论体育教学中和谐师生关系的构建

为了在体育教学中建立和谐的师生关系,教师要做到理解学生、宽容学生、尊重学生、平等对待学生.只有这样,学生才会亲近、敬佩、信服教师,并乐于发表自己的观点,自觉地接受施素质教育.     

Understanding beyond grasping propositions: A discussion of chess and fish

In this paper, we argue that, contra Strevens (2013), understanding in the sciences is sometimes partially constituted by the possession of abilities; hence, it is not (in such cases) exhausted by the understander's bearing a particular psychological or epistemic relationship to some set of structured propositions. Specifically, the case will be made that one does not really understand why a modeled phenomenon occurred unless one has the ability to actually work through (meaning run and grasp at each step) a model simulation of the underlying dynamic.     

The diverse aims of science

There is increasing attention to the centrality of idealization in science. One common view is that models and other idealized representations are important to science, but that they fall short in one or more ways. On this view, there must be an intermediary step between idealized representation and the traditional aims of science, including truth, explanation, and prediction. Here I develop an alternative interpretation of the relationship between idealized representation and the aims of science. I suggest that continuing, widespread idealization calls into question the idea that science aims for truth. If instead science aims to produce understanding, this would enable idealizations to directly contribute to science's epistemic success. I also use the fact of widespread idealization to motivate the idea that science's wide variety aims, epistemic and non-epistemic, are best served by different kinds of scientific products. Finally, I show how these diverse aims—most rather distant from truth—result in the expanded influence of social values on science.     

对地质灾害危险性评估中几个问题的探讨

就地质灾害评估中评估级别划分、危害程度分级,危险性分区等相关问题进行探讨,为地质灾害评估尺度的掌握提供参考意见.     

语文教育的困境与出路

语文教育的困境主要表现在三个方面，一是违背语言习得规律，教学技术化、程式化；二是忽略语文教育的重要功能，人文精神失落；三是忽略语文教育的基本任务，语文知识丰富，应试能力强，读写能力差。语文教育并不反对传统的理性剖解、理论升华和细致分析，但必须具备反复吟诵和充分感悟的基础，这才是语文教学的正确路径，也是最科学、最有效的方法。     

谈“别解”的理解过程和生成基础

探讨修辞的生成过程和理解过程可以为修辞的研究打开新的视窗,同时也是深化修辞研究的一条必由之路。别解作为一种修辞方式,其实质是人们换用了另外一个语言样板来对词义进行重新理解。别解的理解大致可以分为异质感的产生、自返性排查、语义类推、意义潜势的激活等几个具体过程。别解的生成必须以语言知识、百科知识等作为基础,但同时也离不开人的认知习惯。别解可能会使词语的意义发生“歧变”,成为词义发展演变的一种特殊途径。     

公众理解科学的理论演进——以米勒体系为线索

公众理解科学的研究由于多学科视角及各种研究进路的介入而呈现广泛且复杂的讨论态势。但是,以米勒体系作为线索,仍可探寻其理论演进的踪迹:"科学观"方面,从传统的实在论走向多元科学观的并存;"公众观"方面,对公众的多样化、主动性及其具体情境的认知;"理解"方面,对其内涵的扩展与自身情境的关注。     

Using computational models to discover and understand mechanisms

Areas of biology such as cell and molecular biology have been dominated by research directed at constructing mechanistic explanations that identify parts and operations that when organized appropriately are responsible for the various phenomena they investigate. Increasingly the mechanisms hypothesized involve non-sequential organization of non-linear operations and so exceed the ability of researchers to mentally rehearse their behavior. Accordingly, scientists rely on tools of computational modeling and dynamical systems theory in advancing dynamic mechanistic explanations. Using circadian rhythm research as an exemplar, this paper explores the variety of roles computational modeling is playing. They serve not just to determine whether the mechanism will produce the desired behavior, but in the discovery process of hypothesizing mechanisms and in understanding why proposed mechanisms behave as they do.     

指导学生运用好记忆的规律

记忆是学生进行思维活动的基础,在数学教学中要重视理解记忆。     

Understanding as explanatory knowledge: The case of Bjorken scaling

In this paper, we develop and refine the idea that understanding is a species of explanatory knowledge. Specifically, we defend the idea that S understands why p if and only if S knows that p, and, for some q, S’s true belief that q correctly explains p is produced/maintained by reliable explanatory evaluation. We then show how this model explains the reception of James Bjorken’s explanation of scaling by the broader physics community in the late 1960s and early 1970s. The historical episode is interesting because Bjorken’s explanation initially did not provide understanding to other physicists, but was subsequently deemed intelligible when Feynman provided a physical interpretation that led to experimental tests that vindicated Bjorken’s model. Finally, we argue that other philosophical models of scientific understanding are best construed as limiting cases of our more general model.