共查询到20条相似文献，搜索用时 140 毫秒
1.
在阿伦特的思想中,"行动"是作为人之境况的最能体现人的价值的一部分,也是其主张积极自由的理论前提。分析阿伦特思想中的人的境况的三部分:劳动、工作与行动,探析行动空间——公共领域,包括公私领域的划分,行动在公共领域中的的特性,及现代公共领域的衰落。基于行动理论,对阿伦特推崇的参与式民主进行了论述。 相似文献
2.
行动学习法:促进教师反思的有效方法 总被引：1，自引：0，他引：1
行动学习法为教师提供了团队学习的机会,小组成员间的建设性争议能促进教师反思的有效进行.教师的反思分为行动前的反思、行动中的反思和行动后的反思(对行动的反思)三类.行动学习法通过对行动前的反思与行动后的反思的推动,促进教师形成教育智慧,推动行动中反思的进行.在行动学习小组中,"对话"促进了反思,团队反思促进了个人反思. 相似文献
3.
通过对阿伦特“行动”理论视角下“工作”“行动”和“卓越”内涵的考察,我们有必要重新理解教师“工作”、教师“行动”与教师“卓越”之间的内在关系。“工作”是教师得以卓越的前提基础,“行动”是教师走向卓越的必要且充分条件。在“工作”中,教师展现出了工具人、技艺人的特性,在“行动”中,教师通过彰显其主体性、创造性、发展性“敞开”其卓越。 相似文献
4.
赵菲 《北京城市学院学报》2008,(6)
史蒂芬金在其系列小说黑暗塔中建造起一个神秘怪诞的世界之余,也为我们描绘了一种永不言败,积极抗争的人生态度。他在作品中对人的存在与命运的密切关注正契合了萨特存在主义理论中关于选择、行动与自由之间的关系。本文着力对小说第二部《三张牌》中的两个人物进行分析,透过行动表象探讨内在动机,揭示出人的自我的实现过程。 相似文献
5.
“自化”与“化人”——提高教师影响力——教师影响力的起点、底蕴与冲量 总被引：1，自引：0，他引：1
影响力是指一个人在和他人的交往与活动中,好他人思想与行动产生作用的力量。教师的影响力主要是指教师对学生的思想与行动产生作用的力量。当教师影响力起作用时,真正的教育也就发生了。 相似文献
6.
吴兴华 《华东师范大学学报(哲学社会科学版)》2014,46(1):47-52
在阿伦特看来,人的积极活动包含了劳动、工作和行动三个方面。劳动由于与自然生命相关,从而将人局限在私人领域之中,而与人之本性无关;行动则将人从自然生命和私人领域中超拔出来,进入到公共生活领域之中,从而构成了人之为人的根本。现代人恰恰违反了人的本质特性,为了物质欲望而沉迷于劳动,从而退出公共领域而将自己闭锁在狭隘的私人空间中,以致成了孤立的个体。因此,现代人要想从异化状态中解放出来,就必须回归于行动。阿伦特的研究将公共政治领域的重要性空前地凸显出来,强调了政治参与是每个人不可推卸的责任与天命,对于一心关注自我的现代人无疑具有强烈的警醒作用。 相似文献
7.
中学生意志的发展与培养天津教育学院副教授林镜秋中学生的意志是在生活与学习活动中得到发展的。其发展及特点如下。一、意志行动目的的发展意志行动的目的是指一个人在行动之前对自己行动结局的预想。中学生的行动目的,则是由盲目向自觉,有选择发展的。初中学生的行动... 相似文献
8.
赵菲 《绵阳师范学院学报》2009,28(3)
史蒂芬金在其系列小说黑暗塔中建造起一个神秘怪诞的世界之余,也为我们描绘了一种永不言败,积极抗争的人生态度.他在作品中对人的存在与命运的密切关注正契合了萨特存在主义理论中关于选择、行动与自由之间的关系.本文着力对小说第二部<三张牌>中的两个人物进行分析,透过行动表象探讨内在动机,揭示出人的自我的实现过程. 相似文献
9.
“行动导向教学法”以培养人的综合职业能力为目标,以职业实践活动为导向,强调理论与实践的统一,以“尝试”贯穿整个教学过程.本文探讨了如何在“电子技术”课程中运用行动导向教学,并以“直流稳压电源”工作任务教学为案例阐述了行动导向教学项目的设计原则、教学任务、完成实训任务的“七个行动步骤”及对学习者学习成果的评价策略.通过实施行动导向教学,较好地解决了目前教学中面临的问题,让学习者在“行动”中形成职业能力. 相似文献
10.
论中小学教师开展教育行动研究 总被引：1，自引：0，他引：1
一、教育行动研究的内涵和特点“行动”主要指实际工作者的实际活动和实际工作。“研究”主要指受过专门训练的专业研究者所从事的对人的社会活动和社会科学的探索。当行动与研究结合在一起,就有了行动研究。20世纪30年代美国的柯利尔(J.Collier)最早把这两个词结合起来表述为行动研究,他是在研究如何改善印第安人与非印第安人之间的关系时提出来的。20世纪40年代勒温对行动研究作了较系统的阐述,50年代行动研究思想被引入教育领域,教育行动研究在美国曾风靡一时,50年代末60年代初在美国渐渐衰落。但期间它却在英国迅猛发展,英国掀起了“教… 相似文献
11.
蒋璟萍 《衡阳师范学院学报》2009,30(1)
礼仪道德是由意识、行为和习惯所形成的系统.礼仪意识是人们对礼仪的认识及有关礼仪的思想观念;礼仪行为是表现礼仪观念的个体的、群体的和社会的行为;礼仪习惯是在礼仪意识的沉淀和行为的固化的基础上形成的秩序.三者相互作用和影响,形成了礼仪从观念到行为,从个体行为到群体行为,从一时到永久的过程. 相似文献
12.
董士忠 《安阳师范学院学报》2005,(6):43-45
股东诉讼制度包括股东直接诉讼和股东派生诉讼.在制度设计上,我国法律对股东直接诉讼制度的规定很不完善,对股东派生诉讼存在制度性缺失,股东诉讼缺乏可操作性.我们应当通过创设股东派生诉讼制度、修正股东直接诉讼制度、提升民事责任体系的地位、健全侵权责任的承担方式、合理分配举证责任等方式,完善股东诉讼制度. 相似文献
13.
Jan Robertson 《Educational Action Research》2013,21(2):307-326
This article presents an exploration of the methodology of action research. It is a reflection on a study where an action research methodology used by the researcher to research and develop theory, became part of the model of professional development. In this way, the action research methodology permeated into the culture of the way people worked together. This article describes how a researcher can not only use action research methods to gather data on a development, but can also lead a group of action researchers towards a greater awareness of their own practice in their own institutions. A greater awareness of the bigger issues in education is also an outcome achieved by facilitating critical discussion on key issues. There can be action research for research purposes, action research for action purposes and action research communities that can lead to emancipatory practices in education. These are concurrent strands within action research communities. 相似文献
14.
试论异化刑事侦查行为 总被引：1，自引：0，他引：1
程宗璋 《安徽广播电视大学学报》2000,(3):8-18
区分和认定刑事侦查行为与具体行政行为,仍然是当前审理公安行政案件面临的一个非常重要的问题。在学术上有不同的理论观点,在实践中各地的认识和做法也一不致。作者在总结以往理论和实践成果的基础上,试图从一个新的视角,用一个统一的标准以区分和认定刑事侦查行为与具体行政行为,作者简要分析了学术上区分和认定刑事侦查行为与具体行政行为的不同理论观点,提出了异化刑事侦查行为概念,特征,探讨了构筑异化刑事侦查行为理论的价值取向,建立了异化刑事侦查行为的逻辑起点,明确了异化刑事侦查行为范围,指出了异化刑事侦查行为理论在司法实践中应注意的问题。 相似文献
15.
Jack OFarrell 《Action Learning: Research and Practice》2018,15(1):61-67
This account relates my experiences as facilitator of an action learning set on a DBA cohort comprising international students and myself. It outlines the reasons for my selection as facilitator and describes my initial expectations and assumptions of action learning. I chart the difficulty in separating the ‘what’ of my own research from the ‘how/why’ of the action learning set. The account discusses my experiences as a new facilitator and my attempts to engage fellow students in the set in order to gain a collective benefit. I reflect on the challenges encountered in progressing the action learning set caused by a lack of common understanding within the set of the expectations and potential benefits of an action learning approach, and also the feasibility of maintaining a successful action learning set separated by geography, time zones, and language. The account also discusses the practical, technology-supported approaches to facilitating the action learning set. 相似文献
16.
Complexity and action research: exploring the theoretical and methodological connections 总被引：3，自引：3，他引：0
Complexity theory is essentially a formal attempt to question how coherent and purposive wholes emerge from the interactions of simple and sometimes non-purposive components. Explicit recognition of complexity can provide a fresh and enlightening perspective on action research. Through an expository discussion of the foundational postulates of complexity theory this article demonstrates the theoretical and methodological connections between complexity and action research, with particular emphasis on the relevance of complexity in educational and workplace contexts. Complexity is an emerging theoretical perspective, which presents possibilities for revolutionizing approaches to action research, as well as strengthening arguments promoting the value of action research in a wide range of contexts. Complexity, it is argued, can provide a valuable theoretical underpinning for action research. Furthermore, action research provides a valid methodological approach to the study of complexity. This article is primarily theoretical and attempts to demonstrate the application of complexity to a specific action research project will be left to future publication(s). Rather, this article explores the general applicability of complexity as both theory and metaphor in action research. The article begins with a brief exploration of the theory, particularly focusing on its application in the social sciences. The theoretical and methodological connections between complexity and action research are discussed through several of the foundational postulates of complexity, how these manifest in action research and how they add to our understanding of action research itself. 相似文献
17.
王利 《佳木斯教育学院学报》2012,(8):354-354
"以慢致快""以静制动"是太极拳的基本要点,如何"以慢致快",如何理解"以慢致块"是习武初学者理解太极拳理论的关键。本文从拉长攻击过程、动作自动化和"入道"等三个方面分别论述了太极拳"以慢致快"的含义。以期为广大太极拳爱好者提供一定的理论参考。 相似文献
18.
Whilst educational action research is not unknown in Croatia, its use is not widespread. In part, this might be because action research assumes a high level of autonomy for practitioner–researchers, and a constructivist view of knowledge, neither of which are traditional characteristics of the Croatian system. This article reports on a capacity building programme in which 18 senior advisers from the Education and Teacher Training Agency developed action research projects in Croatian schools. The article outlines the context of the programme, describes the programme itself, and presents an analysis of the advisers’ action research projects. This shows that action research was used by advisers, supporting teachers, to effect change in schools. The principles of action research were generally understood, and produced evidence of practical change, collaboration and mutual understanding. Although action research is generally understood as a ‘grassroots movement’ this article suggests that action research can lead to desirable change, even when imported from elsewhere. Thus action research holds one answer to the question, how to promote beneficial life‐long learning among education professionals. 相似文献
19.
20.
How teachers become action researchers and how teacher educators become their facilitators 总被引：4，自引：2，他引：2
Petra Ponte 《Educational Action Research》2013,21(3):399-422
The article contributes to the theory of action research by focusing upon kinds of action an individual may undertake in relation to their research endeavour. The article explores action as illusion, as occurring at different speeds according to context, as ‘cure’, as repair to maintain a system, as system improvement, as border skirmishes, as deconstruction and as stealth action. Each of these kinds of action has implications for the action researcher seeking to bring about change. The article explores the ways in which the action researcher can challenge the status quo and bring about creative, educative, democratic frameworks for living in society. 相似文献