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中世纪大学继承或借鉴修道院的建筑元素,发扬了修道院的自治文化,其组织结构和运行也深受修道院文化的影响。相比修道院,中世纪大学拥有更多的特权和自治权,这使得其享有更大的自主和自由。在论证和传播基督信仰的同时,中世纪大学维护了学者追求"为知识而知识"的理想和自由,推广了新的价值观念。对于现代大学来说,自治仍是必要的,为此大学需坚守其自治的根基——忠实于真理;大学还需有永恒的精神追求和普世主义情怀,推行伟大的价值和观念;大学作为精神圣地,需要提供与其理念相符合的场所。 相似文献
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伴随着基督教的发展,在长达一千多年的时间里,修道院的存在并不是孤立的,而是与社会各个方面,主要是同政府和教会有着复杂的联系。修道院最初被教会视为异端,进而被教会接纳,终于在中世纪发展到鼎盛时期,最终伴随着社会、经济和文化的发展,逐渐走向衰落。 相似文献
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王凯 《内蒙古大学学报(人文社会科学版)》2006,38(6):59-64
在中世纪西欧,修道院不仅是修道士修行的场所,也是最早、最有影响的学校。它承接了古典文明,使古代世界与文艺复兴乃至近现代西方世界相沟通;它发展了包容古典文化的教会教育;它在书籍收藏抄录,希腊、阿拉伯科学文化译介等方面所作的贡献为人文主义思潮的兴起提供了可能。修道院与人文主义相关联,还在于二者在价值观和人生观的剧烈碰撞,正是修道院对人性的禁锢和压抑才最终催化了人文主义的诞生。 相似文献
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雍正江 《淮阴师范学院学报(哲学社会科学版)》2006,28(5):664-670
在西欧隐修运动的鼎盛时期,修道院农业得以迅速发展。土地是修道院农业发展的基础;多业并举是修道院农业发展的促进力量;生产技术与农田管理是修道院农业发展的内在动力。 相似文献
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文章主要简述了中世纪大学图书馆与修道院图书馆和大教堂图书馆在藏书、服务等职能方面的分野．进而揭示了中世纪时期大学图书馆拥有的鲜明的服务意识．这一点成为大学图书馆的重要宗旨。 相似文献
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修道院与中世纪前期的西欧文化 总被引：1，自引：0，他引：1
陈曦文 《首都师范大学学报(社会科学版)》1997,(5)
中世纪前期的西欧文化普遍衰落,古典文化残存.基督教会垄断了文化和教育.修道院是传播基督教精神和研究学问的中心,那个时期绝大部分有教养的欧洲人为修道院学校所培养.修士们传抄和保存了古典拉丁文著作,推动了学术的发展,使各个文化领域均取得了一定的成就.修士的活动对中世纪西欧文明的兴起和发展产生了重要的影响. 相似文献
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圣米歇尔山傲然耸立在广阔朦胧的沙与浪之中,俨然人类傲视自然与时间,它是消失在风景线中的一块被风抚平着的巨石。圣米歇尔山是世界上最壮观的景点之一。它是布列塔尼与诺曼底沿海的一个岛屿,岛上有一个村落和一个大修道院。引人瞩目的本笃会修道院和尖塔教堂就坐落于此。 相似文献
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当前,师范类大学生哲学素质的现状与应达到的水平有较大差距。在某种意义上,这类问题的原因可归结到学生和教师对哲学的理解。以培养学生哲学素质为目标的哲学教学,应当转变教学观念、改革教学方法、拓宽教学内容、指导学生阅读经典、改革考试模式,有效提升师范类大学生的哲学素质。 相似文献
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多元智力理论对高等教育的启示 总被引：4，自引：0，他引：4
漆玲玲 《扬州大学学报(高教研究版)》2004,8(4):23-25
多元智力理论对西方国家的教育改革产生了极大的影响，对我国高等教育的目的观、结构观、课程观、教学观与评价观也有重要的启发作用。多元智力理论关于智力的崭新的定义及智力发展与人类学习的“革命性”观点，给我国高等教育改革提供了有意义的借鉴。 相似文献
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植物学教学改革的探索与实践 总被引：5，自引：0，他引：5
为了提高植物学的教学效果，适应21世纪科学发展的趋势和对人才培养的要求，本文结合多年来植物学的教学经验，就教学内容、教学方法、教学手段、实验方式及考核方式等方面对植物学教学改革进行了探索与实践。 相似文献
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高职项目化课程教学改革的理论依据及途径探讨 总被引：4，自引：0，他引：4
熊威 《南通职业大学学报》2009,23(4):38-40
建构主义学习理论和情境学习理论为高职项目化课程教学改革提供了充分的理论依据。在情境建构主义理论的指导下,高职的许多专业都可以采取＂三步走＂战略来推进课程改革：第一步是进行教师职教能力培训与测试,转变教育观念,提高项目化教学水平;第二步是开发专业课程,构建基于工作过程的系统化课程体系;第三步是创新高职人才培养模式,培养高素质、高技能的技术应用性人才。 相似文献
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Michalinos Zembylas 《Research in Science Education》2004,34(4):343-364
Science teaching environments are social environments, and teachers emotions interact with their science teaching in powerful ways. To value the teacher is to value the whole person, not just the intellect. In this paper, a theorization of teacher emotion in science teaching is developed which illustrates the role of emotion in establishing and maintaining self-esteem in science teaching situations. From the standpoint of social-constructionist theory of emotion, it is argued that emotion is a social construction within social relationships. Arising from this view, are the emotions of intellectual excitement, frustration and shame that play a key role in the development of self-esteem. The dynamics of these emotions, in the context of experiences of success and failure, may dispose teachers to act positively or negatively towards science teaching. The theorisation developed is illustrated in the emotional experiences of an elementary school teacher in an early childhood science classroom. These experiences indicate that emotion is constitutive of teaching, and merits greater consideration in science teaching. 相似文献
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高校体育课陆续把健美操列入了教学大纲,开设了健美操选修课,提高和改善了大学生身体素质和健康水平。并且与德、智、体、美相结合,从而促进了大学生身体和心理的全面发展,效果很好。 相似文献
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Christine Asmar 《International Journal for Academic Development》2013,18(1):18-30
Challenges confronting those who seek to bring about change within large organizations include the need to engage with the values and beliefs held by those involved. In universities with academic cultures that have traditionally lauded and rewarded disciplinary research, attempts to enhance the status and effectiveness of teaching and learning practices must take account of the ongoing power of the research culture. In Australia and elsewhere, prestigious research-extensive 1 universities are now seriously committed to improving the educational experience of student learners from their first year on campus. The focus on teaching and learning is buttressed by another aspect of cultural change - one which values the scholarship of teaching alongside traditional disciplinary research. To the need to re-emphasize teaching, and the need to value that teaching as a scholarly, research-based activity is added a third dimension of change - a focus on the student rather than the teacher. This paper will utilize Fullan's (1991) model for educational change in outlining strategies for change within a large research-extensive university in Australia. While it is too early to ascertain whether those strategies have effectively enhanced student learning, indications are that the strategies have had an impact on the beliefs, behaviour and teaching practice of academic staff. It is suggested that the culture of a university can and will shift given the right conditions for institutional change. 相似文献
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Leadership in learning and teaching is a strategic priority for Australian universities, in that it is critical for improving the quality of higher education. Opportunities for academic staff to prepare for such leadership, especially during the early phases of their career, are not well embedded. This article reports on the implementation of a leadership development program for emerging leaders of learning and teaching in higher education that developed and utilised a professional learning conversation protocol. The results demonstrate that participating in the conversations had a range of positive outcomes for participants and the organisation in which the program was offered. 相似文献