中国武术功夫论的身体素养意蕴与价值     

张震 《武汉体育学院学报》2020,54(10):58-64

运用文献资料法和中国哲学诠释学方法，在"技道并进""德艺双馨"的优秀文化传统和"功夫所至即是本体"的哲学范式下，提出：武术功夫是一个三维合一的概念，其既涵摄本体与主体，亦包纳才艺与能力，还囊括了方法与规则。从"功力"角度看，功夫具备本体的性质，指的是类似禅、太极等理念在长时间实践中的现身性表达；从"功用"的角度看，功夫就是一种高级的搏击竞技能力或表演才艺；从"功法"的角度看，功夫表征了方法运用的得当。其蕴藏了：（1）神形共建；（2）在人伦日用中寻求终身技能的发展；（3）身体技艺与情感意志共同成长三层"元实践"哲学意蕴。功夫旨在塑造整体的人、具体的人和自我超越的人，这无疑与身体素养所强调的"身体锻炼与人格培养并举"的整体论哲学在逻辑上相贯通。武术功夫在语义和哲学内涵两个层面上与身体素养有着极强的互释性，属于中国本有的身体素养思想，这就使得功夫修炼具备了提升当代人身体素养和助推当今武术发挥更广义的教育价值之重要意义。  相似文献   

巫术神话与宗教秘仪中的原始戏剧     

黎羌 《山西师大学报(社会科学版)》2005,32(6):49-52

巫术与神话是世界各地古老而原始的宗教文化形式,同时又是各国、各民族基础性文学艺术的母题。在人类还处于蒙昧与野蛮的原始社会时期,巫师与神职人员就借助于宗教、音乐、舞蹈、杂技、诗歌与戏剧等形式来沟通人与神、天与地之间的文化联系,尤为神秘莫测、名目繁多的如各种出生、成年、婚嫁、丧葬、祭祀与大小宗教秘仪,更是生动、形象、完整地记载着人类原生形态的生命流程。  相似文献   

Problems, perseverance, and mathematical residue     

Jennifer S. Thom  Susan E.B. Pirie 《Educational Studies in Mathematics》2002,50(1):1-28

This paper reports on a qualitative study in which three third grade students were presented with a mathematical challenge related to the volume of a cuboid. The task required the construction of containers and the enumeration of the multi-link cubes¹ held by each of the containers. The study videotaped and investigated the students working as a group through potentially seven different problem solving categories, and how they dealt with the student-generated mathematical dilemmas that surfaced during their exploration of the original problem. The tapes were examined for the problem solving actions that the students demonstrated, and an analysis of the students' counting strategies and solutions explored the connection between the children's spatial structuring and their use of numerical operations in enumerating 3-D rectangular arrays of cubes. The notions of perseverance and control are considered as they emerge during autonomous problem solving and the mathematical residue that results from the developing understanding of volume is discussed.This revised version was published online in October 2005 with corrections to the Cover Date.  相似文献   

中外历史比较札记六则     

葛志毅 《大连大学学报》2007,28(5):1-10

在世界历史的发展中,往往会在不同的民族间发生些彼此相近似的社会现象。一方面可能是在相近似的社会历史条件下,人们可能采用相类似的应对方法所致;另一方面则可能是不同民族间在文化上相互借鉴的结果;也有可能是偶然如此,无从考察说明其联系。但世界历史的整体性、相互关联性,从来是无可否认的,更有些同中有异,异中见同的历史现象耐人寻味。通过比较的方法研究这类现象,对人们认识历史应该有所启发。这篇文章以比较的方法,指出领土主权、血缘原则与地缘原则、盟约仪式、采地与永佃权、城邦制度与专制制度、法律传统与专制制度等政治法权概念在中外历史上反映出的不同意义,以及与之相关的中外历史发展中的不同社会文化特征,同时也借以追溯相关制度在中外历史上的各自渊源与差别之所在。  相似文献   

智障儿童情绪识别特征的理论解释与具身干预     

董萍  雷江华  徐添喜 《中国特殊教育》2021,(1)

智障儿童的情绪识别能力存在基本情绪识别困难、各类识别任务表现不同、情绪加工方式偏好和特定性综合征差异四个主要特征。在解释智障儿童情绪识别主要特征时,传统认知理论的认知-智力局限假说和情绪特异性假说均孤立地看待身体与大脑,属于身心二元论。具身认知理论则强调身体及所处环境在情绪识别中的重要作用,从情绪体验、情绪刺激和加工方式三个角度进行解释。因此,在智障儿童的情绪识别干预中,应重视为其创设具身性情境,并提供情绪模仿和参与互动性游戏的机会,从而改善情绪识别能力。  相似文献   

具身道德的脑机制研究——具身德育的认知神经科学证据     

姚茹 《中国特殊教育》2021,(3):91-96

具身德育针对传统的"离身"倾向和现象,明确了身体及其与周围环境的相互作用在德育中的不可替代性,能有效克服德育知行脱节现象。本文从具身道德的概念隐喻、具身道德情绪、具身道德情境三个方面论述具身道德领域的脑科学研究前沿成果,为具身德育新理念提供认知神经科学依据。  相似文献   

情绪概念重量隐喻的心理现实性分析     

王小芳 《晋城职业技术学院学报》2021,(1):67-69

实验采用语义启动范式考察情绪概念重量隐喻的心理现实性。结果表明,轻重量启动下,个体对积极情绪词的反应时显著快于消极情绪词;重重量启动下,被试对消极情绪词的反应时显著快于积极情绪词,体现了情绪概念重量隐喻的心理现实性。该结果进一步丰富了概念隐喻的研究。  相似文献   

Are pre-service teachers disinclined to utilise embodied humanoid social robots in the classroom?     

Andreja Istenic  Ivan Bratko  Violeta Rosanda 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(6):2340-2358

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先秦时期的礼法之争与秦汉时期的礼法合流     

谭宝刚 《商丘师范学院学报》2004,20(1):25-28

礼法之争是先秦时期思想发生剧烈变化的体现,这一论争实际上就是先秦时期政治思想上处于显学地位的儒法两家治国主张的斗争。然而历史证明两家治国思想各有优劣,法家“可以行一时之计,而不可长用也”,而“儒者难与进取,可与守成”;礼法结合应是最好的治国方略,“文武并用,长久之术也”。  相似文献   

‘If they can say it they can write it’: Inclusive pedagogies for senior secondary physical education     

Robyne Garrett  Alison Wrench 《International Journal of Inclusive Education》2016,20(5):486-502

Pedagogical practices are fundamental to teachers' work, and in the spaces of schooling impact significantly on students' success and achievement (Evans, J. 1986. Physical Education, Sport and Schooling: Studies in the Sociology of Physical Education. London: Falmer Press.). This is especially the case for students from disadvantaged backgrounds who are deeply reliant on schooling for their educational resources. This article explores the interrelationships between pedagogical practices, the physical education curriculum at the senior secondary level and learning by both students and a teacher in a school located in an area of socio-economic disadvantage. Action research investigating a pedagogical redesign of a unit of ‘Skill Acquisition’ is the specific focus. Of key interest are pedagogical practices that incorporated opportunities to learn ‘about’ Skill Acquisition ‘through’ and ‘in’ movement. These practices attempted to develop and apply scientific literacies specific to the human movement sciences, which are important for academic success in senior secondary physical education. Findings reveal high student engagement, increasing utilisation of scientific literacies and application of new learning to life-world situations. We argue that pedagogical practices that integrate learning ‘about’ ‘through’ and ‘in’ movement disrupt default modes of teaching theoretical concepts in physical education, which diminish opportunities for academic success amongst students from low-socio-economic backgrounds.  相似文献