來的以“情境”為特征的時代。在“情境”的架構(gòu)下，美英教育哲學研究呈現(xiàn)出從同一走向多元、從封閉走向開放和從學院式的研究走向面向?qū)嵺`。教育與哲學的“聯(lián)姻”在于日常教育生活和教育問題所產(chǎn)生的情境之中。在具體的教育情境中，所探討的教育問題才有意義和價值。轉(zhuǎn)型期教育哲學研究以“教育問題”為研究內(nèi)容。教育問題研究呈現(xiàn)出多元化狀態(tài)，并且研究視角和研究方法多樣化。教育哲學研究人員的構(gòu)成發(fā)生了變化。中國教育哲學研究的主要缺憾在于中國教育哲學研究是一種“仿哲學”的研究，并且中國教育哲學研究是一種“重迭”研究。參考美英教育哲學發(fā)展的經(jīng)驗與趨勢，并考慮中國教育哲學研究的社會背景和歷史底蘊，中國教育哲學研究擺脫“仿哲學”和“重迭”研究的尷尬局面的可能途徑有重新確立教育哲學的學科性質(zhì)、區(qū)分教育哲學與教育學和教育原理、定位教育哲學的研究對象、改變教育哲學研究人員的培養(yǎng)方式以及加強教育哲學學會的作用。關鍵詞轉(zhuǎn)型期美英教育哲學情境問題中國教育哲學SINCETHE1980S,THERELATIONSHIPBETWEENPHILOSOPHYANDEDUCATIONISESTABLISHEDBYAMEDIAOF“SITUATION“,INSTEADOFLOOKINGFORTHERELATIONSHIPFROMPHILOSOPHYPHILOSOPHYOFEDUCATIONHASAPPEAREDTHESHIFTSVIATHISRELATIONSHIP,SUCHASTHESHIFTFROMUNIFICATIONTOMULTIPLICATION,THESHIFTFROMTHECLOSEDRESEARCHTOTHEOPEN,ANDTHESHIFTFROMTHEACADEMICTOPRACTICEINTHEEDUCATIONALSITUATION,THESTUDYOFPHILOSOPHYOFEDUCATIONHASTHESIGNIFICANCEANDVALUETHEOTHERNEWTRENDFORPHILOSOPHYOFEDUCATIONISCENTEREDONTHEEDUCATIONALPROBLEMBASEDRESEARCH,INANOTHERWORD,PHILOSOPHYOFEDUCATIONHASSTUDIEDTHEDIVERSEEDUCATIONALPROBLEMSFROMTHEVARIOUSPERSPECTIVESANDMETHODSOFPHILOSOPHYTHELASTTRENDISTHECHANGESOFPHILOSOPHERSOFEDUCATIONTHEINADEQUACIESOFPHILOSOPHYOFEDUCATIONINCHINAARE“AFTERTHEPATERNOFPHILOSOPY“AND“OVERLAPPINGWITHEDUCATIONTHEORIES“CONSIDERINGTHECHINESESOCIALENVIRONMENTANDTHENEWTRENDSOFPHILOSOPHYOFEDUCATIONINTHEUSANDTHEUK,ITHINKTHEPOSSIBLEWAYSFORTHEDEVELOPMENTOFTHECHINESEPHILOSOPHYOFEDUCATIONLIEINTHEBELLOWSREESTABLISHINGTHESTATUSOFPHILOSOPHYOFEDUCATIONINTHEAREASOFPHILOSOPHYANDEDUCATION,DISTINGUISHINGPHILOSOPHYOFEDUCATIONFROMEDUCATIONTHEORY,MAKINGTHEPROBLEMBASEDSTUDY,CHANGINGTHEWAYSOFTHECULTIVATIONOFPHILOSOPHERSOFEDUCATIONANDENFORCINGTHEFUNCTIONOFPHILOSOPHYOFEDUCATIONSOCIETYINCHINAWORDSPERIODOFTRANSFORMATIONPHILOSOPHYOFEDUCATIONINTHEUSANDTHEUKSITUATIONPROBLEMBASEDRESEARCHPHILOSOPHYOFEDUCATIONINCHINAIII

簡介：曲阜師范大學碩士學位論文思想政治教育的哲學思考姓名苗偉申請學位級別碩士專業(yè)馬克思主義理論與思想政治教育指導教師張瑞甫20060401

簡介：湖南師范大學碩士學位論文古典審美精神的回歸與生命意義的重建基于當前書法教育的哲學思考姓名黃泓樞申請學位級別碩士專業(yè)教育學原理指導教師劉鐵芳20090401ABSTRACT111仕屺PRESENTEDUCATIONSYSTENL，UTILITARIANISMISOVENⅣHELININGIT1ACKSOFULTIMATECARE鋤DIGNORESTHEMEANINGOFEXISTENCEFROMMERESEARCHONTHEESTHETICSSPIRITIILCHINESE仃ADITIONALCALLI伊APHYART，THEMESIS仃IESTODIGOUTMEMLRSUILLGFORTHEMEAILINGOFLIFE，MECONS仃UCTIONOFHUM獅SPIRITA11DTLLEPERFECTIONINTHEPOETICHUMANLIFEIILCHINESE仃ADITIONALCALLI鏟APHY抓，DURINGMEPROCESSOFITSEDUCATIONALPRACTICETHEMESIS仃IESTOPROVIDEAPOSSIBILITYFORTHEMODEMEDUCATIONSYSTEMTOSEARCHANDREBUILDMEME鋤INGOFME1IFE，缸MTHEESMETICSSPIRITEMBEDDEDINMECALLI鏟APHYART，WHICHISPARTOFMECHINESE仃ADITIONALCULNLRETHEFINITENESSOF1IFEMAKESPEOPLETOCREATESOME“NGTO1INLITTHEFINITENESSSOTHATME1IFECANHAVETIMELESSMEANINGTHECLASSICALAESTHETICSPIRITINPHILOSOPHYISAESTHETICSESSENTIALLYITGIVESA11SWERSTOMESUNRIVALOFPEOPLEANDMESPIRITRECONSTMCTION111EREAREFOURPARTSINTHEARTICLE7RHEFIRSTPANDISCOURSESABOUTTHENOMLALFOMULASOFPHILOSOPHYEDUCATIONINORDERTODISCOURSEABOUTTHERELATIONSBE帆EENMEEDUCATIONANDMECLASSICALAESTHETICSPIRITANDTHEMEANING111ESECONDPAN仃IESTO吼SCRAM【BLETHECLASSICALAESTHETICSPIMINMEPHILOSOPHYTODISCOURSEPHILOSOPHYEDUCATIONWRHICHHASCLASSICALⅡ

簡介：內(nèi)蒙古師范大學碩士學位論文生命教育的哲學思考姓名陳黎明申請學位級別碩士專業(yè)教育學原理指導教師劉文霞20100501內(nèi)蒙古師范大學碩士學位論文育理念，應該將“大生命“觀作為一種世界觀和方法論傳授給學生，讓學生認識到“生命”應包括一切生物界的生命，即人之生命和自然環(huán)境中一切動物、植物的生命，且每一種生命都有其存在的價值。正如史懷哲所說“過去那套只關心我們與其他人關系的價值系統(tǒng)是不完全的，所以會缺乏向善的原動力，只有立足于‘敬畏生命’這一觀點，我們才能傾其所愛與這個世界的其他生命建立一個靈性的、人性的關系?！暗谌空撌隽松逃p重立場的辯證統(tǒng)一。這一部分主要針對當前生命教育存在的立場定位有失偏頗問題。首先，提出了生命教育中的二律背反問題；其次，提出生命教育應該遵循“個體與社會”的雙重立場，我們認為生命教育只有兼顧個體立場和社會立場兩個方面，把握好生命教育在“個人與社會”之間抉擇的“度”，才能使其做出真正合理的價值選擇。第四部分是對生命教育之實踐的再思考。生命教育以解決當前教育中存在的問題為出發(fā)點和立足點，作為一種新的教育理論，它不僅僅是純粹的理念或是在某種理念支配下的一套規(guī)則，它具有極強的可實踐性并蘊含著豐富多樣的實踐形式。在這一部分中，首先指明了生命教育實踐活動的可行性；其次，提出了生命教育實踐主題的多元性；再次，引出了生命教育實踐運作的關鍵點。第五部分是在總結(jié)全文的基礎上進行的研究展望。期待生命教育這個星星之火能夠成為燎原之勢，解決當下教育的急功近利、浮躁、脫離生命本源等問題，使教育引領人的完美與幸福。關鍵詞生命，生命教育，哲學思考

簡介：學校編號10394圖書分類號密級福建師范大學教育碩士學位論文高中生活與哲學課程資源開發(fā)與利用新探NEWEXPLORATIONOFTHEEXPLOITATIONANDUTILIZATIONOF“LIFEANDPHILOSOPHY”COURSERESOURCESINSENIORSCHOOLS學科專業(yè)方向指導教師申請學位級別謝可奇論文提交日期2QQ晝堡壘旦論文譯閱人論文答辯日期2QQ生L≥旦答辯委員會主席學位授予單位學位授予日期2006年“月塑建蜒菹塞堂笙旦蘭●T●●●●ABSTRACTC0URSERESOURCESREFERTOTHEFACTORSOURCEOFCOURSEFORMATIONASWELLASTHEDIRECTANDNECESSARYCONDITIONOFCOURSEIMPLEMENTATIONALONGWITHTHECONTINUOUSDEVELOPMENTOFTHENEWFUNDAMENTALEDUCATIONREFORM，THEEDUCATIONALCIRCLE’SWIDECONCEMGRADUALLYCENTERSONTHEISSUEOFTHEEXPLOITATIONANDUTILIZATIONOFCOURSERESOURCESPEOPLECARRIETEALIZETHATTHEREISNOCOURSEWITHOUTCOURSERESOURCES，ANDTHATTHEGRANDGOALOFREFORMINGFUNDAMENTALEDUCATIONCOURSEWOULDNOTBEREALIZEDIFWEDIDNOTEXPLOITANDUTILIZETHEEOULSERESOURCESREASONABLYANDEFFECTIVELYHIGHSCHOOLPHILOSOPHYTEACHINGCOULDNOTGIVEUSMUCHSATISFACTIONMAINLYBECAUSEWECOULDNOTEXPLOITANDUTILIZECOURSERESOURCESPROPERLYBYADOPTINGTHEMETHODSOFCOMBININGLITERAMRERESEARCH，OBSERVATIONRESEARCHANDACTIONRESEARCH，THEWRITERPROBEDINTOTHEFOLLOWINGTOPICSTHEBACKGROUNDABOUTTHEEXPLOITATIONANDUTILIZATIONOF‘‘LIFEANDPHILOSOPHY’COURSERESOURCESINSENIORSCH001，THENEWCONCEPTSTHATTEACHERSSHOULDHOLDINTHISBACKGROUND，THEEXPLOITATIONANDUTILIZATIONOFTEACHINGMATERIALRESOURCES，HUMANRESOURCES，ANDPRACTICERESOURCESETCIHOPEWECOLLEAGUESCOULDSTUDYTOGETHERANDDOEVERYTHINGWECANTOINTRODUCEOBRSTUDENTSTOPHILOSOPHYATTHESAMETIMEIMPROVEOURACADEMICANDTEACHINGSKILLSKEYWORDS“LIFEANDPHILOSOPHYCOURSERESOURCESTHEEXPLOITATIONANDUTILIZATIONⅡ

簡介：論文原創(chuàng)性聲明本人鄭重聲明所呈交的論文是我個人在導師指導下進行的研究工作及取得的研究成果。盡我所知，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)表或撰寫的研究成果。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了謝意。本聲明產(chǎn)生的法律后果由本人承擔。論文作者簽名毖羞日期五距莎．陽關于論文使用權的說明本人完全了解太原科技大學有關保留、使用學位論文的規(guī)定即學校有權保留所送交的論文，可以采用影印、縮印或其他復制手段保存論文，允許論文被查詢和借閱，以學術交流為目的，學校可以公布論文內(nèi)容。保密論文除外。虢必翩虢整塑日期匈玎，6．F4ABSTRACTSINCETHE1960S，THEGROWINGGLOBALECOLOGICALCRISISMAKESMANKINDINTOANUNPRECEDENTEDPREDICAMENT．WHAT’SMORE，ITTHREATSHUMANSURVIVALANDDEVELOPMENTSERIOUSLY．HOWTOGETRIDOFTHEECOLOGICALCRISISWHICHBROUGHTABOUTBYINDUSTRIALCIVILIZATIONHASBECOMEAREALITYISSUEWHICHCANNOTBEAVOIDEDINTODAY’SSOCIETY．THEECOLOGICALCIVILIZATIONISAMODEMCIVILIZATIONWHICHGREWANDDEVELOPEDONTHEBASISOFTHEINDUSTRIALCIVILIZATION，ITISANEWFORMOFHUMANCIVILIZATIONWHICHPEOPLECHOSEAFTERREFLECTINGONTHECONTEMPORARYENVIRONMENTALCRISIS．HOWEVER,THEEVOLUTIONOFCIVILIZATIONANDDEVELOPMENTCAN’TBESEPARATEDWITHEDUCATION．THERISEOFTHECONCEPTOFECOLOGICALCIVILIZATIONCONTAINSTHEDEEPESTNEEDSOFEDUCATIONALREFORM．THISARTICLEVIEWEDONTHEECOLOGICALCIVILIZATIONANDONTHEBASISOFRESEARCHRESULTSFROMHOMEANDABROAD．FIRSTLY，EXPOUNDEDTHENECESSITY，THEMAINCONTENTSANDSIGNIFICANCEOFECOLOGICALCIVILIZATIONEDUCATIONINCHINESECOLLEGESANDUNIVERSITIES．BASEDONTHISTHEORY，WEMAKEAQUESTIONNAIRESURVEYFORNEARLYTHREEHUNDREDSTUDENTSINCOLLEGEINSHANXIPROVINCE．THERESULTSHOWSTHATTHEREARESTILLSOMEGAPSFORCOLLEGESTUDENTSINTHEATTAINMENTOFECOLOGICALCIVILIZATION．MAINLYSHOWSTHATENVIRONMENTALAWARENESSISWEAK，THEAWARENESSOFECOLOGICALRESPONSIBILITYISWEAKANDECOLOGICALCONSERVATIONACTIONLAGSBEHIND．AFTERATHOROUGHANALYSISOFTHESURVEYRESULTS，THEPAPERPOINTEDOUTTHATTHEPREVALENCEOFUTILITARIANVIEWOFEDUCATION，THEUNREASONABLETEACHINGCONTENTDESIGN，THEDISCONNECTIONBETWEENTHEORYANDPRACTICEOFEDUCATIONARETHEMAINREASONSFORLACKINGOFECOLOGICALCIVILIZATIONOFEDUCATION．ANDASFORTHEPRESENTCONDITION，MAKINGAPROPOSALOFSTRENGTHENINGTHEEFFECTIVENESSPRINCIPLESANDSELECTIONOFECOLOGICALCIVILIZATIONEDUCATIONFIRST，THEEDUCATIONCONCEPTOFECOLOGICALCIVILIZATIONPERIODMUSTBEUPDATED，BEYONDTHEEDUCATIONALGOALS¨TOOLMAN“”RATIONALMAN”INTHEPERIODOFINDUSTRIALCIVILIZATION．FROMSURVIVALPOINTOFVIEW，F(xiàn)OSTERING”ECOLOGICALPEOPLE¨FOREDUCATIONALPURPOSES；COLLEGESANDUNIVERSITIESSHOULDACCELERATETHE

簡介：I、■003883S‘曲阜師范大學博士／碩士學位論文原創(chuàng)性說明在口劃“√“本人鄭重聲明此處所提交的博士口碩士口論文北京奧運會與儒家哲學契合發(fā)展的遺產(chǎn)研究，是本人在導師指導下，在曲阜師范大學攻讀博；士口碩士口學位期間獨立進行研究工作所取得的成果。論文中除注明部分●孳外不包含他人已經(jīng)發(fā)表或撰寫的研究成果。對本文的研究工作做出重要貢獻警L的個人和集體，均已在文中已明確的方式注明。本聲明的法律結(jié)果將完全由罩0本人承擔。作者簽名喪象易魂嗍沙細粵繃曲阜師范大學博士／碩士學位論文使用授權書在口劃“√“北京奧運會與儒家哲學契合發(fā)展的遺產(chǎn)研究系本人在曲阜師范大學攻讀博士口碩士口學位期間，在導師指導下完成的博士口碩士口學位論文。本論文的研究成果歸曲阜師范大學所有，本論文的研究內(nèi)容不得以其他單位的名義發(fā)表。本人完全了解曲阜師范大學關于保存、使用學位論文的規(guī)定，同意學校保留并向有關部門送交論文的復印件和電子版本，允許論文被查閱和借閱。本人授權曲阜師范大學，可以采用影印或其他復制手段保存論文，黧薹芋鞣甕躺舶氰嗍一牟莎月作者簽名夏刁易海日期泖一鋒莎崗導師簽名J奶2日期山幻箏么月髟鬟誓霉≥V毋豢量要苗。蕾墨奄凈靠謄一嗨“主爹一●●■／曲阜911I范大學碩二畢業(yè)論文從整體規(guī)劃、系統(tǒng)保護入手，實行分步實施戰(zhàn)略，長期堅持、相互促進，并結(jié)合現(xiàn)階段國情系統(tǒng)地進行。7、北京奧運與儒家哲學契合遺產(chǎn)的保護發(fā)展是從運行機制有效運行予以保證的。強勁的動力機制提高其發(fā)展動力，融資機制保障北京奧運契合遺產(chǎn)保護發(fā)展的經(jīng)濟支持，保護機制與監(jiān)管機制從制度層面對北京奧運與儒家哲學契合遺產(chǎn)進行全面保障。8、通過文獻資料與專家調(diào)查，確立的北京奧運與儒家哲學契合遺產(chǎn)保護發(fā)展的指標及權重，建立的指標體系，構(gòu)建的北京奧運與儒家哲學哭合遺產(chǎn)保護發(fā)展的評價模型，可為北京奧運與儒家哲學契合遺產(chǎn)的保護與發(fā)展提供理論服務。關鍵詞北京奧運會；儒家哲學；契合；保護；發(fā)展；評價111

簡介：華東師范大學碩士學位論文高中哲學拓展教育研究姓名蔡昱申請學位級別碩士專業(yè)學科教學（思想政治）指導教師周旭東20091001ABSTRACTBECAUSEOFPOSSESSINGKNOWLEDGE，HUMANBEINGISDIFFERENTFROMOURCREATUREINTHEUNIVERSE，F(xiàn)URTHERMOREPHILOSOPHYISTHEULTIMATEPRODUCTOFHUMANKNOWLEDGECHINAISONEOFTHEFEWCOUNTRIESWHEREPHILOSOPHYISDESIGNATEDASCOMPULSORYCLASSIILMGHSCHOOL，ANDTHATREFLECTSTHEEMPHASISTHECOUNTRYPUTSONPHILOSOPHYEDUCATIONHOWEVERDUETOITSPOLITICALMISSIONMODULARIZEDMATERIALANDTEACHINGMETHODOLOGYSTANDARDIZEDEVALUATIONANDCONSTRAINTSFROMOTHEREXTEMALFACTORS，LONGTIMEOFEDUCATIONABOUTGENERALMARXISMPHILOSOPHYONLYENABLESTHESTUDENTSTOKNOWLIMITEDPHILOSOPHICAPPROACHBUTNOTENOUGHTOENLIGHTENTHEMTHROUGHPHILOSOPHYWHATISSUPPOSEDTOBELEARNEDABOUTDOUBTINGANDTHINKINGCAPABILITYREFLECTIONANDCRITICISM，MINDSETOFINDEPENDENCEANDINNOVATIONUNDERSTANDINGANDPARDONINGETCARENOTPASSEDONTONATIONALCITIZENSBYLONGTERMPHILOSOPHYEDUCATIONTHISESSAYISDIVIDEDINTOTWOPARTSFIRSTPARTHAS3DIVISIONSTALKINGABOUTTHEORYOFHIGHSCHOOLPHILOSOPHICEXTENSIONEDUCATIONFIRSTSUBDIVISIONGAVEITACLEARDEFINITIONANDPROPOSITIONELABORATEONITSESSENCE，PURPOSEANDBENEFITOFITSIMPLEMENTATIONANDRELATIONSHIPWITHMGHSCHOOLPHILOSOPHYCLASSTHESECONDSUBDIVISIONCOMPREHENSIVELYPRESENTSTHENECESSITYANDIMPORTANCEOFCARRYINGOUTTHEEDUCATIONFROMTHREEFOLDS，THEESTABLISHMENTOFSOCIALVALUESYSTEM，MOVINGFORWARDOFQUALITYEDUCATIONANDPHILOSOPHYEDUCATIONANDUNIQUENEEDSOFHIGHSCHOOLSTUDENTSTHETHIRDSUBDIVISIONANALYZESTHEFEASIBILITYANDTAKEAWAYOFITSIMPLEMENTATIONFROMEDUCATIONALPSYCHOLOGYDESIGNOFNEWCOURSESANDRELATEDDOMESTICANDOVERSEASTESTSTHESECONDPART，WHICHISTHETRIALTESTOFHIGHSCHOOLPHILOSOPHICEDUCATION，ALSOHASTHREEDIVISIONSTHEFIRSTDIVISIONINTRODUCESTHESTRATEGYOFITSMATERIALSELECTIONANDPRESENTATION，APPLICATIONMETHODOLOGYOFVARIOUSTEACHINGAPPROACHESANDFORMSANDIMPLEMENTATIONOFDIFFERENTKINDSOFEDUCATIONARRANGEMENTSBYTHEAUTHOREACHSTRATEGYWASANALYZEDINASSOCIATION、7L，ITHREALWORLDOFEDUCATIONASORIGINALLYOWNEDRESEARCHBYTHEAUTHORITISNEWTOMOSTOFTHEPEOPLEASSUCH，THEFIRSTDIVISIONISTHEMOSTCRITICALPARTOFTHEESSAYTHESECONDDIVISIONELABORATESONUNIQUE

簡介：點擊查看更多西方哲學史有關“人的創(chuàng)造性”觀念形成淺析.pdf精彩內(nèi)容。

簡介：長沙理工大學碩士學位論文哲學視角下的技術創(chuàng)新風險及防范研究姓名章清申請學位級別碩士專業(yè)科學技術哲學指導教師談傳生201205ABSTRACTTECHNOLOGICALINNOVATIONISAKINDOFEXPLORATIONOFECONOMICACTIVITYWITHTHEPROGRESSOFSCIENCETECHNOLOGYANDSOCIALDEVELOPMENTTHEMARKETCOMPETITIONISBECOMINGINCREASINGLYFIERCE，THERISKOFTECHNOLOGYINNOVATIONISINCREASINGLYSERIOUS，WHICHHASBECOMEALLIMPORTANTFACTORTOPREVENTTHETECHNOLOGYINNOVATIONSTRENGTHENTHETHEORETICALRESEARCHTOTHETECHNOLOGICALINNOVATIONRISK，ESPECIALLYHOWTOANALYZEANDTREATTHERISKOFTECHNOLOGYINNOVATIONFROMTHEPHILOSOPHICALPERSPECTIVE，IMPROVETHERESISTANCETECHNOLOGYINNOVATIONRISKFORENTERPRISE，ESTABLISHEFFECTIVEPREVENTIONMECHANISMOFTECHNOLOGYINNOVATIONRISKWHICHCONFORMSTOTHEENTERPRISEANDMARKETSITUATIONS，HASTHEIMPORTANTPRACTICALSIGNIFICANCETHERISKOFTECHNOLOGYINNOVATIONREFERSTOTHESUBJECTOFTECHINNOVATIONISAFFECTEDBYSUBJECTIVESTRENGTH，OBJECTIVEENVIRONMENT，INNOVATIONDIFFICULTYANDOTHERFACTORSINTHEPROCESSOFINNOVATION，LEDTOTHEINNOVATIONPROCESSTERMINATIONFAILUREORFAILTOPREDICTTHETARGETANDEFFECT，RESULTINGINTHELOSSOFTHEPOSSIBILITIESANDCONSEQUENCESACCORDINGTOTHEAPPLICATIONOFTHETECHNOLOGYWECANDIVIDETHETECHNOLOGYINNOVATIONRISKFROMTHREEASPECTSFROMTHETECHNICALACTIVITYDURINGDIFFERENTSTAGES，CANBEDIVIDEDINTOTECHNICALDESIGN，TECHNOLOGYRESEARCHANDAPPLICATIONSTAGERISK；FROMTHETECHNICALAREATOSTUDYCANBEDIVIDEDINTOEXPERIMENTALTECHNOLOGYRISK，PROJECTTECHNICALRISKANDPROJECTRISK；FROMTHETECHNOLOGYINNOVATIONRISKPREDICTABILITYTOSTUDYCALLBEDIVIDEDINTOTHECERTAINTYANDTHEUNCERTAINTYOFTECHNOLOGYRISKTECHNICALINNOVATIONRISKMAINLYINCLUDESTECHNOLOGYRISK，MARKETRISK，CULTURALRISKECOLOGICALRISKANDSOCIALRISK，EACHFORMHASITSOWNCHARACTERISTIESFROMTHEPHILOSOPHICALPERSPECTIVETOANALYZETHEFORMATIONREASONOFTECHNOLOGYINNOVATIONRISK，THEREAREMAINLYFOURASPECTSFIRSTLYITISTECHNOLOGYINNOVATIONPROCESSANDTHEUNCERTAINTYOFTHERESULTS，THESUBJECTOFTECHNICALINNOVATIONCANNOTACCURATELYKNOWTHEDECISIONRESULT，TECHNOLOGYINNOVATIVEPRODUCTSINTHEMARKETTOACHIEVEMENTWITHUNCERTAINTYSECONDLYTHESUBJECTOFTECHNICALINNOVATIONOFTOOLRATIONALITYDEPARTSFROMVALUERATIONAL，INTHEPROCESSOFTECHNOLOGYINNOVATIONOFTOOLRATIONALITYEXPANSIONANDVALUERATIONALLOST。CAUSINGALLKINDSOFFISKSTHIRDLYTHEANTHROPOCENTRISMTHOUGHTMAKESINNOVATIONSUBJECTSTATUSRAPIDLYEXPANDEDTOIGNOREECOLOGICALVALUE，LEADINGTOTHEFORMATIONOFTECHNOLOGYINNOVATIONRISKLASTLYTHELIMITATIONOFHUMANISTICDEVELOPMENTVIEWALSOLEDTOTECHNOLOGICALINNOVATIONRISKSV

簡介：華中師范大學博士學位論文數(shù)學意義的領域數(shù)學教育的哲學審視姓名胡典順申請學位級別博士專業(yè)課程與教學論指導教師郭元祥20090301⑨博士學位論丈DOCTORALDISSERIⅫON調(diào)查研究表明，數(shù)學教育中數(shù)學意義缺失現(xiàn)象普遍存在。無論是對數(shù)學本質(zhì)的理解，還是對數(shù)學的目的、價值，以及對數(shù)學教學的認識都存在偏差。在不少學生心目中，數(shù)學是一種符號游戲，是殺死腦細胞的工具，難打敗的憎恨者，從而直接導致數(shù)學學習的異化。數(shù)學學習是一個強制的過程，是一個痛苦的過程，它使學習者與知識和成績、學習者之問互相對立等等。其深層原因在于人們對數(shù)學以及數(shù)學教學的認識存在一些誤區(qū)。在數(shù)學教學中人們往往認為數(shù)學等于升學工具，學數(shù)學就是做題，數(shù)學是絕對真理，數(shù)學等于邏輯，數(shù)學教學應該強調(diào)公理體系，數(shù)學教學應該很抽象等等。本文中，結(jié)合數(shù)學哲學和數(shù)學教育哲學研究的大量成果對這些錯誤認識進行了深入的剖析。筆者認為，數(shù)學教育中的種種困惑與迷茫，都與數(shù)學意義的失落密切相關。要走出被異化的數(shù)學教育，必須回歸數(shù)學意義。在文中，筆者提出了一種新的數(shù)學教育觀走向意義的數(shù)學教育。并認為，走向意義的數(shù)學教育應該成為新的教育方向，新的教育追求。那么，數(shù)學教育如何回歸數(shù)學意義呢在論述數(shù)學的對話性、文化性和經(jīng)驗性，并反思數(shù)學教育中存在的種種誤區(qū)的基礎上，作者提出從“數(shù)學對話”、“數(shù)學文化”、“數(shù)學經(jīng)驗”等方面回歸數(shù)學意義。從數(shù)學對話來看，筆者認為，意義因?qū)υ挾@得，意義因?qū)υ挾S富。沒有對話，就沒有交流。沒有交流，就沒有真正的教育。數(shù)學對話有重要的教育價值。無論是從數(shù)學哲學和數(shù)學發(fā)展來看，還是從數(shù)學知識來看，數(shù)學都具有對話性。從而，在數(shù)學對話教學中，要讓學生感受數(shù)學對話，重視數(shù)學交流，體現(xiàn)過程價值。從數(shù)學文化來看，數(shù)學一直是文明和文化的重要組成部分。數(shù)學教育要考慮兩個層次具體的知識層次和無形的文化層次。在文中，從數(shù)學知識教育的特點，數(shù)學知識教育的缺失，以及數(shù)學知識教育的根源，對數(shù)學知識教育進行了深刻的反思。筆者認為，由知識教育到文化教育是數(shù)學教育的必然選擇。從數(shù)學經(jīng)驗來看，數(shù)學具有經(jīng)驗性，數(shù)學經(jīng)驗具有重要的價值，所有的學習都涉及到原有經(jīng)驗的遷移。從而，在數(shù)學教育中，應該回歸生活世界，重視數(shù)學經(jīng)驗，關注數(shù)學表征。II關鍵詞數(shù)學；數(shù)學意義數(shù)學教育缺失；回歸

簡介：分類號NIL2壤孝走普碩士學位論文一，中0L括典數(shù)學思想的比較及哲學反思兼鹼“李約瑟難題”數(shù)學問題導師姓名職稱申請學位級別論文提交日川學位授予單位張占美段聯(lián)合教授頃L學科專業(yè)名稱2000年0月30H論文答辯日期科學技術哲學2000年5月26日替辯委員臺主席學位玲文評閱人張強口小泉劉強ABSTRACTMATHEMATICSISVERYIMPORTANTSTATUSINPRODUCTION，F(xiàn)ORMANDDEVELOPMENTOFMODEMSCIENCETHISDISSERTATIONCOMPARESANDREFLECTSONCLASSICALMATHEMATICSBETWEENCHINESEANDWESTERN，POINTSTHATCLASSICALMATHEMATICSINCHINESEDIFFERSFROMWESTERN，F(xiàn)ORMERISACONSTRUCTINGANDMECHANIZINGSYSTEM，ANDLATTERISLOGICALANDDEDUCTSYSTEMTHENOTABLEMASTEROFSCIENCEHISTORYDRNEEDHAMASKEDAREMARKABLEQUESTIONINTHETHIRDVOLUMEOFHISWORKS”CHINESESCIENCEANDTECHNOLOGYHISTORY“CHINA，THEANCIENTMATHEMATICSHADPRESENTEDTHEMAGNIFICENTDEVELOPMENTTIMEANDBEENSUPERIORTOTHEOTHERNATIONSINTHEQUITELONGHISTORICALPERIODHOWEVERWHYDIDNOTMODEMSCIENCESPROUTOUTOFMODEMCHINESECIVILIZATIONBUTORIGINFROMEUROPEOFTHE15THCENTURYTHISISTHEQUESTION”NEEDHAMQUESTION”NOTEDBYACADEMICCIRCLESPLENTIFULHISTORICALSTATESANDCLASSICINSTANCESAREUTILIZED，ABIDEDBYPRINCIPLESOFSCIENCEPROGRESS，WHICHCOMESFROMTHEVARIETYOFVIEWSANDDIFFERENTIATEDFACETS，WITHANALYSISANDEXPLORATIONOFTHEORYTOSUCHACOMPLEXQUESTION，ITISRAREPOSSIBLETOMAKEASYSTEMATICALINTERPRETATIONINAWHOLEANDONLYSKETCHYEXPLORATIONFROMTHEORYCOULDBEPRESENTEDFROMSOMEELEMENTARYFACETSTHEARTICLECONSISTSOF6MAINPARTSASFOLLOWSTHECHINESEMATHEMATICSDEVELOPMENT。SCIVILIZEDBACKGROUNDANDTHESOCIALBASICTHEORY；LANGUAGECHARACTERISTICOFCHINESEMATHEMATICS；THEDIRECTIONOFCHINESEPRAGMATISM；THETHINKINGMODE；THEPERSPECTIVEOFPHILOSOPHICALANDGEOGRAPHICALENVIRONMENTKEYWORDSCLASSICALMATHEMATICS；COMPARINGBETWEENCHINESEANDWESTERN；PHILOSOPHICALREFLECT；THEMATHEMATICALPROBLEMOF”NEEDHAMQUESTION”LI

簡介：Y“娩D62紓類密級一一一一誓夠’箭鈺史訾碩士學位論文對擘后進生”瑰象的哲學透耩韓秀婷導師蛙名職稱剩旭塞二塑攫。。專業(yè)名稱熬直堂廈堡二研究方向熬煎萱堂論文答辯日期至QQ笙魚學位授予日期『坌QQZ魚答辯委員會主席評閱人羔00七年六月ABSTRACT“MISUNDERSTOODSTUDENTS”INTHECURRENTSCHOOLISACOHNNONPHENOMENONRESEARCHINGITNOTONLYCANENRICHTHETHEORIESOF“MISUNDERSTOODSTUDENTS”，BUTALSOCANIMPROVEOURUNDERSTANDINGOFEDUCATION，ANDCHANGETHEWAYOFTHINKINGTHEPAPERINVESTIGATES“MISUNDERSTOODSTUDENTS”BYTHEWAYOFTHEORYANDPRACTICEOFACOMBINATIONTHEORETICALLY‘‘MISUNDERSTOODSTUDENTS’’WASANALYZEDWITHBODYOFKNOWLEDGEFROMTHEPERSPECTIVEOFKNOWLEDGEANALYSIS，ANDITWASFOUNDTHATEVERYTYPEOF“MISUNDERSTOODSTUDENTS”HASKNOWLEDGESOUROGOFITSOCOLRRENCZ，CONCRETELY“MISUNDERSTOODSTUDENTS’’ISTHEOUTCOMEOFKNOWLEDGEHEGEMONYINTHECERTAINHAPRACTICALLYCASESTUDYWASUSEDONSUCH“MISUNDERSTOODSTUDENTS’INAJUNIORHIGHSCHOOL，ANDTHROUGHOBSERVATION，INTERVIEWINGANDMATERIALSCOLLECTION，THEIRLIFESITUATIONINSIDEANDOUTSIDEOFTHECLASSROOMWASDESCRIBEDANDAREALLIFEPICTUREW鴰OPENEDBEFOREUSSOHOWDIDSCHOOLCULTURECONTROLANDDISCIPLINE“MISUNDERSTOODSTUDENTS”WASREVEALEDANDOURINVESTIGATIONFOUNDTHAT“MISUNDERSTOODSTUDENTS’’ARENOTBACKWARDBUTINDIVIDUALSWITHGREATDEVELOPMENTPOTENTIALANDCREATIVECAPACITYBASEDONTHEABOVECONSIDERATIONSTHEKNOWLEDGEVIEWMUSTBEREBUILTWESHOULDESTABLISHMULTIELEMENTSCHOOLCULTURE，DIVERSEEDUCATIONALCONCEPTSANDMULTIELEMENTFORMSOFEVALNATIONUNDERSUCHMULTIELEMENTSCHOOICULTUREBACKGROUND，EVERYONECANACHIEVETHEGREATESTDEGREEOFDEVELOPMENTTHETEACHERSEQUALLYTREATEVERYSTUDENT，ANDADMITDIFFERENCE，RESPECTDIFFERENCEANDDEVELOPDIFFERENCE，SOTHEREISNOGRADEDISTINCTIONAMONGSTUDENTS，WHOAREEQUALINDIVIDUALSWITHDIFFERENTCHARACTERISTICSKEYWORDSTHEPHENOMENONOFTHE“MISUNDERSTOODSTUDENTS”THESCIENCEOFTHEKNOWLEDGE，ANALYSIS111

簡介：魯東大學碩士學位論文從雷默的音樂教育哲學觀點釋我國中小學音樂審美教育姓名劉曉亮申請學位級別碩士專業(yè)課程與教學論音樂指導教師邵桂蘭20080401魯東大學碩士學位論文路線與途徑；另一方面，音樂教育取得的理論成果也能充實哲學體系，使其內(nèi)容更為豐富，概括性更廣，客觀性更強。這種綜合的研究方法具有現(xiàn)代教育研究的特征。關鍵詞音樂教育的哲學思辨主義形式主義絕對表現(xiàn)主義IV