转基因传播障碍中的文化因素辨析

近年来,转基因技术与产品在中国的传播遭遇了一定障碍.科学界和相关政府部门往往从科学知识的普及角度克服这些障碍.但实际上,转基因传播障碍的背后有着更为隐蔽的反智的社会态度及对传统农业的迷恋心理,三个因素都与中国传统直观外推思维方式有关.转基因传播所面临的实际是构造自然观与有机自然观之间的冲突.对有机自然观的误读与当前弥漫的反智主义关系密切,转基因带有“高科技”的突出特征,恰恰容易成为反智主义攻击的对象.在有机自然观和“反智”传统的影响下,社会上对传统农业的迷恋有着相当的市场.在此情况下,转基因技术要克服传播障碍,必须重构环境,除了以经济动力继续推动传播工作外,也要让技术发展与人们普遍接受的自然观相结合.     

Metaphysical realism as a pre-condition of visual perception

In this paper I present a transcendental argument based on the findings of cognitive psychology and neurophysiology which invites two conclusions: First and foremost, that a pre-condition of visual perception itself is precisely what the Aristotelian and other commonsense realists maintain, namely, the independent existence of a featured, or pre-packaged world; second, this finding, combined with other reflections, suggests that, contra McDowell and other neo-Kantians, human beings have access to things as they are in the world via non-projective perception. These two conclusions taken together form the basis of Aristotelian metaphysical realism and a refutation of the neo-Kantian two-factor approach to perception.     

Increasing the emphasis of vocational qualifications

Understanding how people think and how people organise knowledge are always major concerns for educational researchers. Hence, educators have developed various ways of representing learners' ‘cognitive structures‘. This article provides a review of the use of five methods of representing cognitive structures - free word association, controlled word association, tree construction, concept map and flow map. Through comparing the types of analyses that are generated from these cognitive structure representation methods, this paper discusses the applications, as well as the limitations, among these methods.     

基于建构主义学习理论的微生物学实验课程教学新模式

建构主义学习理论在高等院校人才培养模式改革中日益受到关注.运用建构主义学习理论观点,在微生物实验课程教学中构建基础实验和自主实验专题相结合的实验教学内容新体系,运用多媒体和网络技术创造良好的学习情境和高效的师生沟通平台,建立更为全面、客观和合理的多重实验考核体系.这有利于激发学生对微生物学实验的兴趣,调动学生的主观能动性,提高微生物学实验教学的实际效率和教学质量.     

“Theory” in Theory and Practice

A central obstacle to accepting evolution, both among students and the general public, is the idea that evolution is “just a theory,” where “theory” is understood in a pejorative sense as something conjectural or speculative. Although scientists and textbooks constantly explain that the scientific use of “theory” is quite different, the pejorative use continues to cause confusion, in part because of its deep roots in a popular, Baconian, understanding of science. A constructivist approach, whereby students are helped to examine the adequacy of their preconceptions about “theory” for themselves and to revise or replace them appropriately, is recommended.     

建构主义教学模式在医学微生物学教学实践中的应用

传统的教学模式是以"教师为中心",建构主义教学模式强调"以学生为主体"。医学微生物学教学存在课时少、内容繁杂、知识点琐碎、逻辑性较差等特点,采用传统教学模式往往不能达到较好的教学效果。通过将建构主义理论引入医学微生物学教学实践中,我们设计了适合医学微生物学的建构主义教学模式,充分调动学生的主动性、积极性和创造性。该模式的应用,进一步提高了医学微生物学的教学质量,增加了学生综合素质的培养。