论理工科大学生的人文素质教育     

王兆烨 《江苏经贸职业技术学院学报》2011,(5):75-77

人文素质教育,就是将人类优秀的文化成果通过知识传授、环境熏陶及自身实践,使其内化为人格、气质、修养,成为人相对稳定的内在品质。在阐述加强理工科大学生人文素质教育的必要性和重要性的基础上,提出了加强理工科大学生人文素质教育的基本原则以及加强与改进理工科大学生人文素质教育的思路与建议。  相似文献   

How do engineering attitudes vary by gender and motivation? Attractiveness of outreach science exhibitions in four countries     

Hannu Salmi  Helena Thuneberg  Mari-Pauliina Vainikainen 《European Journal of Engineering Education》2016,41(6):638-659

ABSTRACT

Outreach activities, like mobile science exhibitions, give opportunities to hands-on experiences in an attractive learning environment. We analysed attitudes, motivation and learning during a science exhibition visit, their relations to gender and future educational plans in Finland, Estonia, Latvia and Belgium (N?=?1210 sixth-graders). Pupils' performance in a knowledge test improved after the visit. Autonomous motivation and attitudes towards science predicted situation motivation awakened in the science exhibition. Interestingly, the scientist attitude and the societal attitude were clearly separate dimensions. The third dimension was manifested in the engineering attitude typical for boys, who were keener on working with appliances, designing computer games and animations. Scientist and societal attitudes correlated positively and engineering attitude correlated negatively with the future educational plans of choosing the academic track in secondary education. The societal perspective on science was connected to above average achievement. In the follow-up test, these attitudes showed to be quite stable.  相似文献   

自然科学理念对心理学理论发展的启示     

朱金卫  罗长玲 《陕西教育学院学报》2006,22(1):1-4

自然科学理念对心理学理论发展具有深刻启示和影响。派系心理学理论的发展带有自然科学的时代精神,主要是由于采用了其研究策略;心理学理论的纷争现实也能从心理学对自然科学的“依附”性中找到深层次的原因;心理学理论的“统一”需要心理学自身体系建设来完成,并应体现出相应的特征。  相似文献   

哲学与科学关系的动态考察     

张书琛 《内蒙古师范大学学报(哲学社会科学版)》1997,(5)

对科学与哲学的关系做静态的分析固然是必要的，但更重要的是把哲学和科学作为“实践——认识——实践”这一发展过程中的两个互不相同而又紧密相联的发展环节，历史地、逻辑地考察哲学和科学在这一发展过程中的相互作用、相互生成和相互转化  相似文献   

分科背景下综合理科课程师资培养问题的思考   总被引：1，自引：0，他引：1  

黄青青 《泉州师范学院学报》2004,22(2):21-26

科学教育改革的新理念正成为我们进行课堂教学改革的指导思想，综合课程作为一种新的课程模式，因其特有的价值得到人们的认可，章从综合理科课程的生长点、综合理科课程改革的必要性出发，分析综合理科课程内容体系与传统的分科课程内容体系的不同及由此产生的初中综合理科课程改革的困难；综合理科师资的培养模式还在实践过程中，当务之急是做好现有自然分科教师的培训，据此提出综合理科课程师资培训的设想与建议。  相似文献   

教育生活与教育学   总被引：1，自引：0，他引：1  

李长伟 《湖南师范大学教育科学学报》2004,3(2):19-26

自19世纪初起，教育学无论在理论上还是在实践中都日益趋向科学，成为“教育科学”，而具有实质内容的“教育学”逐渐消失。但是教育科学所导致的教育生活与人的失落，以及教育科学自身的三种危机：知识论的危机、分而不合的危机、意识形态的危机，却使教育学的出现成为必要。同时，无论是失落，还是危机，根本上都是忽视了本真的教育生活，所以，本真的教育学是以“教育生活”为中心的教育学。  相似文献   

诗意地游弋于学理的天地——论鲁枢元的文艺理论研究与批评     

阚小琴 《内蒙古师范大学学报(哲学社会科学版)》2005,34(5):113-117

鲁枢元先生长期从事文学批评及文学理论的教学与研究,在创作心理学、文学言语学、精神生态学诸领域均有开拓性研究。贯穿其文论研究的主线是对人与自然始终如一的热切关注。其治学特点表现为:面对时代提出的现实问题,及时发现学术新的生长点,从学科的特点出发,致力于文艺跨学科研究的实验。他论及的学术话题常常引发热烈的反响,这源于其常常是具有边缘性与前瞻性的文艺观念。同时,鲁枢元先生还以他曲折的学术生涯,展现出其诚实、敏锐的治学风格。  相似文献   

邓子恢科技兴农思想初探     

刘登科 《株洲师范高等专科学校学报》2001,6(4):70-73

邓子恢的科技兴农思想主要表现在四个方面：一是大量培养农业科技人才，建立科研机构；二是加强研究，开拓科技新成果；三是大力推广，促进科技成果转化；四是地方党政的重视。邓子恢的科技兴农思想是他留给我们的宝贵财富，具有现实指导意义。  相似文献   

A metasynthesis of the complementarity of culturally responsive and inquiry‐based science education in K‐12 settings: Implications for advancing equitable science teaching and learning          下载免费PDF全文

Julie C. Brown 《科学教学研究杂志》2017,54(9):1143-1173

Employing metasynthesis as a method, this study examined 52 empirical articles on culturally relevant and responsive science education in K‐12 settings to determine the nature and scope of complementarity between culturally responsive and inquiry‐based science practices (i.e., science and engineering practices identified in the National Research Council's Framework for K‐12 Science Education). The findings from this study indicate several areas of complementarity. Most often, the inquiry‐based practices Obtaining, Evaluating, and Communicating Information, Constructing Explanations and Designing Solutions, and Developing and Using Models were used to advance culturally responsive instruction and assessment. The use and development of models, in particular, allowed students to explore scientific concepts through families’ funds of knowledge and explain content from Western science and Indigenous Knowledge perspectives. Moreover, students frequently Analyzed and Interpreted Data when interrogating science content in sociopolitical consciousness‐raising experiences, such as identifying pollution and asthma incidences in an urban area according to neighborhood location. Specific inquiry‐based practices were underutilized when advancing culturally responsive science instruction, though. For example, Using Mathematics and Computational Thinking and Engaging in Argument from Evidence were infrequently encountered. However, culturally responsive engineering‐related practices were most often connected with these, and thus, represent potential areas for future complementarity, particularly as the United States embraces the Next Generation Science Standards. In considering innovative directions for advancing equitable science education, several possibilities are discussed in light of the findings of this study.© 2017 Wiley Periodicals, Inc. J Res Sci Teach 54:1143–1173, 2017  相似文献   

Understanding the complexity of teacher reflection in action research     

Johan Luttenberg  Paulien Meijer 《Educational Action Research》2017,25(1):88-102

Reflection in action research is a complex matter, as is action research itself. In recent years, complexity science has regularly been called upon in order to more thoroughly understand the complexity of action research. The present article investigates the benefits that complexity science may yield for reflection in action research. This article begins by explicating the sense in which the complexity of reflection in action research involves the role of values and existential knowledge in education. The gap between theory and practice is also explored. On the basis of a number of common features of complex systems (heterogeneous, open, dynamic, non-linear, adaptive, and co-adaptive), the sense in which reflection can be regarded as a complex system is discussed. To this end, the features of complex systems are translated into features of reflection in action research, which, in turn, are illustrated with examples from recent publications on reflection in action research. The aim of this analysis is to make reflection in action research more understandable and manageable. In line with this, it is argued that room for insecurity and unpredictability, combined with an explicit consideration of reflection as a complex system, contributes to the use of complexity as a stimulus for new learning.  相似文献