中国正名学说中的意义理论

中国正名学说中的意义理论周云之在中国近现代思想史上,中国古代逻辑曾被称作“名学”、“辩学”或“名辩学”等。其实,所谓的“名学”也只限于指中国古代的正名之学或名实之学（正名学）,“辩学”才主要是指推理论证之学（论辩学）,合正名学和论辩学而称“名辩学”,包含并代表了中国古代逻辑的全部理论和学说。正名学乃是整个名辩学的基础。无可否认,当代语言哲学及其意义理论是２０世纪初才开始提出和创立的,因此无论在西方的古代还是在中国的古代,都还不可能有专门的语言哲学,更不可能有专门的意义理论或语义理论,自然也不可能…     

高中美术课堂教学中信息技术的应用

正近年来,在高中美术课程改革,多媒体技术和网络教育飞速发展的大环境下,越来越多的教师认识到"以学为主"的必要性。"以学为主"强调在教学中以学生为中心,充分发挥学生的自主能动性,促进学生自主探究、协作学习和创新能力的培养。要学生更好更快地达到这些教学目标,就必须利用现代的信息技术进行教学。一、美术课堂引入信息技术的基本特点信息时代,是终身学习的时代,不仅学生需要学习,教师也需要不断     

初中英语教学中如何提高学生的学习效率

陶行知《教学做合一》中有这样一句话：“先生的责任不在教,而在教学,而在教学生学.”英语是一门很看重知识积累和能力积累的学科,需要大量的词汇、句法、语法等知识的储备……被动学习只会事倍功半,因此培养自主学习能力,提高学习效率是英语教学的关键,那么如何提高初中学生的学习效率呢？     

引入实践教学环节,探索医学伦理学教学新模式

为提高“医学伦理学”教学实效性,近年来我们在精练课堂教学的基础上,引入实践教学环节,让学生在自主研究性学习和实践中,加深对医学伦理学基本理论的理解,提早感受医学职业道德的基本精神,体会医学的社会价值和医学生的社会责任感,发展实践能力、创新能力和社会沟通能力,由此形成“课堂教学、社会实践、研究性自主学习”三位一体的医学伦理学教学新模式。     

自主学习环境下初中化学学案的设计

正当今世界是"学习型社会",为适应社会发展的要求,在初中教育阶段要注重培养学生的自主学习能力,为学生"终身学习"打下基础。因此,在初中化学教学中我们的学生不能只是"学会知识",更为重要的是要"学会学习",让学生成为学习的主人,即拥有自主学习的能力。在培养学生自主学习能力方面,有效使用学案不失为一种较好的方法。一、学案在初中化学自主学习中的作用义务教育化学新课标指出:"初中化学课要让每一位学生愉快地去学     

在高师钢琴课教学中培养学生学习的自主意识

学习动机有内部动机和外部动机之分.从发展的角度看,随着年龄的增长,内部动机的作用也越来越强烈.学习过程中,内部动机由自身对活动的兴趣而引发,是学习自主意识的表现.在高师钢琴课教学中努力培养学生学习的自主意识,使学生会学,爱学,学习潜能得到充分挖掘,提高自身的素质修养,将为其今后从事教育工作以及终身学习打下良好的基础.     

拒绝走关系的梁思成夫妇

正梁思成出生于1901年,是我国著名的建筑历史学家、建筑教育学家。曾与妻子林徽因一起参与人民英雄纪念碑、中华人民共和国国徽等作品的设计。1924年6月,清华大学毕业后的梁思成,携林徽因赴美国费城的宾州大学学习建筑学。1927年,梁思成获得硕士学位后,继续到哈佛大学学习建筑史,研究中国古代建筑。     

历史课堂自主学习的实践与探究

“授之以渔”是我国历代教学的经验结晶。“教学”的真正含义应是教师如何教，学生如何学。所以教会学生学习，让学生自主登上历史学习的舞台，才是传授了打开信息之锁的钥匙。     

论医学伦理学的自主性原则

医学伦理学的自主性原则是对个人的自主和自由的尊重,其核心是对人权的尊重,包含有知情同意、保密、隐私等具体规则。自主性原则是根源于西方强调个性自由和选择的自由主义道德传统,我国古代哲人也提出过相近乃至相同的看法。     

医学伦理学若干原则在教学应用中的是与非

医学生应当注重培养医学人文素质,掌握良好的医患沟通技巧。为促进医学生医学知识与人文精神的融通,应将医学伦理学原则融汇于基础课程和专业课程教学之中。对知情同意原则、最优化原则、保密原则、尊重自主原则等概念进行了科学诠释,结合临床实例,引导医学生客观对待知情同意书、重视最优化原则的选择、理解保密原则、切实践行尊重自主。对知情同意、最优化、保密以及尊重自主等伦理学原则的正确认识与应用,将有利于培养医学生人文素质,建立正确的医师职业价值观念。     

Contrasting two models of academic self‐efficacy – domain‐specific versus cross‐domain – in children receiving and not receiving special instruction in mathematics

In social cognitive theory, self‐efficacy is domain‐specific. An alternative model, the cross‐domain influence model, would predict that self‐efficacy beliefs in one domain might influence performance in other domains. Research has also found that children who receive special instruction are not good at estimating their performance. The aim was to test two models of how self‐efficacy beliefs influence achievement, and to contrast children receiving special instruction in mathematics with normally‐achieving children. The participants were 73 fifth‐grade children who receive special instruction and 70 children who do not receive any special instruction. In year four and five, the children's skills in mathematics and reading were assessed by national curriculum tests, and in their fifth year, self‐efficacy in mathematics and reading were measured. Structural equation modeling showed that in domains where children do not receive special instruction in mathematics, self‐efficacy is a mediating variable between earlier and later achievement in the same domain. Achievement in mathematics was not mediated by self‐efficacy in mathematics for children who receive special instruction. For normal achieving children, earlier achievement in the language domain had an influence on later self‐efficacy in the mathematics domain, and self‐efficacy beliefs in different domains were correlated. Self‐efficacy is mostly domain specific, but may play a different role in academic performance depending on whether children receive special instruction. The results of the present study provided some support of the Cross‐Domain Influence Model for normal achieving children.     

Thirty years of research on online learning

This paper presents a personal account of developments in research on online learning over the past 30 years. Research on how to design online instruction represents an example of applying the science of learning to education. It contributes to the science of learning (as exemplified by developments in cognitive load theory, the cognitive theory of multimedia learning, and incorporating metacognitive, motivational, and affective aspects of learning), the science of instruction (as exemplified by the continuing development of research‐based principles of instructional design), and the science of assessment (as exemplified by supplementing self‐report surveys and retention tests with multilevel transfer tests, log file data during learning, and cognitive neuroscience measures of cognitive processing during learning). Some recurring themes are that learning is caused by instructional methods rather than instructional media, so research should focus on features that are uniquely afforded by digital learning environments; instructional practice should be grounded in rigorous and systematic research, including value‐added experiments aimed at pinpointing the active ingredients in online instruction; research in online learning should identify boundary conditions under which instructional techniques are most effective; and research in online learning should test and contribute to learning theory.     

The effect of layout and pacing on learning from diagrams with unnecessary text

Although the presentation of extraneous (i.e., irrelevant or unnecessary) information hinders learning, it is unclear whether and how layout and pacing influence this effect. In two experiments, participants learned how the heart functions using four different layouts: a diagram presented without unnecessary text (diagram only), with unnecessary text separated from the diagram (separated) or integrated into the diagram (integrated), or with separated unnecessary text and the instruction to integrate (integration instruction). In Experiment 1, study time was self‐paced for half of the participants and system paced for the other half. There were no effects of layout and of pacing on learning, although system pacing was more effortful than self‐pacing. In Experiment 2, which was system paced and employed eye tracking, the integrated condition showed worse learning outcomes than the separated condition. Moreover, in the integrated condition, participants made more integration attempts between the unnecessary text and the diagram than in the separated condition.     

中小学教师知识观与教学观研究

本文就中小学教师对于知识和教学的基本观点以及它们之间的相互关系进行了初步探讨,结果表明：教师们普遍认识到知识是相对的、辩证的和有联系的,认为教学不是知识的简单地灌输而是帮助学生完成意义的建构。教师在知识观的“机械-辩证”和教学观的“接收-建构”两个维度之间存在显著的正相关．     

Where creativity resides: the generative power of unconscious thought

In three experiments, the relation between different modes of thought and the generation of "creative" and original ideas was investigated. Participants were asked to generate items according to a specific instruction (e.g., generate place names starting with an "A"). They either did so immediately after receiving the instruction, or after a few minutes of conscious thought, or after a few minutes of distraction during which "unconscious thought" was hypothesized to take place. Throughout the experiments, the items participants listed under "unconscious thought" conditions were more original. It was concluded that whereas conscious thought may be focused and convergent, unconscious thought may be more associative and divergent.     

小学三～五年级儿童创造性思维训练的实验研究

研究表明学龄儿童已具有一定的创造力 ,因此要重视并激发儿童的创造活动。本研究在前人研究的基础上 ,自编了一套创造性思维训练题 ,并设计了传统讲授教学法和促进、诱导学生自我发现的发现法二种训练方法 ,同时与未经训练的对照组比较 ,考察了小学三～五年级儿童创造性思维的几个维度和总体水平上在训练前后的变化。结果表明 :经过一个学期的短期训练 ,无论在创造性思维的不同维度上还是在总体水平上 ,都对小学儿童产生了显著的影响 ,而所设计的二种训练方法在短期效果上没有明显差异。     

Using equivalence‐based instruction to teach college students to identify logical fallacies

Although there is no consensus as to the specific skills that constitute critical thinking, there is general agreement that identifying logical fallacies is an important component skill. Clearly defined logical fallacies are suited to teaching arrangements that focus on establishing conditional discriminations, as is the case with equivalence‐based instruction (EBI) methods. EBI methods have been successfully delivered using web‐based course management software and have rapidly produced socially significant learning outcomes. The purpose of the current study was to evaluate the effectiveness and efficiency of a web‐based EBI program for teaching students to recognize and identify logical fallacies by comparing the outcomes of EBI to a self‐instruction and a no‐instruction control group. EBI was more effective and more efficient when compared to both self‐instruction and no‐instruction controls. Additionally, untrained relations were evident only after EBI.     

再探外显学习指导语的作用

本研究采用加工分离程序,对外显学习指导语的作用重新加以探讨.结果发现在外显学习指导语条件下,被试的作业成绩虽然较差,但并非由于外显指导语干扰了被试对规则的掌握.事实上,外显指导语促进了被试对规则的掌握.以往有关研究之所以出现不一致的结果,是由于它们采用任务分离范式,未能有效分离外显与内隐加工,以及记忆等因素的影响.     

Overcoming Instructor‐Originated Math Anxiety in Philosophy Students: A Consideration of Proven Techniques for Students Taking Formal Logic

Every university student has his or her nemesis. Biology and social science students anticipate with great apprehension their required statistics course, while many philosophy students live in fear of formal logic. Math anxiety is the common thread uniting all of them. This article argues that since formal logic is an algebra requiring similar kinds of symbol‐manipulation skills needed to succeed in a basic mathematics course, then if logic students have math anxiety, this can impede their progress. Further, it argues that math anxiety is primarily caused by and exacerbated by poor instruction. Formal logic instructors who employ effective instructional techniques for reducing it can help their students overcome math anxiety to foster learning. Methods of instruction leading to anxiety reduction and evidence supporting their efficacy are discussed, including co‐operative learning, the mastery goal approach, and self‐paced learning. None of these methods holds back more advanced students.