Yi jing dian jie du he guan nian quan shi wei ji nen jin lu de si xiang shi yan jiu, yu wei rao xin yang yu she hui shen g huo de hu dong zhan kai de she hui shi yan jiu ke yi bei shi zuo zong jiao li shi yan jiu de liang ge zhi dian. Xin yang cong dai dou shi yi ti liang mian de: shi zhong guan qie chao yue de zhi (...) qu bi ran shi de xin yang yi mou zhong si xiang huo guan nian de fang shi fou ding huo shu li ri chang sheng huo he shi su shi jie, que li du te de yu zhou zhi xu yu xin yang jia zhi; yu zhi xiang dui, xin yang shi jian de zhan kai you shi yu ri chang sheng huo xu yu bu li de, cong xian shi de yi yi shang shuo, yi zhong chun cui qie tuo li le shi su sheng huo de xin yang shi nan yi xiang xiang de. Jiu dao jiao er yan, xiu zhen deng xian de xuan si yu rang zai qi fu de shi jian shi bu ke fen ge de, ke yi jie lu de gui zhi yu du die zhang ji de lu fa ye shi bing xing bu bei de. Ru guo yao chang shi li jie mou yi ge li shi shi qi zhong de dao jiao xin yang, jiu xu yao jie he qi shi de jing dian wen xian yu she hui sheng huo. Jian ci, ben shu yi Tang Song shi qi de dao jiao xin yang wei zhu ti, fen bie cong Sui Tang shi qi de dao jiao xin yang si xiang yu Tang Song shi qi de lu fa ji xin yang guan lian liang ge shi jiao zhan kai zhuan ti yan jiu, zhan shi shang shu yi ti liang mian de xin yang shi kuang jia. (shrink)

Angle is an important concept in geometry. Young children have difficulty separating angle size from other dimensions such as the length of angle sides, perhaps due to whole-object bias in word learning. The present study used the pre-test–training–post-test design to investigate the effectiveness of two ways of separating angle from angle size in 3–6-year-old Chinese preschoolers. A total of 228 children were given a pre-test and 219 of them failed the crucial test. 168 of the 219 children were present at (...) school during the training phase and were randomly assigned to three groups: the “toma” group, which received training to call the whole angle figure as “toma” and angle size as angle size; the “angle/angle size” group, which received the training of separating “angle” from “angle size”; and the control group, which used “angle size” alone to represent both the overall angle figure and angle size. Results showed that the “toma” group improved significantly more than the other two groups, the latter of which did not differ from each other. These results suggest that it is insufficient to have two separate words/phrases for children to learn to differentiate angle from angle size, perhaps due to their shared usage of the word angle. Instead, the use of a novel term is necessary and sufficient to improve learning. Implications for preschool education are discussed. (shrink)

This co-edited volume compares Chinese and Western experiences of engineering, technology, and development. In doing so, it builds a bridge between the East and West and advances a dialogue in the philosophy of engineering. Divided into three parts, the book starts with studies on epistemological and ontological issues, with a special focus on engineering design, creativity, management, feasibility, and sustainability. Part II considers relationships between the history and philosophy of engineering, and includes a general argument for the necessity of dialogue (...) between history and philosophy. It continues with a general introduction to traditional Chinese attitudes toward engineering and technology, and philosophical case studies of the Chinese steel industry, railroads, and cybernetics in the Soviet Union. Part III focuses on engineering, ethics, and society, with chapters on engineering education and practice in China and the West. The book’s analyses of the interactions of science, engineering, ethics, politics, and policy in different societal contexts are of special interest. The volume as a whole marks a new stage in the emergence of the philosophy of engineering as a new regionalization of philosophy. This carefully edited interdisciplinary volume grew out of an international conference on the philosophy of engineering hosted by the University of the Chinese Academy of Sciences in Beijing. It includes 30 contributions by leading philosophers, social scientists, and engineers from Australia, China, Europe, and the United States. (shrink)

Riben Jiuzhou da xue tu shu guan cang you gu xie Huizhou ben "Zhuzi yu lei" yi bai si shi juan. Huizhou ben shang cheng "Chi lu", xia qi li bian, zai yu lu dao yu lei de xing cheng guo cheng zhong chu yu guan jian de di wei, dui xue jie yan jiu zhu xi si xiang de xing cheng guo cheng, Zhu Xi men ren de qing kuang, jin ben "Zhuzi yu lei" de xing cheng guo cheng (...) yi ji zhong gu shi qi gu Han yu bai hua, ti gong le xin de cai liao he xin de shi ye. (shrink)

许地山(1894~1941),名赞〓,字地山,笔名落华生,乳名叔丑,著名文学家.

唐鄉維在校園中巧遇風雲人物泰勒，自認平凡無奇而感到自卑的他經由泰勒的邀請加入了一個神秘的研究計畫，從此與熟悉的生活告別，被放入未曾想像過的險峻位置中。 泰勒厭惡著人心的貪婪和愚蠢，表面上聽命於組織的吩咐製造毀滅性武器，實則計畫著人類的末日。自從遇見唐鄉維之後泰勒發現以往看似遙不可及的夢想或許得以實現，便暗自進行著不為人知的計畫，製造無人能及的「怪物」 。 全書以雙線方式進行，用跳躍的時間點敘述整個事件，兩個性格截然不同的男主角相互依賴，卻又矛盾衝突不斷，令人好奇究竟事件背後隱藏的真相是什麼。本書探討著男性對於力量和外表的崇拜，甘願付出一切，肇因於理想的 實現與純粹的迷戀。.

本书内容包括概论、关系映射反演方法、公理化方法与数学结构主义、数学抽象方法与抽象度分析法等7章。.

本书解析了博士生教育制度架构、招生、课程与教学、科研、论文等内容,考察了其源流和发展轨迹,分析了其现状、特点及改革趋向等。.

本书对马克思主义哲学和后现代主义的产生背景、总体特征、本体论特征、历史观特征和发展趋势进行了对比研究。.

朱七星(1934~ ),吉林蛟河人,延边大学朝鲜问题研究所教授,东方哲学研究室主任,中国少数民族哲学及社会思想史学会常务理事.

Ben shu shou lu wen zhang si shi yu pian, shi zuo zhe dui dao jia yu dao jiao wen hua duo nian lai yan jiu cheng guo de zong he zhan xian.

Ben shu yi si xiang jiao liu wei he xin yi ti, Li zu yu dong ya wen hua chuan bo de xue shu fan chou, Tan tao zhu shun shui yu zhong ri wen hua, Si xiang, Zheng zhi, Xue shu deng fang mian suo qi de ying xiang yu zuo yong.

全书选收辞条近700条,主要包括马克思主义哲学史上的基本理论、主要著作、有关人物、流派、事件等内容.