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1.
刘桂荣 《河北软件职业技术学院学报》2002,4(2):6-7
孔子创立的儒学具有人学特质,“人”一直是孔子思考和关怀的对象。本文旨从“天一人”转向而确立人学和自我之人与社会之人的合体-人之挺立两方面去体悟孔子的德性生命的确立以及人之意义的生存。 相似文献
2.
青少年科技教育的《生物与环境》校本课程的开发是学校教育特色发展之需要，是学生素质培养教育均衡化的体现，是教师自我发展之追求，是学科渗透、整合、发展的必然趋势。本文结合上海二期课改，就青少年科技教育生物与环境学科项目，开发适合学校科技教育特色的《生物与环境》校本课程，作一些积极的研究和探索。 相似文献
3.
贺金茹 《绵阳师范学院学报》2010,29(3):57-59,63
探寻现代人自我认知和超越的可能性与途径,是怀特文学世界的一个重要课题。在代表作《探险家沃斯》中,怀特刻画了沃斯、罗拉等一系列探索者形象,使其在澳洲沙漠和心灵世界的双重空间内展开对自我的认知之旅。以沃斯为代表的现代人经历了视而不见的狂傲后,逐步体悟到自我的有限性,即见到了镜中瑕疵——人之有限性,最后实现了自我与他我和谐统一,达到了不视而见超越境界。 相似文献
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李献惠 《廊坊师范学院学报》2005,21(2):56-60
艺术主体所养之“气”包括生理之气，心理之气，道德品质、精神人格之气，还包括艺术家创作前的精神状态。艺术主体所养之“气”的不同，转化为作品会呈现出不同的艺术风格。从某种意义上讲，“养气”就是人对自我本能、自我生命的体察，从而以自我生命去体合宇宙生气流行的大生命节奏。从文艺创作和批评的角度看，艺术家“养气”就是一种积极的审美活动，他在力求把握和艺术地表现生命之美。 相似文献
5.
马杰 《邵阳学院学报(社会科学版)》2006,5(2):69-71
颜元是清初重要的哲学家,他反对程朱理学把人性分为“天命之性”和“气质之性”,肯定人的本真自我和情感欲望,主张习行以为学。这影响了袁枚个性思想的形成,并成为其“性灵说”的重要思想基础。 相似文献
6.
主体的颠覆:拉康精神分析学中的"自我" 总被引：2，自引：0，他引：2
马元龙 《华中师范大学学报(人文社会科学版)》2004,43(6):48-55
作为认识之主体的自我的身份无疑是哲学领域中的一个重大问题,但是这个问题在笛卡尔之前的本体论哲学中被视为不证自明的而放进了括号;认识论哲学将认识主体,也就是说将自我作为至关重要的问题提出来,但是最终还是将同一性和自主性赋予了它;语言论哲学的革命使人们得以重新思考这个问题,并对同一、自主的自我作了彻底的颠覆。但是,这种颠覆不是来自于形而上学,而是来自于拉康对弗罗伊德精神分析的创造性阐释。因为拉康的贡献,我们终于认识到,自我的同一和自主只是一种虚构和妄想,自我根本上是分裂的,因为自我其实就是一个他。自我的存在是为另一个人而建构的,建构的方式和结果使他像另一个人,而且其存在注定要被另一个人夺走。所以,自我的本质就是一种挫折。 相似文献
7.
李留义 《湖南第一师范学报》2006,6(4):74-76
“优势生存”与“优质生存”分别从不同层面上体现了主体对生命历程和样式的一种诠释和表达,“优势生存”伴随着人的历史发展外化为人的一种生活态势、生存理念或是人的一种价值追求,但它不应是人之生存的归宿,因为优势生存只是人发展的一种跳板或动力,只是人生命展开中的一个凭借,而“优质生存”则体现了对自我的一种反思与感悟,对自然与社会所持心态的和谐,以及对待他者所拥有的那份理解与宽容,是人生的真正意义之所在。 相似文献
8.
"自我价值感"是个体在关于自己价值的判断、评价基础上形成的对自己的态度与情感.对自己基本持积极或肯定态度的人,我们称之具有"高水平的自我价值感"(下文称"高自我价值感")."高自我价值感"意味着自我接受、喜欢自己、对自己的价值有适当的尊重,但不等同于骄傲、自负. 相似文献
9.
穆旦诗歌充满了不同的自我的声音,展示了人类心灵最为丰富而神秘的一面.以"带电的肉体"和"丰富而且危险"的写作方式直逼当前中国诗歌中"那一团模糊不清的诗意",颠覆了现代诗歌中残留的古典性和传统性,在此之上建立的是一个独异的穆旦世界多重、分裂的现代自我,苦涩的现代感情,人与世界、人与自身之间更加暧昧而复杂的关系. 相似文献
10.
牛秀梅 《吕梁高等专科学校学报》2003,19(1):66-67
说到“自我”必然涉及到“我”。“自我”即人本身 ,“我”即人所扮演的社会角色。也就是说 ,每一个人都是由他所扮演的社会角色和他的自身这两部分组成的。明确“自我”与“我”的含义 ,探讨二者之间的相互联系 ,对于理解“自我”在素质教育中的地位和作用具有重要性。人的行为是有两元性的 ,即由“独立行为”和“角色行为”这两部分组成。倘若我们把社会当作一个大舞台 ,我们每一个人都在社会这个大舞台上扮演着各式各样的角色。每一个社会 ,每一种文化 ,对各种社会角色都规范了一整套角色期待和行为准则 ,教师该做什么 ?学生要怎样做 ?家… 相似文献
11.
Shari L. Britner 《科学教学研究杂志》2008,45(8):955-970
The aims of this study were to examine self‐efficacy and other motivation variables among high school science students (n = 502); to determine the degree to which each of the four hypothesized sources of self‐efficacy makes an independent contribution to students' science self‐efficacy beliefs; to examine possible differences between life, physical, and Earth science classes; and to investigate patterns of gender differences that may vary among the fields of science. In Earth science classes, girls earned higher grades and reported stronger science self‐efficacy. In life science classes, girls earned higher grades but did not report stronger self‐efficacy, and did report higher science anxiety. In physical science, there were no gender differences in grades or self‐efficacy, but girls again reported higher levels of science anxiety. For boys across science fields, science self‐efficacy significantly predicted course grades and mastery experiences was the only significant predictor of self‐efficacy. For girls, self‐efficacy was also the strongest predictor of science grade across fields. Mastery experiences significantly predicted self‐efficacy in Earth science for girls, but social persuasions, vicarious experiences, and physiological states were better predictors of science self‐efficacy in life and physical science classes. Results support (Bandura, A., 1997) hypothesized sources of self‐efficacy, previous research findings on self‐efficacy in the domain of science, and validate the suggestion made by Lau and Roeser (2002) to disaggregate data by science field. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 955–970, 2008 相似文献
12.
The purpose of this study was to investigate the degree to which A. Bandura's ( 1997 ) hypothesized sources of self‐efficacy predict the science self‐efficacy beliefs of middle school students (N = 319), to replicate previous findings that science self‐efficacy predicts science achievement, and to explore how science self‐efficacy and its antecedents differ by gender. Significant correlations were found between mastery experiences, vicarious experiences, social persuasions, physiological arousal, and self‐efficacy. Only mastery experiences significantly predicted science self‐efficacy. Girls reported stronger science self‐efficacy than did boys. Findings support and extend the theoretical tenets of Bandura's social cognitive theory. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 485–499, 2006 相似文献
13.
教育科学研究中的"离我远去"——教育人种志及其在教育科学研究中的方法论意义 总被引：1，自引：3，他引：1
教育人种志主张在广泛考察文化因素对教育实践的影响的基础上,遵循“离我远去”的原则,“从书斋走向田野”,进入真实的教育情境实施研究。在教育科学研究脱离教育实践、远离教育场域的今天,教育人种志研究范式在教育科学研究中具有重要的方法论意义。 相似文献
14.
From the perspective of social cognitive theory, the motivation of students to learn science in college courses was examined. The students—367 science majors and 313 nonscience majors—responded to the Science Motivation Questionnaire II, which assessed five motivation components: intrinsic motivation, self‐determination, self‐efficacy, career motivation, and grade motivation. Exploratory and confirmatory factor analyses provided evidence of questionnaire construct validity. The motivation components, especially self‐efficacy, were related to the students' college science grade point averages. The science majors scored higher than the nonscience majors on all of the motivation components. Among both science majors and nonscience majors, men had higher self‐efficacy than women, and women had higher self‐determination than men. The findings suggest that the questionnaire is a valid and efficient tool for assessing components of students' motivation to learn science in college courses, and that the components play a role in students' science achievement. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 1159–1176, 2011 相似文献
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采用个人评价问卷(PEI)对144名不同专业、学历和院校的大学生进行个人自我意识的调查和分析比较,其中有师专体育生(N1=55名),体院学科生(N2=69名),所得结论是:体院学科生自我意识整体水平不如师专体育生,其参加体育活动,同人们交谈的活动应予以高度重视.建议师专在教学中应强化体育生学习科学文化知识的动机,以利其自我意识的完善. 相似文献
17.
The purpose of this research effort was to examine Black male students' self‐perceptions of academic ability and gifted potential in science. The purposeful sample consisted of nine Black males between the ages of 14 and 18 years. Four categories of self‐perceptions of academic ability and gifted potential emerged from the data. These included: (a) gifted high achievers; (b) gifted “could do better” high achievers; (c) gifted “could do better” situational nonachievers; and (d) gifted “could do better” underachievers. Science teachers' influences that referenced participants' academic achievement pointed to validation. Participants' perceptions regarding how science teachers' influenced their academic performance focused on science teachers' content knowledge. Power dynamics germane to Black male participants' value or worth that directed their efforts in science learning environments are discussed. Implications are posited for science teaching, science education programs, and future research. This research endeavor was based on two premises. The first premise is that Black males' self‐perceptions of academic ability affect their science academic achievement. The second premise is that, given parental, peer, and community influences, science teachers have considerable influence on students' self‐perceptions of academic ability. However, the focus of this research was not on parental influences, peer influences, or any potential influences that participants' communities may have on their academic achievement. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 888–911, 2005 相似文献
18.
叶逢福 《潍坊教育学院学报》2012,25(6):83-85
培养学生的科技意识,历史教学责无旁贷,而且大有可为。历史教学可以帮助学生树立正确的科技观,确立和巩固科技是第一生产力的观念,确立和巩固爱科学、学科学、用科学的观念,确立和巩固振兴科技的民族自信心、历史责任感和时代紧迫感。 相似文献
19.
对“李约瑟难题”的再剖析 总被引：3，自引：0，他引：3
钱兆华 《河南师范大学学报(哲学社会科学版)》2003,30(5):10-13
哲学是科学的形而上学基础,是文化的核心,科学是一种文化过程,因此科学、哲学和文化是三位一体的。由于哲学和文化是多元的,所以科学也是多元的;由于中西方的哲学和文化之间存在重大差异,所以中西方科学之间也存在重大差异。这是正确理解“李约瑟难题”的一个前提和关键。国内外许多学者之所以在“李约瑟难题”的有关问题上产生了种种误解,使这一难题迟迟得不到正确解答,其原因是由于他们混淆了中国科学与西方科学、科学与技术、科学与经验、经验技术与科学技术之间的本质差异。 相似文献
20.
Gregory Thomas David Anderson Samson Nashon 《International Journal of Science Education》2013,35(13):1701-1724
The development and evaluation of science students’ metacognition, learning processes and self‐efficacy are important for improving science education. This paper reports on the development of an empirical self‐report instrument for providing a measure of students’ metacognition, self‐efficacy and constructivist science learning processes. A review of the range of literature related to metacognition, self‐regulation and constructivist learning processes resulted in the development of an initial bilingual (English and traditional Chinese) instrument composed of 72 items. This instrument was completed by 465 Hong Kong high school students. The data collected were subjected to exploratory factor analysis and Rasch analysis. The subsequent refinement process resulted in a final version of the Self‐Efficacy and Metacognition Learning Inventory—Science (SEMLI‐S) consisting of 30 items that can be used for either analysing and focusing on any or all of its dimensions or for assigning scores to individuals that enable comparison between them in relation to their metacognitive science learning orientations. 相似文献