共查询到18条相似文献，搜索用时 270 毫秒
1.
前理解是现代解释学的一个基本的概念,它与理解的客观性密切相关。文章试图通过对前理解概念及其它与理解相关的命题的分析指出,前理解与理解客观性并非矛盾的关系,相反,前理解是决定理解客观性的重要因素之一,它为我们探讨理解的客观性问题提供了一个重要的视角。 相似文献
2.
以意义阐释和把握为指向的教学理解是一个内蕴价值追求的目的论过程,一切教学理解最终只能以揭示人的生命发展的可能性,促进人的个性丰富与自由解放为最终目的。因此,教学理解的客观性既不仅仅表现为自在客观性,也不仅仅表现为主体间性,它更主要、更直接地体现为自为客观性。自为客观性,是教学理解的客观尺度的显著特征。教学理解的自为客观性,深刻地表现在教学理解所内蕴的目的和价值追求之中。 相似文献
3.
郑文先 《湘潭师范学院学报(社会科学版)》2001,23(5):16-21
社会理解的客观性既不能完全归结为自在客观性，也不能完全归结为主体间性。从本质上说，社会理解的客观性是一种自为的客观性，即它是以人的社会实践为基础，内蕴了人的目的性、价值性和目的性等要求的一种内在制约性。 相似文献
4.
王正 《青海师范大学学报(哲学社会科学版)》2009,(3):126-129
前理解是哲学解释学中的一个非常重要的理论与概念,没有前理解,也就没有所谓的理解.因此,前理解是理解之所以产生的前提和条件.作为新闻理解主体的受众而言,新闻的标题可使得受众在接触之初,就在前理解的意识下来决定对新闻的感兴趣程度.因此,在新闻标题的写作上如若能抓住受众的"前理解",就会使得新闻本身的受关注度大大增加. 相似文献
5.
6.
黄学贵 《河南广播电视大学学报》2000,(3)
理解是教学活动中的一个重要概念。在教育心理学层面上，理解的基本原则有：理解的普通性与主体的个体性相统一，理解的社会性和个体性、现实性与历史性、阶段性与循环接力性相统一，理解的主体和对象共时空、离时空，理解的稳定性、语言性、创造性等原则。 相似文献
7.
8.
9.
“前理解”是现代阐释学的一个基本概念。文章指出前理解作为翻译主体的认知结构,对其理解和翻译文本起到消极和积极两方面的作用。“前理解”概念对翻译活动中译者的个性化翻译具有较高的社会价值。 相似文献
10.
图式是认知心理学和心理语言学的一个重要概念,它是人类知识的心理表征形式。图式在信息加工过程中的预期作用和调整补充作用给予听力理解训练以深刻启示。本文应用心理语言学关于图式的基本理论,分析其在听力理解中的重要作用。 相似文献
11.
张枝新 《阜阳师范学院学报(社会科学版)》2014,(2):65-67
前理解是诠释学的一个基本概念,充分认识译者的前理解及其作用,对分析翻译活动中译者的个性化翻译有重要的指导意义。我国晚清翻译家辜鸿铭在其儒经译著的注释中,开拓性地旁征博引,尤其大量援引歌德,力图在歌德观念和儒家学说之间建立联系,生动彰显出其前理解的深刻烙印。 相似文献
12.
新闻舆论客观性强、时效快、传播范围广,在社会中具有强大引导力和号召力,是社会控制的重要手段,也成为各方控制利用争夺的目标。在济南惨案中,有关《申报》对蔡公时及其随从死伤情况的认知所经历的认知历程,就是新闻舆论在形成过程中显示出的现实偏差的表征,其原因既在于战争对新闻的控制,又与人为和自然因素息息相关。 相似文献
13.
数学概念学习中,概念理解是首要的;认知心理学研究表明,学生数学概念的获得是一个对概念心理表征的构建过程;相关的数学概念表征的调查研究也证明了数学概念表征与概念理解是相互促进、相互制约的;根据学生在数学概念学习中,对因概念表征缺失引起的概念理解障碍进行认知分析。 相似文献
14.
15.
林志 《合肥联合大学学报》1999,(1)
本文通过对邓小平理论科学体系具有客观性、整体性、联和性、条件性、实践性的论述,阐明只有全面、正确地理解和掌握邓小平理论的科学体系,才能端正学风,把握实质。 相似文献
16.
Sue Ashley Harmen Schaap Elly de Bruijn 《Assessment & Evaluation in Higher Education》2017,42(5):690-704
This study aims to identify an adequate approach for revealing conceptual understanding in higher professional education. Revealing students’ conceptual understanding is an important step towards developing effective curricula, assessment and aligned teaching strategies to enhance conceptual understanding in higher education. Essays and concept maps were used to determine how students’ conceptual understanding of international business can be revealed adequately. To this end, 132 international business students in higher professional education were randomly assigned to four conditions to write essays and to construct concept maps about an international business research topic. The conditions were: essay alone, essay after concept map, concept map alone, and concept map after essay. An assessment rubric was used to assess the breadth and depth of students’ conceptual understanding. Results show essays are the most adequate approach for revealing conceptual understanding of international business. In particular, concept maps revealed fewer facts and less reasoning than essays. Essays written after concept maps were less effective than essays, possibly since students perceived these essays as redundant. Further research is suggested on how educators can foster conceptual understanding. 相似文献
17.
18.
Sally Birdsall 《Environmental Education Research》2014,20(6):814-835
Understanding sustainability is important, as people need to cope with issues associated with over-population and over-consumption. Education is seen as a key strategy to assist with the development of people’s understandings of this complex concept, which could then lead to them being able to make more sustainable lifestyle decisions. In order to teach this concept, teachers need to understand sustainability. This paper investigated 77 New Zealand student teachers’ understandings of sustainability and the level of self-awareness of their understandings. A definition of sustainability was developed for this research from which two tools were constructed to measure these teachers’ level of understanding and self-awareness. Findings showed that many of these student teachers had simplistic understandings of sustainability that were focused on an environmental component. Further evidence of their low level of understanding was illustrated in the way that over half of this group were not able to accurately rate their own level of understanding. These findings suggest a need for the development of teachers’ understandings of sustainability so that they can plan and teach effective sustainability education programmes. 相似文献