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1.
靳龙 《淮北职业技术学院学报》2005,4(1):12-14
孔德作为社会学的创始人,开创了实证主义社会学传统,其实证主义社会学思想对社会学的发展产生了重要影响。本文简要概述了孔德的实证主义与其社会学思想的结合过程,并对其实证主义社会学产生的社会历史条件和思想渊源进行了回溯,探讨分析了孔德的社会学是如何形成其实证主义传统的。 相似文献
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电教课的多媒体教学是在教学过程中,依据教学目标和教学对象的特点,通过教学设计,开发、选择、组织多种媒体参与教学过程,形成合理的教学过程结构,使学生在最佳的学习条件下进行有效的学习,因此,多媒体教学是促进教改的重要途径。现行中学历史电教课的电教媒体主要是投影机、幻灯机、录像机。收录机和计算机等。而投影是历史电教课中较为常用的手段,因此,研究如何提高投影教学质量很有必要。笔者在多年的电教课教学实践中,用图示法制作投影片进行教学,取得了较好的效果。图示历史,就是用符号、文字、数字组成图形,表示历史过程… 相似文献
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段卫利 《重庆广播电视大学学报》2013,(4):41-46,75
实证主义法学有长期的历史发展过程。而实证主义又可分为经验实证主义和逻辑实证主义,法律实证主义或分析实证主义法学属于逻辑实证主义的范畴。本文主要谈分析实证主义法学。分析实证主义法学的哲学基础是逻辑实证主义,而逻辑实证主义是实证主义哲学的重要组成部分。实证主义法学与实证主义哲学有着密切的内在关联。 相似文献
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国外儿童媒体识读教育理论经过了四个发展阶段,包括机械主义媒介教育理论、实证主义媒介教育理论、媒介宏观教育理论和协商性媒体教育理论阶段。国外儿童媒体教育研究的开端是在被动的、不自觉的社会文化道德保守力量的推动下进行的,经历了实证主义运用阶段,确立了儿童的主体地位与社会权力,在当今全球化的现实背景下,借助于网络媒介技术的发展而呈现出更为多元化的文化融合主义范式。 相似文献
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随着工业革命的深入展开,以及科技的发展,19世纪人们在思想上受到科学思维方式的影响,实证主义应运而生。实证主义的奠基人孔德从审美的外部条件检视文学问题,他的社会学认识论和美学思想传入德国又影响了舍雷尔等一批倡导以实证主义进行文学研究的文学史家。本文从实证主义产生的历史根源、在德国的发展及其衰落等方面全面分析实证主义文学研究法。 相似文献
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理论与历史结合讲授是"概论"课的教学原则之一。选择历史资料是关键,实证主义史学方法强调在对待历史事件或引用历史事实时要准确、客观、严谨、中立,剔除主观臆测与虚构、个人判断和偏见,做到"实事求是",此观点对"概论"课"史论结合"讲授理论有很好的启发和借鉴作用。基于此,笔者在教学过程进行多年的"史论结合"教学实践,对实际教学效果产生一定影响,本文就此方法在专科院校"毛泽东思想和中国特色社会主义理论体系概论"课中运用的实效性,在问卷调查的基础上进行客观分析。 相似文献
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刘群 《涪陵师范学院学报》2007,23(4):62-64,94
本文通过对实证主义的内涵、实证主义在社会学中的发展、以及社会学历史中关于实证主义的论争作一简要的探讨,拟理出一条实证主义在社会学中的应用与发展的主线。指出实证主义自社会学创立至今一直都是非常重要的社会学思潮之一。 相似文献
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周钧 《天津师范大学学报(基础教育版)》2012,(1):1-5
我国早期的行动研究具有实证主义的倾向,认为行动研究的目的是探究普遍的教育规律,以教育实验的方式进行,强调实验过程对条件的控制,只有极少数教师参与行动研究;从20世纪90年代开始,我国的行动研究一方面仍遵循实证主义的"假设—验证"模式,另一方面也具备了解释主义的精神,即在教育教学的实际情境中去发现问题和解决问题,由此理解情境化的教育实践;进入21世纪,我国的行动研究更是坚持解释主义的立场,并出现"草根化"的趋势。行动研究不再被认为是单纯的解决问题的工具,而是教师将他人理论转化为个人理论,再转化为教学行为,从而促进学生学习和教师专业发展的过程。 相似文献
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实践性教学环节教学资源建设的探索与实践 总被引：1，自引：0，他引：1
实践性教学已经成为了当今高等职业教育专业建设与改革的焦点。本文从实践性教学环节的基本框架入手,分析了实践性教学环节应具备的特点;并且分别从课程实践性教学环节和专业实践性教学环节入手,提出了实践性教学环节教学资源建设的基本思路。 相似文献
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John Abraham 《British Journal of Sociology of Education》1996,17(1):81-86
This article is a response to Hammersley's allegations that my discussion of positivism and differentiation‐polarisation theory (d‐p), previously published in this journal, was misguided, incoherent and prejudiced against positivism. I refute those allegations by demonstrating that Hammersley has either misunderstood or misrepresented my position. Furthermore, by revealing inconsistencies in Hammersley's arguments about positivism and d‐p I expose his incoherencies and prejudices regarding the role of political values in social research. Finally and constructively, I suggest that the ‘enlightenment’ aspect of the ‘political arithmetic’ tradition has much to recommend it as a framework for progress in sociology of education. 相似文献
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黄其洪 《临沂师范学院学报》2006,28(5):42-46
逻辑实证主义根源于西方哲学的两大传统:分析的传统和内在论传统.分析的传统有两个基本的特征,一是重视概念,二是注重逻辑.这种传统贯穿于西方哲学的始终,这种传统特别表现在西方的逻辑学的发展中.逻辑实证主义继承了这种分析的传统,具体表现在它对语言分析的强调,对数理逻辑的运用,维特根斯坦的命题——哲学就是对命题的逻辑分析——成为了逻辑实证主义的哲学观的核心.不仅如此,逻辑实证主义还是对西方哲学中的内在论传统的继承. 相似文献
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赵春玲 《宜宾师范高等专科学校学报》2008,(7):46-49
在《社会学方法的准则》中,杜尔凯姆将社会学的研究对象界定为社会事实,并且强调社会事实的客观性以及对行动者的制约作用;他主张研究者抛开已经形成的关于社会事实的常识观念来理解、解释社会事实,创造出符合科学需要的专门术语;他还以孔德和斯宾塞的实证主义社会学思想为主要批判对象,形成了他的实证主义社会学的方法论纲领。吉登斯在《社会学方法的新规则》中则以杜尔凯姆的实证主义研究方法为主要的批判对象,重新界定行动与结构、常识与科学之间的关系,在批判并超越传统的基础上阐明他的社会学研究中方法的新规则。 相似文献
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John A Clark 《The Australian Educational Researcher》1993,20(2):15-22
Our conceptions of educational research depend very much on our philosophical views. Positivism, in its various guises, is the dominant tradition. Three key positivist notions are considered and evaluated in the light of recent work in postpositivist philosophy of science. The first is foundationalism and the theory-ladenness of observation; the second is verification and holistic revision; the third is value-freedom and epistemic virtues. It is concluded that even if positivism is rejected, a scientific account of educational research can still be retained. 相似文献
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方法论问题一直是比较教育学界十分关注的问题,这是由于比较教育学科的特殊性所决定的。借鉴主义方法论、民族主义方法论、实证主义方法论是为比较教育方法论的历史传统,20世纪70年代以后则是比较教育方法论的现代变革时期,主要有人文主义方法论、马克思主义方法论、后现代主义方法论。基于方法论问题在比较教育学科的重要性,比较教育学界仍需关注此一问题。 相似文献
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This paper documents some of the `bad press' that Positivism has received inscience education; it delineates the varied, and sometimes contradictory, waysin which educationalists characterize positivism; it indicates that Constructivismshares the same philosophical commitments as the instrumentalist tradition inpositivism; and it suggests that there is considerable educational gain in reconsideringthe philosophical and educational commitments of the non-instrumentalist, logicalempiricist, tradition in positivism. The paper proceeds by examining and elaboratingupon two educational papers of Vienna Circle members Philipp Frank and HerbertFeigl. It is argued that a number of the philosophical and educational `principles' ofthese foundational positivists are of value to educators facing a worldwide drift fromnatural sciences in schools and universities, and an increasingly strident anti-sciencelobby in universities and society. There are at least some positivist babies that shouldnot be thrown out with the educational bathwater. 相似文献
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Anne Collins McLaughlin Wendy A. Rogers Edmundo A. Sierra Jr Arthur D. Fisk 《Learning, Media and Technology》2007,32(4):381-405
Task instruction may be presented in many forms. However, training system designers are often forced to depend on intuition when choosing a presentation medium. Though past research has investigated the effectiveness of instructional media types, results have been mixed with no clear recommendations of which medium to use for instruction. An organizational framework for matching the appropriate medium or media to a learning situation is necessary for progress to occur in this research area. Through three experiments, we investigated the attributes of audio and video as instructional media, identified tasks for which we might predict the most beneficial instructional media, and tested our proposed organizational framework by manipulating the difficulty of the task and the complexity of the instructions. Older and younger adults participated in the experiments to help us understand differences in training needs for varying cognitive and perceptual abilities. We provide the basis for a taxonomy of instructional media and task demands, to be added through further research. 相似文献
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Conclusion A careful review of the arguments and counter arguments presented by Clark (1983; 1994) and Kozma (1991; 1994), responses
published in the past 20 years (Jonassen, Campbell & Davidson, 1994; Morrison, 1994; Reiser, 1994; Shrock, 1994) and existing
instructional design literature (Morrison, Ross & Kemp, 2001; Reiser & Dick, 1996; Smith & Ragan, 1999) indicates there is,
and always has been, significantly more agreement on this subject than the debate would indicate.
Clark never said that a textbook could deliver an instructional method requiring the use of a 3-dimensional graphic representation
as effectively as a computer, nor did Kozma maintain that the computer was the only medium with the capabilities to do so.
Both acknowledged that the two instructional components — the instructional methods and the delivery medium — must be aligned
to facilitate learning.
The debate is, and always has been, about the ability of more than one medium to support a selected instructional method,
whether or not any given medium has capabilities that cannot be replicated by another medium, and the validity of the research.
We believe that today, in 2005: • Computers are capable of supporting instructional methods that other media are not • Computers,
by means of their unique capabilities, affect learning • Computers are often the most cost-effective, efficient delivery method
for any given unit of instruction We also: • Acknowledge the limitations of media comparison studies • Acknowledge the need
to align the message, the medium and the learning task • Agree that some media are interchangeable and • Support the use of
the most cost-effective, efficient delivery method for any given unit of instruction We believe that after 22 years it is
time to reframe the original debate to ask, not if, but how media affects learning. We agree that media comparison studies
are inherently flawed and support the argument that we must identify research designs that will provide answers to this question
in significantly less time. 相似文献
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后现代主义是对现代主义所产生的负面过程或结果的反思,它为人们重新审视三维教学目标提供了新的视角。新课程三维教学目标一方面在后现代主义的比照下其目标分类、科学理性取向等品质凸显出来,另一方面在后现代理论的涤荡下,三维教学目标又呈现出了:批判逻辑实证主义,构建概念模糊性教学目标;否定"理性人",塑造"游戏人"和"文化人";消解中心和边缘的界限,倡导多元情感价值观;反对结果至上,重视过程生成性等一些后现代特点。 相似文献