共查询到20条相似文献，搜索用时 25 毫秒
1.
John S. Wilkins 《Resonance》2009,14(2):154-171
Charles Darwin’s name is going to be heard, read about, or spoken a lot this year, as it is the second centenary of his birth and the 150th anniversary of the publication of the Origin of Species. And as great as his contribution to science and the modern world is, we might ask ourselves whether we are making rather too much of this man. Is Darwin the important person he is being taken to be? To answer this question I shall raise three more: first, why do we celebrate individuals in scientific history, when it is the work of many scientists that gives us the results? Second, how original was Darwin anyway — who else did the important work? And third, what role do scientific heroes play in current science? Answers to these questions will give us a better, more sober and balanced, and more useful explanation of actual science both in the past and the present, and perhaps also in the future. 相似文献
2.
《海外英语》2010,(1):33-33
My math teacher is used to taking off his overcoat as soon as he comes into the classroom. After that, he would tell us some news, or ask someone to answer a question or recite a formula. Instead of giving the answer, he always let us to solve the problem on our own. He always explains the method clearly, and introduces many workable approaches to work out the problem, which benefit us a lot. At first, 相似文献
3.
G. C. Marchant 《Educational Media International》2013,50(1):11-12
Film has now been with us as a visual aid in education for almost fifty years, although one can only really say that it has been widely used during the last twenty-five years. ‘Widely’, of course, should be defined, for unfortunately many teachers show educational films as a treat, a change, or as a means of having a break from a hard day or a week of teaching. I am sure we all know how often one member of staff in a school or college will ask his colleague if he may bring his students in to watch a film. I think one must really admit that sometimes the motives for showing a film have been to have a break oneself, or to gain time for marking, or to deal with one of those numerous tasks of administration which trouble every teacher at some stage. Nevertheless, there are numerous times, of course, when teachers seriously expose their students to carefully chosen films at a carefully selected time in the syllabus. 相似文献
4.
孙美玉 《齐齐哈尔师范高等专科学校学报》2011,(1):9-10
钱学森不仅是一位伟大的科学家,他对中国教育和人才培养都提出了自己的思想。著名的＂钱学森之问＂留给后人无限的思考。他把自己科学上的创新部分归功于艺术上的启迪。国内大学正普遍缺乏这种文化和艺术的熏陶。大学生人文精神的缺失,影响到自身人格的发展,最终也会影响到优秀民族文化的传承。人文教育是科学教育的支撑。我国大学只有将人文教育准确定位才能培养出真正具有创新精神的高素质人才。 相似文献
5.
George Marx 《Science & Education》1996,5(3):225-234
Enrico Fermi was a man with outstanding talents, he had many interests outside his own particular field. He was credited with asking famous questions. There are long preambles to Fermi's questions like this: — ‘The universe is vast, containing myriads of stars, many of them not unlike our Sun. Many of these stars are likely to have planets circling around them. A fair fraction of these planets will have liquid water on their surface and a gaseous atmosphere. The energy pouring down from a star will cause the synthesis of organic compounds, turning the ocean into a thin, warm soup. These chemicals will join each other to produce a self-reproducing system. The simplest living things will multiply, and evolve by natural selection and become more complicated. And eventually active, thinking creatures will emerge. Civilization, science and technology will follow. Then, yearning for fresh worlds, they will travel to neighboring planets, and later to planets of nearby stars. Eventually they should spread out all over the Galaxy. These highly exceptional and talented people could hardly overlook such a beautiful place as our Earth’. And so Fermi came to his overwhelming question, — ‘If all this has been happening, they should have arrived here by now, so where are they?’ It was Leo Szilard, a man with an impish sense of humor who supplied the perfect reply to Fermi's rhetoric: ‘They are among us’, he said, ‘but they call themselves Hungarians’. 相似文献
6.
张立群 《宁波广播电视大学学报》2005,3(2):1-3,35
张贤亮是新时期以来争议颇多的作家之一，而描写性爱则是其小说引发争议的重要原因。然而，透过文本的外在表象我们不难发现，张贤亮的小说创作是与以弗洛依德为代表的精神分析学说有着密切的联系的，所以，运用精神分析的理论来探讨张贤亮的小说不但可以回应争议，同时，也会为这种批评在新时期文学中的使用开辟道路。 相似文献
7.
FREDERICK T. L. LEONG 《Counselor Education & Supervision》1994,34(2):114-116
No man ever looks at the world with pristine eyes. He sees it edited by a definite set of customs and institutions and ways of thinking. Even in his philosophical probings he cannot go behind these stereotypes; his very concepts of the true and the false will still have reference to his particular traditional customs. … From the moment of his birth the customs into which he is born shape his experience and behaviour. By the time he can talk, he is the little creature of his culture, and by the time he is grown and able to take part in its activities, its habits are his habits, its beliefs his beliefs, its impossibilities his impossibilities. Every child that is born into his group will share them with him, and no child born into one on the opposite side of the globe can ever achieve the thousandth part. There is no social problem it is more incumbent upon us to understand than this of the role of custom. Until we are intelligent as to its laws and varieties, the main complicating facts of human life must remain unintelligible. (pp. 2–3) 相似文献
8.
教师并不是一个自明的词语。在教师专业化和职业化发展的状况下,"什么是教师?"这一问题更具现实的迫切性。"什么是教师?"触动我们对于教师生存状况的思考,表达了一种对于教师既知又无知的精神现实。"什么是教师?"需要一个更加谨慎、完整的探寻,要求我们回到教师之中,去追问始源上的教师之涵义。作为"pedagogue"与"profession",教师是一个对正义和真知进行无条件担保的承诺与行为,并在这一行为中引导孩子追求完善人生,实现自我超越。 相似文献
9.
吴梅作为清末民初新旧思想交替时代的文人,其婚姻观、女性观具有矛盾的两面性。他思想的进步性表现为同情当时为争取婚姻自由而斗争的女性,对必须恪守“父母之命、媒妁之言”的封建婚姻制度提出了深刻批评,且较早涉及女权问题的探索。但作为旧时代的文人,他仍然将女性的不幸归结为刚刚萌芽的自由恋爱,体现了其婚姻观、女性观的局限性。 相似文献
10.
E. P. Wigner 《Resonance》2009,14(10):1018-1027
The present discussion is not put forward with the usual pride of the scientist who feels that he can make an addition, however
small, to a problem which has aroused his and his colleagues’ interest. Rather, it is a speculation of a kind which all of
us feel a great reluctance to undertake: much like the speculation on the ultimate fate of somebody who is very dear to us.
It is a speculation on the future of science itself, whether it will share, at some very distant future, the fate of “Alles
was entsteht ist Wert dass es zu Grunde geht”*. Naturally, in such a speculation one wishes to assume the best of conditions
for one’s subject and disregard the danger of an accident that may befall it, however real that danger may be. 相似文献
11.
个性就是人在观察思想和解决问题过程中表现出来 独立性，一个人是否有个性的标南是：第一，有属于自己的问题，第二，有对任何形式的结构进行审视的习惯和能力，第三，有先提看法再求教他人的习惯能力，培养个性就是要培养学生对问题的敏感性及举，就是在培养学生的创造性。 相似文献
12.
托尔斯泰的《忏悔》是他本人的一段心路历程,作者在其中述说了自己的思想困惑和对生命的体悟,因此理解托尔斯泰忏悔的缘由和意义对于解读托尔斯泰本人及其作品具有重要的意义。 相似文献
13.
形而上学有一个坚实的逻辑基础吗?如果有,应该是个什么形式?它能给予我们一个什么样的关于形而上学的答案?达米特的代表著作《形而上学的逻辑基础》就是试图回答这些问题的。达米特能否获得他预期的结果?本文认为,达米特的方法论的出发点是合理的,但就他的尽管是相当谨慎的哲学预言来说,终究没让我们得出合理的形而上学与逻辑的关系。 相似文献
14.
王艳琴 《和田师范专科学校学报》2007,27(5):77-78
陆九渊是南宋时期著名的思想家,在其“心学”理论中,“义利之辨”是其伦理学的核心之,影响深远。时至今日,探讨陆义利之辨的价值仍然对我们有着重要的启示和积极意义。 相似文献
15.
Jon A. Levisohn 《Journal of Jewish Education》2013,79(1):53-66
Barry Holtz' (2003) presentation of a map of orientations for the teaching of Bible provides a certain kind of focus for research, enabling us to ask deeper and richer question about those orientations. This article investigates the teaching of one teacher, in two different settings— more specifically, how that teacher introduces Bible in those settings— as a way of generating insight into the particular features of what Holtz calls the “contextual orientation.” Building on the sketch that Holtz offers, it explores the internal variation within that orientation, and hence begins to reveal some of the pedagogic possibilities. 相似文献
16.
如果可能，请别写小说。小说创作是一种非社会行为，一旦动笔，小说家会时刻为小说中的人物所困扰；而且，真正写起来，小说指南一类书籍并不管用。假如非写不可，那么，小说家需考虑是以情节为主还是以人物为主。如果以情节为主，小说家即在虚构的事情中间而非在所谓的真实生活中寻找人物的时候，抓住情节不放；如果以人物为主，那么，小说家则需对适于情节的某些特征加以强调，使人物在新环境中显得真实可信，从而赋予他们生命。小说家无论重情节抑或是重人物，都还要考虑以何种形式、何种风格呈现情节和人物的问题；当然，在优秀的小说家笔下，故事和人物本身会以最适合的形式出现。小说家应对形式、人物和语言保持一种敏锐的感觉。此外，小说家可能会对道德教诲产生迷恋。尽管应当通过作品给读者以教益，但是，真诚的艺术家并不能专注于说教。 相似文献
17.
18.
张先贵 《合肥联合大学学报》1998,(4)
王元化先生在新近出版的大著──《清园近思录冲,郑重地提出了关于“知人论事的标准”说,是一个创见。但他在臧否具体人事时,在不同情境下,一是取“双重标准”,二是变化不定。足见,按胡适所倡导的不动“正义的火气”标准评判人事,决非易事。然而,王先生关于为文治学的一系列见解,亦即知人论事的标准,确能给我们以多方面的启迪。 相似文献
19.
李秀萍 《延安教育学院学报》2005,19(4):49-50
背景知识阅读理解与,二者有着密不可分的关系.如果读者具备了与篇章内容相关的背景知识,阅读理解就较为容易;反之,则较难.因此,阅读教师有必要通过组织读前讨论、利用图片信息、观察实物、角色扮演等方法加强背景知识教学,以提高学生的阅读能力. 相似文献
20.
Peter Roberts 《Educational Philosophy and Theory》2015,47(11):1198-1210
AbstractThis article examines the importance of doubt in Western philosophy, with particular attention to the work of Søren Kierkegaard and Miguel de Unamuno. Kierkegaard’s pseudonymous author Johannes Climacus ventures down the pathway of doubt, finds it perplexing and difficult and discovers that he is unable to return to his pre-doubting self. In despair, the meaningfulness of his life is called into question. Unamuno, a great admirer of Kierkegaard, acknowledges the suffering that accompanies doubt while affirming the pivotal role of uncertainty, despair and struggle in realising our humanity. From Unamuno, we can acquire a keener sense of the part education has to play in both forming us as doubting beings and allowing us to work constructively with the despair engendered by this formation. 相似文献