浅谈学生创造精神的培养     

李贺华 《中国教育发展研究杂志》2006,3(6):120-121

培养学生创造精神，应从更新教育理念、建立新型师生关系、营造良好课堂氛围入手，强化“问题意识”，激励学生善于质疑，更要注重发散思维、逆向思维、直觉思维、灵感思维等创造性思维的多重训练。  相似文献   

从认知角度看教育中的图像应用   总被引：1，自引：0，他引：1  

杨满福 《开放教育研究》2004,(2):49-51

由于技术的发展及学习主体的需要，知识的表示近年来有走向图像化的趋势。图像在教育中的应用需要从多个维度来理解，要警惕图像在教育中的过度运用。该综合民族思维的一些特征，提出我们应注意教育图像的或说直观的界限，教育不能陷于具体化的迷雾，要从社会化的角度来审视和面对图像。  相似文献   

直觉图像思维模式仍然有启发力——为〈物理学与哲学之间〉作序     

桂起权 《武汉工程职业技术学院学报》2007,19(1):34-38

充分肯定了新创的量子力学曲率解释的优点，赞扬改进后的“相互作用实在论”，解决了不可知论的疑难。重点强调直觉图像思维模式对于理解量子物理学和对于科学创造的启发性功能。并用多元主义方法论的观点分析几种典型的量子力学解释，表明它们各有独特的一面。  相似文献   

营销新思维：利润差异化营销     

邹寒 《湘潭师范学院学报(社会科学版)》2001,23(4):50-53

面对竞争纷呈和消费需求的变化，企业只有也必须转换营销思路，才能异军突起。利润差异化营销方式不仅蕴涵了历史经验中最好的营销方法，而且兼顾了有效妥协于现状的营销概念。它既是对传统营销模式的修正，也是一种营销新思维，不失为一种最佳的营销策略。  相似文献   

比较思维与中国现代新诗欣赏——兼论中国现代新诗欣赏的中外比较     

晏红 《钦州学院学报》2007,22(1):29-33

比较是中国诗歌欣赏的重要传统。没有比较就不可能有中国诗歌一代接一代的承传。中国现代新诗发生发展的特点决定了它的艺术特征必须在中外诗歌的比较中加以确立。从郭沫若和李金发的诗歌创作比较中，可以看出中国现代新诗对西方诗歌的接受与变异，尽管西方诗歌对于中国现代新诗的发生与发展产生了极大影响，但是因为各自的艺术渊源、文化精神及人的生存方式的不同，中国新诗与西方诗歌也有鲜明的差异。因此，对于中国现代新诗的欣赏，既要用情感去感受情感应和，用生命去感受生命感动，还要对诗歌外在语言艺术形式及其所蕴含的内在韵致进行把握与阐释。  相似文献   

From Book to Screen: Adopting Cinematic Adaptations of Literature in the EFL Classroom to Hone Students’ Critical Thinking Skills     

Sara Djamàa 《学校用计算机》2018,35(2):88-110

In light of the paramount value placed on critical thinking (CT) in higher education and the scarcity of research into the use of cinematic adaptations to this end, this study investigated the incorporation of film into the source literature to hone students’ cognitive skills in the areas of analysis, inference, evaluation, induction, and deduction. Participants were 50 third-year students of English as a foreign language (EFL) enrolled in a university in eastern Algeria for academic year 2015–2016. During the fall semester, the treatment group (n = 24) and the control group (n = 26) took a regular literature course. In the spring semester, the treatment group took a film-literature course and the control group, a reading-only course that drew on Facione's IDEAS critical thinking model. The California Critical Thinking Skills Test (CCTST) was used as a pretest and posttest. Empirical findings indicated that both groups performed on par in all cognitive areas of CT with the exception of inference, wherein the film group outperformed the reading-only group in this dimension.  相似文献   

Write Now! Using reflective writing beyond the humanities and social sciences     

Rachel E. Cannady  Kasia Z. Gallo 《Journal of Further & Higher Education》2016,40(2):188-206

Writing is an important teaching and learning tool that fosters active and critical thinking. There are multiple pressures for disciplines outside the humanities and social sciences to integrate writing in their courses. The shift from teaching solely discipline-specific skills to including writing in a meaningful way can be a daunting process. An instructor and education reference librarian at a public, four-year research university infused an urban planning course with reflective writing exercises. The collaboration proved effective in increasing students’ perceived writing abilities and active thinking via increased immediacy, frequency of writing and active learning.  相似文献   

General system theory: Toward a conceptual framework for science and technology education for all   总被引：2，自引：0，他引：2  

David Chen  Walter Stroup 《Journal of Science Education and Technology》1993,2(3):447-459

In this paper we suggest using general system theory (GST) as a unifying theoretical framework for science and technology education for all. Five reasons are articulated: the multidisciplinary nature of systems theory, the ability to engage complexity, the capacity to describe system dynamics and change, the ability to represent the relationship between the micro-level and macro-level of analysis, and the ability to bring together the natural and human worlds. The historical origins of system ideas are described, and the major concepts of system theory are mapped; including the mathematical, technological, and philosophical constructs. The various efforts to implement system thinking in educational contexts are reviewed, and three kinds of learning environments are defined: expert presentation, simulation, and real-world. A broad research agenda for exploring and drawing-out the educational implications of system thinking and learning is outlined. The study of both real-world and simulated learning environments is advocated.  相似文献   

放射性的发现和创造性思维     

祝亚 《铜仁学院学报》2002,4(4):62-64

按照“耗散结构理论”的观点，如果系统能够发挥主体能动性，努力打破它与环境的平衡状态，经常保持与外界的接触，促使思维自身多保持一些不平衡状态，那么，创造性思维的生命力就有可能持久延年。  相似文献   

对我省电大开放教育试点工作现状的思考     

王荣献 《河南广播电视大学学报》2001,(4):34-36

我省电大自1999年春季开始开放教育试点工作以来，在教学和教学管理工作方面取得了一定的成绩，但由于该项工作尚处试点阶段，加之理论水平不足，缺乏经验，也存在着一些亟待解决的问题。为使试点项目研究工作健康、有序地发展，必须进一步转变教与学的观念，注重教学质量的提高；应当加快学习资源和学习支持服务系统的建设，合理利用多种媒体资源。  相似文献