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Search Results: 1 - 10 of 50638 matches for " 程灶亮 "
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氨工质的新简明状态方程
李斯特,,马永其,杨卫民
工程热物理学报 , 2000,
Abstract: 本文根据新导得的当量分子作用势函数ερ和分子自由体积理论,建立一组形式简便、精度高的氨工质新三次维里状态方程、蒸气压方程及其液相密度方程,具有显著的工程应用价值。
氨工质焓与熵的新关联式
李斯特,,杨卫民,马永其,朱俊杰,蔡丹阳
工程热物理学报 , 2000,
Abstract: 本文根据统计力学与热力学剩余函数理论,结合本课题组已建立的氨工质新状态方程,推导出一则可供精确确定氨的焓(h)与熵(s)参数的新关联式。新关联式形式简单.可靠,精度很高,具有显著的理论与应用价值。
再论国际经济法的部门法地位
On the Status of International Economic Law as an Independent Legal Branch
 [PDF]


Emergence and Transfer of Wealth (ETW) , 2012, DOI: 10.4236/etw.2012.24015
Abstract: 本文首先对我国国际经济法的地位做了大致的回顾,初步分析了已有观点的不足,并简略讨论了近年来有关学者对已有观点进行修正的一些努力,从而在此基础上提出一种解决目前国际经济法逻辑缺陷的初步思路,即以实在的规范为逻辑依据,而不是单纯的理论想象。This article first studies the history of the status of the legal branch of International Economic Law in China, and analyzes the shortcomings in the present theories, and the efforts made in recent years by scholars to rectify the relevant theories. The conclusion is that the way to resolve the logic problems in pre-sent theories should be to base the legal branch of International Economic Law on positive rules, not on theoretical imaginations.
试述电子邮件的证据属性及质证规则
On the Nature and Admission of Email as Court Evidence
 [PDF]


E-Commerce Letters (ECL) , 2013, DOI: 10.12677/ecl.2013.21002
Abstract: 随着计算机技术的普及,电子邮件这一证据形式也越来越多的出现在诉讼过程中,但是对于电子邮件的证据属性,我国立法并没有明确规定,理论与实践也存在较大争议,总体来说,电子邮件应该属于一种特殊的书证,在质证时,应该依据其特殊属性,并区分当事人质疑的事项而对其客观性进行分析判断。 With the popularization of computer technology, Emails have become more and more involved in court procedures as evidence. However, as to the nature of Emails as court evidence, there is no specific definition in relevant legislations, and great disputes also exist in theories and practice. General speaking, Email should be deemed as a special documentary evidence, and when the court admits an Email as evidence, the court should judge the objectivity according the questioning of parties.  
集成影像与LiDAR数据重建三维建筑物模型研究

测绘学报 , 2009,
Abstract:
青海省蚕豆品种(系)抗根腐病鉴定

北方园艺 , 2015, DOI: 10.11937/bfyy.201506028
Abstract: 采用室内苗期接种鉴定和田间鉴定方法测定了青海省14个主要蚕豆品种(系)对根腐病的抗病性。结果表明中抗品种(系)有8个,中感品种(系)6个,分别占总参试品种(系)的42.9%和57.1%,这与田间鉴定试验结果基本一致。应用室内苗期鉴定蚕豆根腐病抗性结果准确、速度快,而且不受环境条件限制,可作为蚕豆根腐病抗性快速鉴定的方法。
“实践智慧”视野中的教育实践
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华东师范大学学报(教育科学版) , 2008,
Abstract: 随着实践哲学的复兴,亚里士多德提出的“实践智慧”概念逐渐进入教育学领域,形成了课程“审议”、教学“反思”等概念。从“实践智慧”的角度来看,教育实践是一种以善为根本追求、以情境性为特征、以实践理性为依归的“智慧的”活动。作为教育实践者的教师,可以对教育理论采取一种实验的态度,通过实践性学习和反思,运用策略性思维,踏上通往“实践智慧”之路。
吴俊升教育哲学管窥?——以《教育哲学大纲》为中心的考察

华东师范大学学报(教育科学版) , 2010,
Abstract: 教育哲学是吴俊升最主要的学术旨趣,《教育哲学大纲》则是他最重要的教育哲学著述。透过吴俊升的学术生涯,以《教育哲学大纲》为中心,可以看到,正是通过开拓教育哲学的新体系、推进杜威教育学说的发展、寻求适合中国的教育哲学,吴俊升确立了他在中国教育哲学史上的独特地位。
哲学视角下的网络文化教育探微

天府新论 , 2009,
Abstract: 随着互联网技术的飞速发展,网络文化严重冲击大学校园的主流文化和育人环境。而马克思哲学中的辩证唯物主义、唯物辩证法、认识论、唯物史观以及人的全面发展学说,为正确认识网络文化教育提供了理论依据。因此,可以从哲学视角研究网络文化的教育功能,并以此为平台,把网络建设成对大学生进行全方位思想政治教育的有效载体,以实现网络环境下高校德育工作的最佳功能。
教育制度化的兴起及其逻辑

- , 2016, DOI: 10.16382/j.cnki.1000-5560.2016.03.008
Abstract: 摘要 近年来,有关教育学作为一个学科的探究逐渐从认识论的层面转向社会学的层面,关注教育学的制度化过程。本文主要通过历史研究和比较分析,对教育学制度化在欧洲主要国家的兴起及其逻辑进行了描述和阐释。研究发现,教育学的制度化最初在德国的发端,一方面与当时中等教育阶段文法学校需要训练有素的教师有关,另一方面深受卢梭发现儿童所激发的泛爱教育运动的影响,同时也离不开现代大学提供的自由土壤。其后,教育学逐渐向丹麦、芬兰、瑞士、英国、法国等国扩展,形成了多元的制度化方式。在这些多元的方式背后,显示出教育学制度化的基本逻辑:它主要是根源于“实践的”甚至“政治的”需求,而不是出于理论或知识的旨趣;但它却在不同程度上塑造了教育学的知识传统,为教育学确立自身的“专业身份”提供了支撑。
Abstract: Since the 1980s, scholars in China have been reflecting and reconstructing pedagogics as an intellectual discipline or field of study. In the framework of metatheory of education, many a researcher has been intellectually enthusiastic about the pedagogical issues such as pedagogics’ connection with other disciplines and its intertwining between past and present, West and China, knowledge and action. In recent years, a pedagogical shift has emerged from the epistemological dimension to the sociological one concerning the institutionalization of pedagogics, i.e. the establishment of faculty and development of courses and textbooks. This paper attempts to depict and interpret the emergence and logic of the institutionalization of pedagogics in some European countries using a historical and comparative method. It has been found that pedagogics was institutionalized in the eighteenth century in Germany, in the form of textbooks, chairs, seminars and faculties. This process sought to meet the demands for welltrained teachers in secondary grammar schools and the philanthropic movement sparked by Rousseau’s discovery of children, and was rooted in the intellectually free atmosphere of modern universities. Later, pedagogics displayed diverse institutionalization when spreading to Denmark, Finland, Switzerland, UK and France etc. In general, the institutionalization of pedagogics was to meet the practical or even political demands for training and educating teachers for the nationstates, rather than theoretical or knowledge interest. This institutionalization to a certain degree shaped the traditions of pedagogical knowledge, including the normative paradigm in Germany, “comprehensive social science”mode in France, and “foundations disciplines”mode in UK. And also the institutionalization served to construct pedagogics as a professional identity. With the accumulation of pedagogical knowledge and the multiplication of interdisciplinary interactions, pedagogics has produced the strong awareness of its own professional identity from its reliance on other disciplines in the early stage of institutionalization. Meanwhile, it has been struggling to legitimize itself as an academic discipline, not simply driven by
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