簡介：LAOL887密級公玨一一分類號魚8Q8學校代碼一』3四川師范大學碩士學位論文歐洲足球發(fā)達國家男子青少年訓練理念對我國男子青少年足球訓練的啟示彭偉培養(yǎng)單泣一一藍盟堂瞳一指導教師一睦E邀職稱副麴援一專業(yè)名稱一一鹽甍熬直到避研究方向星壁麴堂刻練趁理控麴塞監(jiān)一拶予學位日期一至QQ2生魚旦目訓練的付出和收獲不成比例，使我國足球運動整體水平始終得不到提高。因此歐洲足球發(fā)達國家青少年足球訓練理念對我國男子青少年訓練水平的提高具有借鑒意義，只有在學習歐洲先進足球理念的基礎上，建立符合我國青少年運動員發(fā)展規(guī)律的訓練理念，才能從根本上提高我國男子青少年足球運動水平。關鍵詞歐洲足球理念；足球訓練理念男子青少年足球訓練IL

簡介：內蒙古農業(yè)大學碩士學位論文老子的生命哲學思想對現代教育管理的啟示姓名蓋海青申請學位級別碩士專業(yè)教育經濟與管理指導教師蘇雙平20090501THEENLIGHTENMENTOFLAOTZU’SLIFEPHILOSOPHICALTHOUGHTONMODEMEDUCATIONMANAGEMENTABSTRACTINEVERYPHASESOFTHEDEVELOPMENTOFLAOTZU’STHOUGHTOFEVERYSECTS，THECARINGFORLIFEISALWAYSASUBJECTTHATCANNOTBENEGLECTEDTAOISMINVOLVESALLTHEPROBLEMSTHATTHELIFESHOULDFACETHECONTRADICTIONOFTHELIFEAGAINSTTHENATURE，AGAINSTTHESOCIETYANDAGAINSTTHEFREEDOMOFHUMANBEINGSBUTEVENTUALLY’TAOISMATTEMPTSTODEALALLTHESECONTRADICTIONSWITHHARMONYTHEEXISTENCEOFHUMANLIFEISTHENATURALEXISTENCE，THESPIRITUALEXISTENCE，ANDTHESOCIALEXISTENCEASTHETHEREDIMENSIONSOFLIFE，THENATURALLIFE，THESPIRITUALLIFEANDTHESOCIALLIFECONNECTEACHOTHERAFFECTEACHOTHERANDCONTAINEACHOTHERWHICHFORMTHEINTEGRATEDLIFEOFHUMANBEINGSBASICALLY，EDUCATIONISFOR“PEOPLE”，SOEDUCATIONSHOULDBEBASEDONTHEINTEGRATEDLIFEHOWEVER，FORTHEMOSTPART，EDUCATIONDAMAGEDTHEINTEGRATIONOFLIFE，TOOKAWAYTHEFREEDOMOFLIFE，ANDCAUSEDTHEALIENATIONOFTHEEXISTENCEOFLIFEINTHEFACEOFTHEALIENATIONOFLIFECAUSEDBYTHEMODEMEDUCATION，也ECARINGFORLIFEOFLAOTZU’STHOUGHTBROUGHTUSMUCHINSPIRATION，THATEDUCATIONSHOULDFOLLOWTHEWAYOFITSELFSHOULDRETUILLTOINNOCENCE，SHOULDREGRESSTOTHENATURALLIFE，ANDSHOULDSELFEXAMTHESOULINSUCHREGRESSION；THATEDUCATIONSHOULDGETRIDOFTHEPRIVATEANDADVOCATETHEPUBLIC，SHOULDNOTBETOOHARSHTOOTHERS，ANDSHOULDFOSTERTHESOCIALLIRETHATEDUCATIONSHOULDTURNONPEOPLE’SSPIRITUALLIFE，SHOULDSETTHEETHICSOFUNSELFISHNESSANDFREEDOM，ANDSHOULDPURSUEFORTHESPIRITUALFREEDOMINTHEPRACTICEOFLAOTZU’STHOUGHT，THETHEORYOFINACTIONCOULDBRINGUSMUCHINSPIRATIONTOOTOFOLLOWTHESELFSOOFTHECREATURES，TOMAINTAINNATURE，TOTEACHACCORDINGTOSTUDENTS’CHARACTER，TOACCOMPLISHWITHOUTABIDINGINTHEACCOMPLISHMENTS，ERETHATIS，WESHOULDTEACHSTUDENTSACCORDINGTOTHEIRCHARACTERANDSHOULDMAKESTUDENTSSHOWTHEIRSELFSOANDTHENIMPROVETHEIRSELFSONATURALLYKEYWORDLAOTZUSTHOUGHT；THECARINGFOTUFE；EDUCATIONMANAGEMENT

簡介：沈陽師范大學碩士學位論文超國家的教育政策及各國政府的現實選擇基于歐洲高等教育區(qū)建設的實踐分析姓名尚航申請學位級別碩士專業(yè)高等教育學指導教師張德祥杜巖巖20080601SUPRANATIONAIEDUCATIONPOCIESANDTHEREA_ISTICCHOICEOFGOVENMENTS一EUROPEANHIGHEREDUCATIONAREABASEDESTAB_JSHMENTANAIYSISOFTHEPRACTICEABSTRACTWIMMECONTINUOUSDE印EILINGOFEUROPEALLINTE孕ATION，MEEUROPEALL伊ADUALLYESTABLISHEDARELATIVELYCOMPLETEAILDSUPRANATIONALSYSTEMOFEDUCATIONPOLICY，ISUNDERCONSTRUCTIONTHEUNITYOFTHEEUROPEANHIGHEREDUCATIONAREAISSUCHASUPRANATIONALEDUCATIONPOLICYTEFLECTTHEPRACTICEINEUROPEEUROPEALLHI曲EREDUCATION心EAISTHEINTE鏟ATIONCONCEPTOFEUROPEANHI曲EREDUCATIONINEUROPEA11DTHECONCRETEIMPL鋤ENTATIONOFMEREALIZATIONOFTHEINTE伊ATIONOFEUROPEAILHI曲EREDUCATIONA11IMPORTALLTGOALATPRESENT，THEEUROPE孤HI曲EREDUCATIONAREAISIN也ECONSTMCTIONANDDEVELOPMENTPHASE，TO2007，ATOTALOF45EUROPEANCOUNT訂ESTOJOINTLLEEUROPEANHI曲EREDUCATIONAREAINMEPROCESSANDJOINTLYBUILDEUROPEALLINTE孕ATIONOFHI曲EREDUCATIONEUROPEANHIGHEREDUCATIONAREAOFTHEBUILDINGANDINMEINTENLATIONALCONTEXTOF百OBALIZATIONHAVEEIILERGED，BUILDINGUPAEUROPEANAREAOFHI幽EREDUCATIONTOIMPROVEMELEVELOFMGHEREDUCATIONINEUROPEANCOUNTRIESANDEILLLANCEMEOVERALLSTRELL垂HOFHI曲EREDUCATIONINEUROPE，MEEUROPEAILCOUNTRIESISTHECOMMONASPIRATIONOFMEPEOPLEANDMEGENERALTRENDTREND，、ⅣHEMERTHEPEOPLEHAVETHE’’ADVANTAGESOUTWEI曲THEDISADVANTAGES”O(jiān)NTHEBUILDINGOFMEEUROPEAN心EAOFHIGLLEREDUCATIONTOSTUDYANUNLBEROFISSUESONHOWTOCOPEWIMMEINTEMATIONALTRENDOFMEDEVCLOPMENTOFCHILLALSHIGHCREDUCATIONA11DTHINKOFRELATEDISSUESHAVEAGOODRE向ENCEVALUETKSPAPERATTEILLPTS丘OM缸1EEUROPEAILRE西ON，T11EEUROPEAILNATIONSTATET、ⅣODIMENSIONSOFMEEUROPEANINTE黟ATIONISSUEATTHECOREOFHI曲EREDUCATION‘OFTHEEU∞PEAILHI曲CREDUCATION舡EAINTHEBACKGROUNDONITONMEBASISOFMEANA_LYSIST0THEEUROPEANRE西ON，MEEUROPEANCOUNTRIESST耐ING丘OMTHEMACROLEVEL，TLLEBUILDINGOFSYSTEIILS，ⅡLEMICRO1EVELMEASURESATTHEMICMLEVELCHANGESAILDTHECH鋤GESWERERENECTEDONTHETWOMAINAREASOFEUROPEAREAOFHIGLLEREDUCATIONINTLLECONSTMCTIONOFSCDESAILALYSISOFISSUESASWELLASONMEEUROPEANHI曲髓EDUCATIONAREAREFLECTIONSONMEISSUE111ISP印ERMAILLLYDISCUSSESTHEORI西NOFT11ETHESISRESEARCH，ME弘L印OSEOFⅡLESTUDYRESEARCLLLITERATUREREVIEW，RESEARCHSI嘶FICANCE孤DRESEARCHMENLODS

簡介：內蒙古師范大學碩士學位論文教育哲學實踐性的涵義、現狀及其實現姓名楊日飛申請學位級別碩士專業(yè)教育學原理指導教師王覺非劉文霞20080412內蒙古師范大學碩士學位論文究方向以及“樹立教育理性、堅守科學精神”的研究方法等理念要求。文章認為，教育哲學作為思維的產物，反映了研究者的精神訴求，任何實踐策略都不能改變教育哲學的實踐性現狀，而只能通過不斷地提高理論水平并在理論上提供某種幫助來實現。最后在總結全文基本思想的基礎上進行研究的展望。希望作為人之一種重要“存在方式“的理論能夠成為更多人的精神財富，教育哲學理論在教育生活世界、在人生與社會問題領域，發(fā)揮重要的作用。這就是本文追求的宗旨。關鍵字教育哲學，實踐性，涵義，現狀，實現

簡介：大連理工大學碩士學位論文錢穆文化哲學思想探析姓名朱丹丹申請學位級別碩士專業(yè)馬克思主義哲學指導教師孫建平20091220錢穆文化哲學思想探析ONQIANMU’SPHILOSOPHICALTHEORYOFCULTUREABSTRACTQIANMUWASONEOFTHEMOSTFAMOUSMASTERSOFCHINESETRADITIONALCULTUREHEUNHESITATINGLYADVOCATEDCHINESETRADITIONALCULTUREALLHISLIFEHEPAIDATTENTIONTOTHEMETHODOFCOMBININGHISTORICALANDPHILOSOPHICALTHOUGHTTOSTUDYCULTUREANDCONSTRUCTEDHISDISTINCTIDEOLOGICALSYSTEMOFCHINESETRADITIONALCULTUREASQIANMUSAIDTHECULTUREISTHELARGEGROUP’SLIVESFORMEDDURINGALONGHISTORYPROCESSOFGRADUALPROGRESSHEDIVIDEDTHESTRUCTUREOFCULTUREINTOTHREERANKSANDSEVENCONSTITUENTSANDPOINTEDOUTTHATCHINESECULTUREORIGINATEDFROMTHETRIANGLEZONEOFTHEHUANGHEVALLEYANDEXPERIENCEDFOURGRADUALPROGRESSESITWASINDICATEDTHATHISTORICALSPIRITANDHUMANISTICSPIRITANDFUSIONSPIRITARETHEMOSTSIGNIFICANTFEATURESOFCHINESECULTURECHINESECULTUREISOFINTROVERSIONANDFUSIONWHILEWESTERNCULTUREISOFEXTROVERSIONANDVARIATIONTHEDIFFERENTNATURALENVIRONMENTANDECONOMICFEATURESBETWEENCHINAANDWESTARETHEIMPORTANTCAUSESTHATRESULTINDIFFERENTCULTURECHARACTERISTICSBETWEENTHEMTHETWOWORLDWARSARESUFFICIENTTOEXPLAINTHATCOMPAREDWITHTHEDECLININGMODEMWESTERNCULTURE，CHINESECULTUREADVOCATINGPEACEANDATTACHINGIMPORTANCETOMORALITYACCOMPLISHMENT，POSSESSESTHEPERMANENTVALUEANDTHEPOTENTIALOFLEADINGTHEWORLDCULTUREASMODEMCHINESECULTMEISINAWESTERNCULTURESHORK，THEWAYTOSAVEITINCLUDESPRESERVINGANDDISSEMINATINGCHINESETRADITIONALCULTUREOFCONFUCIANISM，ATTACHINGIMPORTANCETOINTELLIGENTSIAS，TAKINGCHINESETRADITIONALCULTUREASMAINBODYANDMIXINGTOGETHERWITHWESTEMCULTUREQIANMU’SPHILOSOPHICALVIEWOFCULTUREENRICHEDTHEINTENSIONOFTHECULTURALPHILOSOPHYGREATLY，PROVIDEDNEWGROWINGPOINTFORTHESTUDYOFCULTURALPHILOSOPHYONTHEONEHAND；DUETOHISAGE，HE’SCULTURALPHILOSOPHYALSOPOSSESSESOBVIOUSHISTORICALLIMITATIONTHEREFORE，CORRECTUNDERSTANDINGANDEVALUATIONOFQIANMU’SPHILOSOPHICALVIEWOFCHINESECULTUREISOFCERTAINREFERENCEANDENLIGHTENMENTEFFECTONBUILDINGSOCIALISTICHARMONIOUSSOCIETYANDSTRENGTHENINGTHECONSTRUCTIONOFSOCIALISTMORALITY，ANDCONSTRUCTINGSCIENTIFICANDREASONABLEVIEWPOINTOFCULTUREKEYWORDSQIANMU；CULTURE；CHINESECULTURE；WESTERNCULTURE；CULTURALPHILOSOPHYII

簡介：上海師范大學碩士學位論文學校教育哲學初探姓名文玲玲申請學位級別碩士專業(yè)教育學原理指導教師陳建華20070401THERESEARCHONSCHOOIPHIIOSOPHYABSTRACTSINCE1970S，EDUCATORSINCREASINGLYPAYATTENTIONTOSCHOOLPHILOSOPHY．FROMTHEPOINTOFIDEALVIEW,ITISSCHOOLCOMMUNITYMEMBERS’COMPREHENSIVEANDINTEGRATIVEUNDERSTANDINGSONSCHOOLEDUCATIONINTHELONGRUNNINGPRACTICE．ITPLAYSAKEYPARTINTHEDEVELOPMENTOFSCHOOL，WHICHCOULDHELPIMPROVETHEQUALITIESANDSOCIALEFFECTSOFSCH001．THEPAPERDOESRESEARCHONSCHOOLPHILOSOPHYWHICHADOPTEDSUMMARIZINGTHELITERATUREANDANALYZINGTHECASES．ITISDIVIDEDINTOFIVEPARTSASFOLLOWSPARTONESHOWSANINTRODUCTIONOFSCHOOLPHILOSOPHY，INCLUDINGTHEORIGINOFSCHOOLPHILOSOPHYANDRESEARCHIMPROVEMENTSINCHINAANDABROAD．PARTTWOREDEFINESSCHOOLPHILOSOPHYONTHEBASISOFSUM岫XIZINGLITERATUREINFORMATIONANDCASEANALYZING．PARTTHREEDEALSWITHTHECONTENTSOFSCHOOLPHILOSOPHY，INCLUDINGCOREVALUE，MISSION，VISIONANDAINPARTFOURDISCUSSESTHEVALUESANDMEANINGSOFSCHOOLPHILOSOPHYONTHEDEVELOPMENTOFSCHOOL，WHICHCONTAINSDIRECTINGTHEDEVELOPMENTOFSCHOOLFORMINGTHESCHOOLCHARACTERISTICSPROMOTINGTHEIMAGEOFSCHOOL；ADVANCINGTHEHEALTHYANDHARMONIOUSDEVELOPMENTOFSCH001．PARTFIVEISABOUTTHECONSTRUCTINGOFSCHOOLPHILOSOPHY．ITCONTAINSTHEFACTORSINFLUENCINGCONSTRUCTINGSCHOOLPHILOSOPHY；THEPRINCIPLESANDPROCESSOFCONSTRUCTINGSCHOOLPHILOSOPHY．THEINNOVATIONOFTHISPAPERLIESINATTEMPTTOREDEFINESCHOOLPHILOSOPHYONTHEBASISOFSUMNRIZINGIITERATUREINFORMATIONANDCASEANALYZING，ANDPUTFORWARDSOMESUGGESTIONSOFCONSTRUCTINGSCHOOLPHILOSOPHY．KEYWORDSSCHOOL，SCHOOLPHILOSOPHY，SCHOOLCHARACTERISTICS，SCHOOLIMAGE

簡介：華中師范大學碩士學位論文高校交換生項目實施探析以歐洲伊拉斯謨項目為分析案例姓名吉艷艷申請學位級別碩士專業(yè)比較教育學指導教師方彤王建梁20060501碩士學位論文MASTERTSTHESISABSTRACTFOLLOWINGTHEECONOMICGLOBALIZATIONANDTHEHIGHCREDUCATIONINTERNATIONALIZATION，UNIVERSITIESANDRESEARCHINSTITUTIONSINEACHCOUNTRYATTACHMUCHIMPORTANCETOCOMMUNICATIONANDCOOPERATONWITHEACHOTHER．THERE’RESEVERALKINDSOFCOOPERATIVEPROGRARNMES，ONEOFWHICHISINTERNATIONALEXCHANGESTUDENTPROGRAM．BECAUSEOFITSADVANTAGES，INTERNATIONALEXCHANGESTUDENTPROGRAMISOFGREATSIGNIFICANCETONATIONS，UNIVERSITIES，RESEARCHINSTITUTIONS，ANDINTERNATIONALEXCHANGESTUDENTS．NOW,NUMEROUSUNIVERSITIESANDINSTITUTIONSIMPLEMENTTHEINTERNATIONALEXCHANGESTUDENTPROGRAMS．THEMOSTFAMOUSANDSUCCESSFULONEINTHEWORLDISERASMUSPROGRAM．THISPROGRAMSTARTEDINAUTUMN，1987，UNTIL2004，THEREHAVEBEEN31COUNTRIES，2199UNIVERSITIESANDINSTITUTIONS，MORETHAN1，180，000STUDENTSATTENDINGIT．INERASMUSPROGRAM，HOWTOCHOOSEEXCHANGESTUDENTSHOWTOSUPPORTEXCHANGESTUDENTSWHATSHOULDTHEUNIVERSITIESANDEXCHANGESTUDENTSDOBEFOREEXCHANGESTUDENTSGOABROADHOWABOUTTHEIRLIFE，STUDYANDGRADUATIONWHENTHEYGOABROADHOWTOEVALUATETHEIRSTUDYANDRECOGNIZETHEIRCREDITSHOWDOESTHEEXCHANGESTUDENTSNETWORKWORKTHEPROGRAMHASCOMPREHENSIVERULESANDPRINCIPLESONTHESEPROBLEMS．THAT’STHEREASONWHYITSSOSUCCESSFUL．CURRENTLY,THETRENDOFHIGHEREDUCATIONINTERNATIONALIZATIONAFFECTSOUREDUCATIONSYSTEMDRAMATICALLY,ANDWEHAVEMADEMUCHPROGRESS．HOWEVER,THEDISTANTBETWEENOURUNIVERSITIESANDTHOSEINSOMEDEVELOPEDCOUNTRIESSTILLEXISTS．INTHISCONTEXT，HOWTOIMPROVEOURIMPLEMENTATIONOFINTERNATIONALEXCHANGESTUDENTSERASMUSPROGRAMSETSALLEXAMPLE．WECANHAVEATFRINFOLLOWINGASPECTSINCREASINGMORECOOPERATIVEPROGRAMMES；ESTABLISHINGANINFORMATIONINSTITUTEWHICHCANSERVEUNIVERSITIES，INSTITUTIONSANDSTUDENTS；IMPROVINGEDUCATIONQUALITY；PERFECTINGTHECREDITTRANSFERSYSTEM；ENCOURAGINGFAMILIESTOATTENDTHEPROGRAMMES，SUCHASACCEPTINGHOMESTAY．THERE’REFIVEPARTSBESIDEST}IEINTRODUCTIONINTHISARTICLE．CHAPTERONEINTRODUCESTHEBACKGROUNDOFTHEIMPLEMENTATIONOFINTEMATIONALEXCHANGESTUDENTPROGRAMMES．CHAPTERTWOMAINLYDESCRIBESTHEERASMUSPROGRAMANDITSCHARACTERISTICSINDETAILS．CHAPTERTHREEMAINLYANALYZESTHESIGNIFICANCEOFTHEINTERNATIONALEXCHANGESTUDENTPROGRAMMES．CHAPTERFOURISMAINLYABOUTTHEOBSTACLESOFIMPLEMENTATION．CHAPTERFIVE

簡介：第十二屆歐洲足球錦標賽進攻效果的研究1摘要摘要歐洲是現代足球運動的發(fā)源地。長期以來，歐洲足球運動的發(fā)展對世界范圍內足球運動的發(fā)展產生了積極的推動作用。歐洲足球錦標賽為世界上歷史最悠久的洲際性足球賽事之一，自1958年開始至今已經成功舉辦了十二屆，匯集了歐洲足球運動的豪門勁旅，代表著現代歐洲足球運動發(fā)展的最高水平，以其獨具特色的技戰(zhàn)術配合、鮮明的風格、酣暢淋漓的進攻、宏大壯觀的場面吸引著全世界無數的球迷和足球理論工作者。對這一重大的洲際賽事進行深入的理論研究和分析，可以使我們更好地了解歐洲足球運動發(fā)展趨勢，探尋現代足球運動競賽賽場規(guī)律，揭示足球運動競賽制勝的致勝因素，對我國足球運動的發(fā)展具有重要的借鑒和指導作用。本文通過文獻資料法、訪談法、問卷調查法、觀察統(tǒng)計法、標記分析法和數理統(tǒng)計法，對第十二屆歐洲足球錦標賽進攻效果作了研究，得出以下主要結論1第十二屆歐洲足球錦標賽進攻成功的特征是“中后場發(fā)動、中路及中邊路發(fā)展、中前場助攻射門、陣地進攻”是進攻成功的基本打法。其它依次為“前場定位球進攻是進攻成功的重要手段”、“快速進攻是進攻成功的簡潔高效戰(zhàn)術手段”、“罰球點球射門和前場搶斷射門是進攻成功的又一重要手段”、“個人運控突技戰(zhàn)術行動是進攻整體配合中不可缺少的重要組成部分”、“頭球射門是進攻成功的重要戰(zhàn)術手段”、“長傳助攻及遠射是進攻成功的銳利武器”、“邊路進攻和擲界外球是進攻成功的補充手段”。2第十二屆歐洲足球錦標賽進攻中斷的特征是“中、前場發(fā)動至中、前場中斷是進攻中斷的基本模式”、“后場發(fā)動至后場中斷是進攻中斷的又一表現形式”。3第十二屆歐洲足球錦標賽進攻失敗的特征是“中、前場發(fā)動至前場結束是進攻失敗的基本模式”、“后場發(fā)動至中、后場結束是進攻失敗的又一重要模式”、“越位進攻失敗因子”。關鍵詞關鍵詞歐洲足球錦標賽進攻成功進攻中斷進攻失敗第十二屆歐洲足球錦標賽進攻效果的研究311引言引言1111選題依據選題依據111111歐洲足球錦標賽研究的意義歐洲足球錦標賽研究的意義歐洲是現代足球運動的發(fā)源地長期以來，歐洲足球運動發(fā)展對世界范圍內足球運動發(fā)展產生了積極的推動作用。歐洲足球錦標賽是世界上歷史最悠久的洲際性足球賽事之一，自1958年開始至今已經成功舉辦了十二屆，匯集了歐洲足球運動的豪門勁旅，代表著現代歐洲足球運動發(fā)展的最高水平，以其獨具特色的技戰(zhàn)術配合、鮮明的風格、酣暢淋漓的進攻、宏大壯觀的場面吸引著全世界無數的球迷和足球理論工作者。對這一重大的洲際性賽事進行深入的理論研究和分析，可以使我們更好地了解歐洲足球運動發(fā)展趨勢，探尋現代足球運動競賽賽場規(guī)律，揭示足球運動競賽制勝的致勝因素，對我國足球運動的發(fā)展具有重要的借鑒和指導作用。112112球隊進攻效果研究的意義球隊進攻效果研究的意義足球是一項集體運動項目需要隊員間的相互配合。所謂球隊進攻就是指比賽中隊員通過配合保持控球權力爭達到射門目的的一種戰(zhàn)術行為。一次進攻由發(fā)動、發(fā)展、結束三個階段組成。球隊進攻的效果是球隊個人作戰(zhàn)和集體配合能力的綜合體現也是衡量球隊整體水平高低的重要標志。113113技術統(tǒng)計調研手段的運用，對足球運動的發(fā)展和提高有著重要意義。技術統(tǒng)計調研手段的運用，對足球運動的發(fā)展和提高有著重要意義。足球是世界上最普及的體育運動，它融濃厚的趣味性和觀賞性為一體，對隊員和觀眾具有極大的吸引力。這樣一種受世人關注的運動項目，必然會引發(fā)廣泛的評論，由于足球比賽一直是觀眾多，參與者眾，比賽場面復雜，難免的是觀點見解會有很大的不同，縱觀足球比賽歷史，領隊和教練雖已發(fā)表大量的見解和建議性的理論，但多半是基于見解而并非事實，球迷和媒體的評論更是褒貶不一。

簡介：華中師范大學博士學位論文受教育權主體范式論關于教育法理的哲學和歷史發(fā)展的研究姓名孫霄兵申請學位級別博士專業(yè)教育學原理指導教師孫綿濤20030301的學科角度土對受教育投聞篷予鼓分析輯究，愛映了教彎翹題獨鴦的特點。邋過受教喜投主體范式理論豹密踐研究，謊弱教育投主體范式對于實踐的撂導槔耀，井提出了一系列申困教育嬲政策建議和立法建議。莛體內容覓第丸章。綜上所述，率文借勁予范式靜方法，把受教育極秘題與哲學、法舉和歷史學等學辯鹱域聯系起來，努力體瑗了受教育較主體范式邏輯與掰變酌統(tǒng)一，理論冬實筏靜統(tǒng)一，努力傻受教育較理論擒為貫逶哲學、法學，歷變學冪L教育學豹理論，力菠穩(wěn)建起關予受教育投的瓔論體系。關鍵謫受教育投受教育校主體受教育較投輜主體受教育較校力主體受教育較主體范式受教育權特較仇范式受教育權索教純藏式受教育較國家純范式受教育校社會化范式受教育校個譴億范式II

簡介：江西師范大學碩士學位論文回歸本真的教育哲學解釋學視野下的教育探析姓名王金本申請學位級別碩士專業(yè)教育學原理指導教師譚虎20090501認為課程的意義是既定的，強調知識的邏輯性、客觀性和現在性。哲學解釋學的課程觀認為，課程是“文本”。課程的意義不是原有的、本質的、普遍的、固定不變的，而是不斷生成的。教育文本的存在是一種“自律”性存在，教育文本是一個“半成品”。此外，哲學解釋學的課程觀重視課程文本的意向性建構。關鍵詞理解；存在；哲學解釋學；教育Ⅱ

簡介：廣西師范大學碩士學位論文試論我國體育從“自為”走向“自覺”的發(fā)展趨勢把握體育本質推動我國體育走向自覺發(fā)展之路的哲學思考姓名時海芳申請學位級別碩士專業(yè)體育人文社會學指導教師謝翔20080401II覺”打下堅實的基礎。我國生產生活方式的改變給人們帶來豐富的物質享受的同時，也帶來許多負面影響，而體育在預防現代社會生活方式病中起著積極的作用，具有顯著的社會價值，同時又有利于形成健康文明科學的新的生活方式，是我國全面建設小康社會的必然選擇，必將為體育“自覺”提供動力；而新時期對人才的要求和人全面發(fā)展的需求是實現體育“自覺”的直接拉動力；我國體育的發(fā)展歷史表明政府的重視與支持是體育“自覺”的保障；這決定了我國體育的發(fā)展必然走向“自覺”。第七部分結語。我們應該順應時代潮流，把握體育的本質，推動我國體育走向“自覺”。關鍵詞關鍵詞自為；自覺；發(fā)展趨勢；體育本質

簡介：河北師范大學碩士學位論文歐洲高等教育一體化進程中的學生流動研究姓名孫珂申請學位級別碩士專業(yè)教育學原理指導教師王宏方20090402在實施中存在問題，引入35_8新學位制度和進行資格互認過程中存在困難，學生流動中存在語言問題和文化障礙等?？傊?，盡管推進大學生流動對于整個歐洲來說意義重大，歐盟及各成員國也為此付出了巨大努力，但大學生流動的過程遇到的阻力和問題也是不容忽視的。因此，面對這個問題，我們既要認識到它的重要意義，又要關注它所面臨的困難和問題，并從我國實際出發(fā)，積極從歐洲學生流動中吸取經驗教訓，以使我國的大學生流動獲得更好的發(fā)展。IV關鍵詞歐洲高等教育一體化學生流動

簡介：魯東大學碩士學位論文中小學音樂教育的哲學美學方法之比較以心理學為視角姓名張寧寧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20080401ENGLISHABSTRACTASOUNDEDUCATIONALPHILOSOPHYISTHEBASISFORGOODTEACHINGPRACTICEINMUSIC。PROFESSIONALTHEORETICALGUIDANCEINCLASSROOMDESIGNANDWELLPLANNEDTEACHINGOBJECTIVESINSPIRESTUDENTSTOLEARNENTHUSIASTICALLY。ASUCCESSFUL，PROGRESSIVETEACHINGPHILOSOPHYALSOSUSTAINSCURRICULUMDEVELOPMENT。THISARTICLEPROPOSESTHEIMPLEMENTATIONOFTWOPHILOSOPHICALTHEORIESFORPRIMARYANDSECONDARYSCHOOLMUSICEDUCATIONWHICHANALYSETHEPHYSIOLOGICAL，PSYCHOLOGICALLEARNINGPROCESSESINMUSICALDEVELOPMENT。FORPRIMARYMUSICEDUCATIONTHEHETERONOMIEAESTHETIKTHEORYTHETHEORYOFAUTONOMICAESTHETIKINSECONDARYMUSICEDUCATION。ANALYSISOFBOTHTHEORIESWILLPROVIDEACONCLUSIONASTOWHYONESUIT’SAPARTICULAREDUCATIONALLEVEL。THISPAPERISDIVIDEDINTOFIVEPARTSPARTLANALYSISOFPRIMARYSCHOOLMUSICEDUCATIONBASEDONAESTHETICPHILOSOPHY。INTHISPARTHETERONOMIEAESTHETIKTHEORYWILLBEAPPLIEDOBSERVINGTHEDEVELOPMENTALCHARACTERISTIESOFMUSICLEARNINGANDATTAINMENTTHROUGHPSYCHOLOGICALANDPHYSIOLOGICALPROCESSESANDITSAPPLICATIONINPRIMARYSCHOOLMUSICEDUCATION。PART2ANALYSISOFSECONDARYSCHOOLMUSICEDUCATIONBASEDONAESTHETICPHILOSOPHY。INTHISPARTAUTONOMIEAESTHETIKTHEORYWILLBEAPPLIEDOBSERVINGTHEDEVELOPMENTALCHARACTERISTICSOFMUSICLEARNINGANDATTAINMENTTHROUGHPSYCHOLOGICALANDPHYSIOLOGICALPROCESSESANDITSAPPLICATIONINSECONDARYSCHOOLMUSICEDUCATION。PART3ACOMPARISIONOFMUSICEDUCATIONINPRIMARYANDSECONDARYSCHOOLSBASEDONTHEDIFFERENTPHILOSOPHYOFAESTHETICSIDENTIFYINGTHEFOLLOWINGPSYCHOLOGICALANDPHYSIOLOGICALDEVELOPMENT，AESTHETICRESPONSES，STUDENTAWARENESSOFAESTHETICQUALITIESINMUSICANDITSDEVELOPMENT，MONITORINGOFATTAINMENT，PHYSICALACHIEVEMENTANDCOMMANDOFTHESUBJECT，LESSONCONTENTANDSTRUCTURE，SUSTAINABLEPRACTICEOFTHEORIESLEADINGTOEXCELLENTTEACHINGMETHODOLOGY。PART4CONSTRUCTAPRIMARYSCHOOLMUSICCURRICULUMBASEDONTHEHETERONOMIEAESTHETIKPHILOSOPHY。DEVELOPMENTOFSUCHACURRICULUMRESTALSOONTHEEXPERIENCEANDTEACHINGMETHODSOFTEACHERSTOCONSTRUCTCOURSECONTENTPART5CONSTRUCTAPRIMARYSCHOOLMUSICCURRICULUMBASEDONTHEAUTONOMIEAESTHETIKPHILOSOPHY。DEVELOPMENTOFSUCHACURRICULUMRESTALSOONTHEEXPERIENCEANDTEACHINGMETHODSOFTEACHERSTOCONSTRUCTCOURSECONTENTKEYWORDSPHILOSOPHICALBASISHETERONOMIEAESTHETIKAUTONOMICAESTHETIC；MUSICEDUCATIONⅡ

簡介：東南大學碩士學位論文技術風險量化理論的哲學分析姓名朱敏申請學位級別碩士專業(yè)科學技術哲學指導教師夏保華20100104東南人學碩L學位論文ABSTRACTINATRADITIONALTECHNICALRISKANALYSISTOPHILOSOPHICALPOSITIVISMANDPHIECTIVEORIENTEDENTITIESWEREINCLINEDTOQUANTIFYTHETECHNICALRISKANDUSEDTOGUIDETHEUSEOFTECHNOLOGIESANDDECISIONMAKINGHOWEVERSUCHTRADITIONALTECHNICALRISKQUANTIFICATIONTHEORYHASCAUSEDAGROWINGNUMBEROFSOCIALSCIENTISTSWIDELYCRITICIZEDTHEYBELIEVETHATPOSTPOSITIVISTPHILOSOPHYOFTHINKINGBASEDONTHESUBJECTIVECONSTRUCTIONOFTHETHEORYTHANTHETRADITIONALTECHNICALRISKQUANTIFICATIONTHEORYMORECONDUCIVETOTECHNOLOGYRISKMANAGEMENTHOWEVERFROMTHETHEORETICALANDPRACTICALPERSPECTIVE，THETECHNICALRISKQUANTIFICATIONTHEOR5AFTERYEARSOFDEVELOPMENTANDAPPLICATIONSTILLHASASTRONGVITALITYATPRESENT，THEDOMESTICTECHNICALRISKQUANTIFICATIONTHEORYRESEARCHMOREFROMTHEPROJECTIMPLEMENTATION，PRODUCTIONMANAGEMENT，BUSINESSANDOTHERAREASTOEXPLOREWITHLITTLESTANDINGINDEPTHANALYSISOFITSPHILOSOPHICALLEVELFACETOTHEACCUSATIONSANDCRITICISMFROMTHEHUMANITIESSCHOLARS，WESHOULDLOOKATTHENATUREOFTECHNICALRISKQUANTIFICATIONTHEORYFROMTHEPHILOSOPHICALPERSPECTIVEANDITSEXISTENCEISREASONABLETOCONDUCTTHEDEFENSETHEORYOFVALUETOEXPLORETHERELEVANCEANDFUTUREDIRECTIONOFTHETECHNICALRISKQUANTIFICATIONTHEORYATTHEBASEOFTHEABOVEVIEWONTOLOGYOFTECHNICALRISKANALYSISISMAINLYFOCUSEDONTOEXPLAINTHEBASICCONCEPTSOFTHETECHNICALRISKMAINLYEXPLAIN“WHATISTECHNOLOGYRISK”DEFENSETHETECHNICALRISKQUANTIFICATIONTHEORYMAINLYFROMTHETHEORETICALVALUEPRACTICALVALUEANDCULTURALVALUELASTPARTSTAKETHEREASONABLEMETHODSONTHEBASICOFTECHNICALRISKQUANTIFICATIONTHEORYTHETECHNOLOGICALRISKSQUANTIFICATIONTHEORY’SEPISTEMOLOGYANALYSISHASGRASPEDTHETECHNOLOGICALRISKSQUANTIFICATIONTHEORYVARIOUSESSENTIALFACTORSRELATIONSOVERALL，HASEXPLAINEDTHEQUANTIFICATIONTHEORYMAINBODYESSENTIALFACTORANDTHEOBJECTESSENTIALFACTORASWELLASHOWISTOCARRYONTHESCIENCEBETWEENTHEHOSTSANDVISITORSBODYESSENTIALFACTORTHROUGHTHEINTERMEDIARYESSENTIALFACTORTOTHETECHNOLOGICALRISKSTHEAPPRAISALANDTHEMANAGEMENTTHEINNOVATIONOFTHISPAPERISMAINLYREFLECTEDINTHEFOLLOWINGAREASFIRST，FROMTHEPHILOSOPHYOFTECHNOLOGYONTHEMACROLEVELTOQUANTIFYTHERISKOFAMORECOMPREHENSIVETHEORYOFTHESORT，FROMTHEONTOLOGYEPISTEMOLOGYANDVALUETHEORYFOCUSONTHREEASPECTSOFITSNATUREANDCHARACTERISTICSSECONDTHECONCEPTOFTECHNICALRISKHASDEFINEDTHERIGHTTECHNICALRISKANDMAKESTHENEWCLASSIFICATION，REVEALINGTHEBASICCHARACTERISTICSOFTECHNICALRISKEXPLAINEDTHECAUSEOFTHETECHNICALRISKANDDISCUSSESTHETECHNICALRISKOFTHEFORMATIONMECHANISMTHIRD，ATTEMPTTOEXPLAINTHENATUREANDEXTENDOFTHETECHNICALRISKFOURTH，FACETOTHEACCUSATIONSANDCRITICISMFROMTHEHUMANITIESSCHOLARSFROMANAXIOLOGICALPOINTTODEFENSEITSEXISTENCEANDREASONABLEAPPLICATIONFIFTHATTEMPTTOTAKENEWASSESSMENTMETHODSONTHEBASISOFTECHNICALRISKQUANTIFICATIONTHEORYKEYWORDSQUANTIFYTHETECHNICALRISK；ONTOLOGY；EPISTEMOLOGY；AXIOLOGYII

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