共查询到20条相似文献，搜索用时 125 毫秒
1.
刘世华 《晋东南师范专科学校学报》2002,19(3):83-85
人类在经历了漫长的农业时代，工业时代后，已迈入了知识经济时代。21世纪的世界是一个政治多极化，经济全球化、科技迅猛发展的世界。我国的改革开放与加入世贸组织表明我们正在和世界接轨，这对中国的每一位成员来说，都将是一次巨大的冲击。作为引领时代潮流的编辑，我们更应该更新观念。 相似文献
2.
杨玉东 《宁波大学学报(教育科学版)》2002,24(6):103-105
在编辑实践中，编辑面对自己所编辑的不同作品随时随地都会有不同的思想火花闪现，正是编辑过程的思考以及编辑对作品的整合过程，才产生了编辑的心理活动。文章通过对编辑活动过程及编辑活动本身的一些探讨，以语录式的体裁，多方面、多角度、立体式地透视了编辑活动工作的全过程，揭示了编辑活动的一些本质特征，给出了作者对编辑活动本质特征的一些看法和感受。 相似文献
3.
编辑主体现代化的基本内涵 总被引：2，自引：0，他引：2
编辑主体现代化是指在编辑工作实践中，编辑主体在编辑意识、编辑素质、编辑手段与技术等方面由传统向现代转换的过程，基基本内涵包括编辑主体意识的现代化、编辑从业素质的现代化、编辑手段与技术的现代化等方面，编辑主体现代化是一个动态的过程，它必将随着时代的进步与科技的创新而不断产生新的内涵。 相似文献
4.
期刊编辑集编辑，录入，排版，校对四项工作于一身，可以提高期刊社的工作效率，减少许多不必要的浪费。期刊编辑对编，校工作已不陌生，要实现“四合一”须解决录入和排版的技术困难，构建良好的心理环境，本提出了几种较为有效的解决方法。 相似文献
5.
唐康 《锦州师范学院学报(哲学社会科学版)》2001,23(2):116-119
章根据辩证唯物主义认识论的原理，界定了编辑主体和编辑客体的内涵；同时指出，个别论对编辑主体的认识存在“扩大化”，对编辑客体的认识具有局限性。编辑的主体性是指实践活动中主体的主观能动性。它又主要体现在编辑的选择性和创造性上；而编辑的客体性主要表现在对编辑主体的决定性和制约性上。章也据理反驳了贬低或夸大编辑主体性、忽视或片面理解编辑客体性的错误观点。 相似文献
6.
论编辑主体及其表现特征 总被引：1，自引：0，他引：1
桑建中 《山西师大学报(社会科学版)》2001,28(2):117-121
随着编辑实践活动的深入发展，编辑作为能动的主体在其中的作用愈益重要，面对知识化、数字化、网络化、信息化的二十一世纪，编辑不再是作者作品的被动审理者，而是社会精神文化产品生产的自觉参与者和积极创造者，在期刊编辑活动中，编辑的主体物征主要表现在：适时调整办刊宗旨，认真策划选题，积极物色作者，组织高水平的稿件，努力审读、修改文稿，仔细加工润色，规范出版。 相似文献
7.
编辑加工“四忌” 总被引：1，自引：0，他引：1
赖昭瑞 《山东教育学院学报》2001,16(2):77-78
编辑修改加工稿必须谨慎小心，不可自以为是，本指出了编辑加工最需要注意，也是修改稿中最容易犯的四个错误，也即“四忌”；一忌改人观点，二忌是乱删乱改，三忌支离破碎，四忌损人风格。 相似文献
8.
编辑稿件过程中意义变形是伴随着编辑对稿件进行字或内容的修改而必然产生的结果。分析研究编辑工作中的意义变形现象，探讨其根源及其预防措施，对于编辑工作树立正确的读观，尽量减小或消除意义变形的发生，提高编辑质量，进而提高刊物水平有着重要意义。 相似文献
9.
电子计算机作为现代化的编辑手段有着传统编辑手段无法比拟的优势。处于新世纪的编辑工作，应该站在信息技术的最前列，认真学习，要具有熟练掌握和运用计算机处理日常版务工作的能力，以适应未来社会的需要。 相似文献
10.
杨宏云 《阜阳师范学院学报(社会科学版)》2001,(6):111-112
编辑主体是从事编辑活动的人，编辑客体是编辑对象－稿，编辑过程是编辑主体作用于编辑客体而引发的一系列矛盾运动的轨迹，编辑主体是指编辑过程中编辑主体的积极性，能动性、创造性。组稿是从期刊到作，再由作到期刊的双向互动过程，是主客观因素相结合的过程，因此，在组稿过程中发挥编辑主体性具有极为重要的意义。 相似文献
11.
Stephen Petrina 《Interchange》2004,35(1):81-126
What should be learned? How should it be organized for teaching? These seemingly simple questions are deceivingly political. Curriculum theorists are preoccupied with the politics of the first question at the expense of the realpolitik of the second. Instructional designers are preoccupied with the realpolitik of the second question at the expense of the politics of the first. I argue that conceptual distances between curriculum theory and instructional design are based on divisions of labour established during the 1960s. After decades of neglect, curriculum theorists, and specifically critical theorists, appear clueless when it comes to curriculum design and the realpolitik of their causes. When it comes to the realpolitik of practice their political causes are formless. Quite the opposite of critical theorists, instructional theorists nearly mastered the realpolitik of form but have no political causes. I argue that, to contradict the status quo of C&;I, curriculum theorists will have to dirty their hands with the realpolitik of form and instructional designers will have to clutter their heads with theory. 相似文献
12.
理本论是朱熹哲学思想的核心和最高范畴,也是朱熹整个学术思想的核心和理论基础。这是一个具有客观唯心主义性质和伦理本位色彩的哲学范畴。其本体论哲学的构建是通过对传统文化中儒、道、佛三家思想的全面吸收和改造而完成的。具体讲:吸收佛学本体论的思维模式并将之改造为道德本体论;吸收儒学的道德学说并将之改造为伦理本位的哲学:吸收道家的认识论思想并将之改造为伦理体验的认识论。 相似文献
13.
It is known by entropy theory that image is a source correlated with a certain characteristic of probability. The entropy rate of the source and ? entropy (rate-distortion function theory) are the information content to identify the characteristics of video images, and hence are essentially related with video image compression. They are fundamental theories of great significance to image compression, though impossible to be directly turned into a compression method. Based on the entropy theory and the image compression theory, by the application of the rate-distortion feature mathematical model and Lagrange multipliers to some theoretical problems in the H.264 standard, this paper presents a new the algorithm model of coding rate-distortion. This model is introduced into complete test on the capability of the test model of JM61e (JUT Test Model). The result shows that the speed of coding increases without significant reduction of the rate-distortion performance of the coder. 相似文献
14.
A range of sociological work has theorized neoliberal regulative regimes, suggesting the contradictions contained in the enactment of policy and foregrounding the painful effects of these processes on subjectivities produced within performative school cultures. This paper contributes to this body of work by tracing the movement of desire in teaching assistants’ subjective relations to workplace practices of remuneration. We do this through an analysis of a series of group- and individual-free associative interviews with teaching assistants working in primary schools. Drawing on a Lacanian account of the way processes of identification channel affect, as desire, through signifying chains within a discursive field, we explore the associative chains of meaning that overdetermine the subjectivities produced within performative practices of remuneration. We suggest that the complex and contradictory chains of signification embodied in the school environment constitute a space where fragile teaching assistant subjectivities reiterate previous relations to an ambiguous Other. 相似文献
15.
Clarence W. Joldersma 《Interchange》2008,39(1):21-47
This article explores the question: Why are students of worth? Educationally, an answer often involves a Kantian response:
They are of worth because they are always ends and never means. This response is usually connected to a notion of autonomy
interpreted as individual, rational self-determination. The article argues for a different answer. The essay begins with a
recent educational example of construing worth as rational autonomy. Meira Levinson, in her book The Demands of Liberal Education (1999), argues for a version of rational autonomy which is taken in the essay as a Kantian response to the question. The
essay then turns to Kant’s own understanding of intrinsic human worth as ends. Although the essay agrees in general with the
notion of end, it criticizes Kant’s version of rational autonomy. Instead, it argues for a notion of worth as irreplaceable
singularity. Both the critique of the Kantian answer and theessay’salternative are shaped by the philosophy of Emmanuel Levinas.
Here technical notions of “the other,” proximity and singularity are brought to bear on the question of human worth. The Levinasian
alternative, so the essay argues, better answers the question of student worth by highlighting the incomparability of the
student as a singular other. 相似文献
16.
吴琍华 《湘潭师范学院学报(社会科学版)》2005,27(1):38-40
高校文化的内部功能有：(1)影响成员意识和规范成员行为，(2)增强学校凝聚力，(3)调节学校内部的社会关系；外部功能有：(1)利用组织意识指导学校与环境互动，(2)利用高校文化特征树立学校形象，(3)利用特定的高校文化适应环境。高校文化的内容包括：意识体系，制度性规范，行为基本模式，象征性符号和模范人物故事和传说等。高校文化的主要特征应与各校特有专业相联系。高校文化内部传播的目的是维持学校内部统一、实现整体协调和整体运作；外部传播的目的是突出本校的文化个性，给公众留下深刻的识别印象，扩大本校对，公众的影响力。 相似文献
17.
古丽尼萨·恰布达尔汗 《新疆教育学院学报》2008,24(4)
本文主要讨论平移集合的最基本性质,即集合的并,合的平移性,集合的基数的平移性,集合的有界性的平移性,极值性的平移性,可数集合的平移性等问题。 相似文献
18.
管秀丽 《读与写:教育教学刊》2008,5(5):1-3
Theodore Dreiser is now regarded as one of the pre-eminent American realistic novelists of the first half of the twentieth century.an anatomist of the American Dream.In his great work An American Tragedy,Dreis- er exposes and criticizes mercilessly the corruption and black side of American society.The disillusionment of the American Dream is an important theme of the fiction.This paper illustrates "An American Tragedy" is the re- flection of disillusionment of the American Dream in the perspectives of the tragedy of a mortal,the tragedy of American society,and the tragedy of the American Dream. 相似文献
19.
《Educational Philosophy and Theory》2009,41(2):155-165
This paper discusses the most persistent controversial issue that occurred in Western educational philosophy ever since Socrates questioned the Sophists: the role of truth in teaching. Ways of teaching these kinds of controversy issues are briefly considered to isolate their epistemic characteristics, which will enable the interpretation of Plato and Dewey as exemplars of rationalism and empiricism regarding the role of knowledge in the curriculum and thus include their partial truths in the epistemic ethos of teaching. The consideration of pedagogy will then include the partial truths of rationalism and empiricism in the epistemic ethos of teaching by following Kant's 'Concepts without percepts are empty; perceptions without conceptions are blind'.
This claim, however, is narrowed down in two ways compatible with postmodernism and the heavy emphasis on constructionism in faculties of education. After quoting Harry Broudy's statement that the educational epistemic ethos should be domain-specific, guided by the experts' inquiry protocols in each curricular area, it is narrowed down further with Maxine Greene's explication that it should be pluralistic and lesson-specific. This epistemic ethos is not argued as a synthesis but as an aggregate of the partial truths of various epistemologies in the spirit of the postmodern doubt in any one theory of knowledge without throwing out the baby with the dirty bath water.
Finally, the streams of consciousness involved in teaching and learning good knowledge are described phenomenologically to disclose how truth can be disclosed in teaching, thereby grounding propositional knowledge, for example, ontologically in the being of the student and in the being of the world. 相似文献
This claim, however, is narrowed down in two ways compatible with postmodernism and the heavy emphasis on constructionism in faculties of education. After quoting Harry Broudy's statement that the educational epistemic ethos should be domain-specific, guided by the experts' inquiry protocols in each curricular area, it is narrowed down further with Maxine Greene's explication that it should be pluralistic and lesson-specific. This epistemic ethos is not argued as a synthesis but as an aggregate of the partial truths of various epistemologies in the spirit of the postmodern doubt in any one theory of knowledge without throwing out the baby with the dirty bath water.
Finally, the streams of consciousness involved in teaching and learning good knowledge are described phenomenologically to disclose how truth can be disclosed in teaching, thereby grounding propositional knowledge, for example, ontologically in the being of the student and in the being of the world. 相似文献
20.
Jeff Noonan 《Interchange》2003,34(1):35-49
The paper is a critique of the dominant model of applied philosophy. As currently structured, courses in applied philosophy are a response of philosophy departments to administrative demands to increase enrollment units. In order to achieve this goal, the properly philosophical approach to matters of concrete social concern is dropped in favour of decontextualized, ahistorical, and uncritical applications of philosophical theories to immediate practical problems. Using the example of applied ethics, I argue that the key problem besetting current trends in applied philosophy is that they all fail to uncover the contradiction between given social regimes of value and the universal concepts which must be employed to legitimate those regimes. While it is an essential duty of philosophy to be relevant to the practical issues of the day, it must be relevant on philosophical terms. That is, the real application of philosophy to social problems is not the unthinking mapping of a particular philosophical theory onto a problem, but bringing to light the hidden value assumptions definitive of different societies, and shaking to the foundation their claims to legitimacy. I spell out this alternative approach to applied philosophy through an example drawn from my own teaching practice. 相似文献