构造思想在高等数学中的应用

阐述构造思想以及它在高等数学中的应用,结合教学实践总结了三种＂构造模式＂.构造思想作为一种重要的数学思想,因为其具有较强的创造性,学生普遍感觉较难.因此,研究构造思想对于培养学生创新精神和提高解决问题能力上有重要意义.     

新建本科院校学风建设现状分析与思考——以四川西昌学院为例

加强学风建设对于大学的发展,特别是新建本科院校的发展具有举足轻重的作用。作为一所新建本科院校,西昌学院在加强硬件建设,关注学科专业发展的同时,坚持加强学风现状的调查,科学思考学风的发展思路,以十个着力入手,切实加强学风建设,促进学校发展。     

京派小说民间狂欢的隐形书写

探讨中国伦理的现代性传统,把目光聚焦于那些显而易见的大传统、同时也要关注那些不够显性的隐性的小传统。在中国传统的性观念中纵欲与节欲两种性道德观同时并存、交互作用。但是做为主流的精英文化基本上是将性的功能等同于生殖,认为性享乐是可耻的。而在民间文化的原生态中存在着对性爱的毫无羞涩的向往倾向。     

德说德育德化德学

本文以边疆少数民族地区高校政治、思想与道德教育为主题，从“德说”切题引伸到“德育”，并提出，高校教育尤其是德育，要通过德育向“德化”转化，举校突出“德化”精神，付诸强化，最终着力构建“德学”学科，用以治学。     

乐正氏之儒的"泛孝论"及与思孟学派的关系(上)

曾子不仅影响了以后的思孟学派,其弟子乐正子春也是孔门后学较有影响的一派。该派以孝为核心,发展出一种“泛孝论”思想,其与重视仁的思孟学派存在既对立又有联系的复杂关系。     

环境工程地质问题研究中的整体性思维原则

地质环境的合理利用与保护，近年来成为人类特别关注的重大课题，在人类日益强大的地质作用与自然地质作用力的混合作用日益显著的情况下，在解决其带来的问题时，必须有整体性思维，即必须遵循连续性、立体性、系统性、动态性等原则。     

浅谈电化教学在教学改革中的作用

本文通过电化教学与传统教学的比较，阐明了传统教学的局限和电化教学的优势，从而证明了电化教学在促进教学思想的转变，改革课堂教学和教材体系，更新和丰富教学内容，培养学生的多种能力等方面的作用。     

试析“共赢”国际战略观在邓小平国际战略思想中的凸显

国际战略观是对国际战略思想的产生与发展影响最大、最直接的主观因素，邓小平紧密结合国内外形势的发展变化，大胆突破传统国际战略思想观念，以“共赢”作为自己的国际战略观，推出务实外交，开创了我国外交新局面，为中国社会主义现代化建设开辟了前所未有的良好的国际外部环境。文章从两个维度对“共赢”国际战略观在邓小平国际战略思想中的凸显作了分析。     

Galileo and prior philosophy

Galileo claimed inconsistency in the Aristotelian dogma concerning falling bodies and stated that all bodies must fall at the same rate. However, there is an empirical situation where the speeds of falling bodies are proportional to their weights; and even in vacuo all bodies do not fall at the same rate under terrestrial conditions. The reason for the deficiency of Galileo’s reasoning is analyzed, and various physical scenarios are described in which Aristotle’s claim is closer to the truth than is Galileo’s. The purpose is not to reinstate Aristotelian physics at the expense of Galileo and Newton, but rather to provide evidence in support of the verdict that empirical knowledge does not come from prior philosophy.     

Thought styles and paradigms—a comparative study of Ludwik Fleck and Thomas S. Kuhn

At first glance there seem to be many similarities between Thomas S. Kuhn’s and Ludwik Fleck’s accounts of the development of scientific knowledge. Notably, both pay attention to the role played by the scientific community in the development of scientific knowledge. But putting first impressions aside, one can criticise some philosophers for being too hasty in their attempt to find supposed similarities in the works of the two men. Having acknowledged that Fleck anticipated some of Kuhn’s later theses, there seems to be a temptation in more recent research to equate both theories in important respects. Because of this approach, one has to deal with the problem of comparing the most notable technical terms of both philosophers, namely “thought style” and “paradigm”.This paper aims at a more thorough comparison between Ludwik Fleck’s concept of thought style and Thomas Kuhn’s concept of paradigm. Although some philosophers suggest that these two concepts are essentially equal in content, a closer examination reveals that this is not the case. This thesis of inequality will be defended in detail, also taking into account some of the alleged similarities which may be responsible for losing sight of the differences between these theories.