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1.
美学、艺术学研究要坚持马克思主义指导思想,但不能搞教条主义,在打通中西、融会古今中注意马克思主义维度的思考;宗白华、马采、邓以蜇等人的学术成果值得重视,美学和艺术学研究要继承和发扬他们的传统,同时又要有所创新;当前艺术学的研究既要有哲学的思考又要有实证的研究。 相似文献
2.
第五届全国艺术学学术研讨会在太原召开。会议中心主题是中国艺术学学科的建设与发展问题,总体上围绕艺术学原理与艺术关学、艺术史与艺术遗产以及艺术学学科建设与艺术学专业教育中的三大问题分组进行了研讨,取得了一系列令人瞩目的成果。 相似文献
3.
徐放鸣 《徐州师范大学学报(哲学社会科学版)》1991,(1)
本文试图将一代美学大师宗白华的学术个性和理论建树作为一种独特的文化现象来加以审视和阐释,提出了一些新的看法。作者从不同的侧面展示了宗白华所创造的学术与人生的诗意境界,概括了他那独特的智慧风貌和学术个性。全文着眼点有三:一是宗白华的学术个性,其显著特征是潇洒自如与宁静致远;二是宗白华的艺术观念,其基本要旨是生命艺术观,强调的是生命的节奏与形式的律动;三是宗白华的审美范畴论,那是逻辑阐释与心理体验有机融合的思维成果,是用现代审美眼光去阐释古代美学思想传统的成功尝试。 相似文献
4.
王国维的现实的学术历程可分为纯哲学研究和泛哲学研究两个阶段,第二阶段的文学和史学研究是第一阶段纯哲学研究的展开;王国维的学术人生缺少了可能的第三个学术阶段,即新哲学研究。 相似文献
5.
宗白华用他的＂美学散步＂表达了一个完整的人格理想,而他对人格理想的思考不仅与其学术有关还与他的人生紧密联系在一起,可以说,宗白华的一生是他所建构的人格理想的最好注解。宗白华思想中体现的＂出世＂与＂入世＂的矛盾、＂空灵＂与＂充实＂的张力以及对美的和谐的追求既是其美学人格理想的一部分,也是其美学人格理想的实现。 相似文献
6.
张兰芳 《黄河之声(科教创新)》2009,(9):100-103
“第五届全国艺术学学术研讨会”于2009年6月27日至29日在山西大学召开,与会专家、代表就艺术学学科的相关问题进行分专题研讨,分别以“艺术理论与艺术美学”、“艺术史与艺术遗产”、“艺术学专业教学与艺术学学科建设”为专题在三个会场进行了广泛而深入的交流。会议成立了“全国艺术学研究会（筹）”,并对教育部和国务院学位办提出将艺术升格为门类的意见征集稿作出了积极回应,草拟了“尽快将艺术升格为门类”的建议信。会议内容反映了学科发展现状和将来的趋势,对规范学科、人才培养等方面起到了积极的作用。这次会议的召开将极大推动艺术学学科实现新的更大的发展。 相似文献
7.
（三）三级跳,四线索。顾振彪先生将初中语文教材分为三个层次：第一阶段（第一册）使学生认识语文的运用与生活的关系,着重培养一般的吸收和表达能力;第二阶段（第二至第四册）联系生活,着重培养学生记叙、说明、议论的吸收和表达能力;第三阶段（第五至第六册）培养... 相似文献
8.
张晨怡 《渭南师范学院学报》2005,20(4):61-64
湘军理学家罗泽南出生于湖南湘乡一个贫困的家庭里。他从戎前的经历,大致可以分为三个时期:第一个时期,从出生到1824年,是罗泽南的少年时代,是他求学的阶段;第二个时期,从1825年到1835年,是罗泽南的青年时代,是他授徒谋生与继续求学的阶段;第三个时期,从1836年到1851年,是罗泽南的中年时代,是他独立治学与继续从事教育活动的阶段。 相似文献
9.
宗白华作为中国现代早期的美学家、教育家,主张以教育、学术救国。对于个体而言,宗白华强调人格建构,对于民族而言,宗白华强调民族精神建构,这两者是一体的。在宗白华民众教育的思考中,他尤为强调帮助人们洞悉宇宙人生的真相,而体悟宇宙人生的真相的根本也正在于人格境界的提升。从这个意义来说,人格建构是宗白华民众教育思想的根本立足点。 相似文献
10.
葛永波 《安徽教育学院学报》2007,25(5):80-84
宗白华对中西文化传统和生命价值的分析,呈现出其所面临的文化困境。文化学意义上的宗白华美学不仅仅在于探求审美艺术学的规律,而且要以审美为中心建立理想的文化类型。宗白华最终将目光投向审美的文化理想,把艺术原则推至人生层面,成就了"艺术式的人生"的哲学根源。 相似文献
11.
培养学生的思维能力是科学规律教学的主要任务之一 ,具体措施为 :获得足够的感性认识、掌握建立规律的思维方法、排除学习规律的思维障碍、理解应用、形成结构。 相似文献
12.
This article is a case study of the thinking and actions of Mr. Corrigan, an experienced high school chemistry teacher. We explored Corrigan's ideas on teaching science by conducting two types of interviews, and wrote a case summary for Corrigan to read that compared his ideas with our classroom observations. We described his practice as centering on structured classroom and laboratory time, and contrasted it with his emphasis on students' exploratory thinking in the interviews. Corrigan's reflections on the case summary revealed a set of tacit conceptions of teaching science centered on the necessity of having a highly organized classroom and laboratory to ensure students' content understanding and success on tests and in college. We felt Corrigan faced a dilemma in that he values both his control of learning activities and the students' learning through exploration. Corrigan was confident in his practice and did not see much of a dilemma, and felt he was attending to both aspects of his thinking in an adequate fashion. Corrigan's reflections on the case summary are presented as a commentary on our perspective of the relationship between his thinking and actions. Working with Corrigan revealed to us the complexity of characterizing a teacher's thinking and its relationship to actions, and the value of the insight researchers gain from discussing their conclusions with the teacher. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 239–254, 1997. 相似文献
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14.
Weiqiao Fan 《Thinking Skills and Creativity》2012,7(3):224-233
The objective of the instructional experiment was to examine if the use of thinking styles is flexible in traditional and hypermedia learning environments, and if a hypermedia learning environment possesses obvious advantages than a traditional environment in adapting to students with different thinking styles. The participant university students from Shanghai, P.R. China took the General Psychology course taught by one psychology teacher. One hundred and seven science students and one hundred and thirty-one social science students were assigned into traditional and hypermedia instructional groups, respectively. The results indicated that the use of the hierarchical, executive, conservative, and monarchic styles was increased, while the use of the local style was decreased due to the traditional instructional environment. The use of the judicial and liberal styles was increased, while the use of the legislative style was weakened due to the hypermedia environment. Moreover, significant effects of discipline differences in the use of particular thinking styles were found in the traditional instructional environment. Specifically, within the context of traditional learning environments, the use of the hierarchical style increased among the science students, while the use of the local style decreased among the social science students. The study did not support the view that a hypermedia learning environment is clearly better than a traditional environment in accommodating students with different thinking styles. Implications for learning and teaching are discussed. 相似文献
15.
Konstantinos Alexakos 《Cultural Studies of Science Education》2010,5(1):237-242
In his article Scientists at Play in a Field of the Lord, David Long (2010) rightly challenges our presumptions of what science is and brings forth some of the disjunctures between science and deeply
held American religious beliefs. Reading his narrative of the conflicts that he experienced on the opening day of the Creation
Museum, I cannot help but reconsider what the epistemology of science is and science learning ought to be. Rather than science
being taught as a prescribed, deterministic system of beliefs and procedures as it is often done, I suggest instead that it
would be more appropriate to teach science as a way of thinking and making sense of dialectical processes in nature. Not as
set of ultimate “truths”, but as understandings of processes themselves in the process of simultaneously becoming and being
transformed. 相似文献
16.
张之路作为一个“半路出家”、先理而后文的儿童文学作家,在创作中受到了长期伴随其生活的自然科学及其高级形态——科学技术的影响,而形成一种“自然科学情结”,在大量表现于其创作中的同时又伴随着一种反思的精神,从而使张之路的儿童文学创作在保持儿童喜闻乐见的趣味性还具有了一定的思想高度。张之路的创作从某种程度上可以看做是对文理学科的融合,而且是一种高层面的融合。 相似文献
17.
Hui-Ju Huang 《International Journal of Science and Mathematics Education》2006,4(3):391-415
The study explores students' use of language in the process of making sense of genetics concepts. It aims to analyze primary
and secondary discourses, and examine the relationship between social practices and discourses. Sixth-grade students were
interviewed before and during four weeks instruction on genetics. General trends were detected regarding border crossing between
discourse communities and the difficulties and ease of moving among informal experience, social practices, primary discourse
of family, friends and community, and secondary discourse of science and school instruction. Two comprehensive case summaries
– Debbie and Sam – are presented in the paper. Debbie took what she experienced in her social life as criteria to discuss
how people resembled one another. However, the language practiced in the classroom was different from Debbie's familiar language.
Debbie thus experienced a conflict between primary and secondary discourses. Sam's school education and home environment provided
an aligned social context with rich scientific ties that nurtured his use of secondary discourse practices in thinking and
learning science. We recommend that science instruction needs to build a learning community where students' discourses will
be recognized and border crossings between discourses facilitated in the process of learning science.
An erratum to this article can be found at 相似文献
18.
Kuay-Keng Yang Ling Lee Zuway-R Hong 《International Journal of Science Education》2016,38(13):2133-2151
The purpose of this study was to explore the effectiveness of the creative inquiry-based science teaching on students’ creative science thinking and science inquiry performance. A quasi-experimental design consisting one experimental group (N?=?20) and one comparison group (N?= 24) with pretest and post-test was conducted. The framework of the intervention focused on potential strategies such as promoting divergent and convergent thinking and providing an open, inquiry-based learning environment that are recommended by the literature. Results revealed that the experimental group students outperformed their counterparts in the comparison group on the performances of science inquiry and convergent thinking. Additional qualitative data analyses from classroom observations and case teacher interviews identified supportive teaching strategies (e.g. facilitating associative thinking, sharing impressive ideas, encouraging evidence-based conclusions, and reviewing and commenting on group presentations) for developing students’ creative science thinking. 相似文献
19.
The purpose of this study is to describe and analyse the role of a teacher's caring and enthusiasm in an inclusive science classroom. Using stories, interviews, and action research, it is revealed that this teacher's approach focuses on two major ideas: (a) Combining activity-oriented science curriculum with the building of caring relationships in her classroom; and (b) Developing enthusiasm for science and fulfilling students' personal purposes. A case study of one student labeled as learning disabled is analysed and provides evidence of his remarkable growth in terms of his academic and behavioral performance over a period of two years. Based on the results of this study a number of ways of subverting labeling are suggested and two qualitative hypotheses for further research in this area are proposed. The main suggestion of this study is that thinking behind labels in the context of an inclusive science classroom needs to be revised in light of the role of teacher caring. 相似文献
20.
The paper makes use of Michael Faraday's ideas about learning, in particular his thoughts about attitudes to the unknowns of science and the development of an attitude which improves scientific decision-making. An invented scenario involving nursery school children demonstrates some attitudes displayed there. Discussion of the scenario and variation in possible outcomes suggests that Faraday's views are relevant to scientific learning in general. The main thesis of the paper is that it is central to learning in science to acknowledge that there is an inner struggle involved in facing unknowns, and that empathy with the fears and expectations of learners is an essential quality if genuinely scientific thought is to develop. It is suggested, following Faraday, that understanding our own feelings while we teach is a pre-requisite to enabling such empathy and that only then will we be in a position to evaluate accurately whether or not our pupils are thinking scientifically. 相似文献