对水资源承载力研究原则与方法的探讨

本文从水资源承载力的概念入手,指出可持续发展理论、水—生态—社会经济复合系统理论、二元模式下的水文循环机制和过程是水资源承载力研究的理论基础,从水资源承载力的特点和影响水资源承载力的主要因素入手,详细介绍了水资源承载力研究的基本原则与思路;对水资源承载力研究的基本内容、评价指标体系的建立和评价方法进行了较全面的概括和总结,认为水资源承载力的进一步研究应加强学科综合研究,促进RS、GIS等信息技术和现有模型方法的结合,并考虑区域分异与空间配置问题。运用多目标规划法和系统动力学法,分析和研究不同时期水资源开发利用、经济适度发展与人口合理承载的动态关系,从人口、环境、资源与发展之间的关系,到水资源保护与开发、生态保护与经济发展、开发的速度、容量、规模等关系,较好地为国家规划、决策、社会协调发展和计划提供科学依据。

具身认知观:认知科学研究的身体主题回归

具身认知观认为,认知在本质上是具身的,只有将认知活动与其对神经系统、身体和环境之间的交互作用所涉及的动力学的、依赖于时间的和关系的正确评价紧密联系起来,才能对认知活动做出正确的理解。具身认知观中所涉及的身体、环境等核心概念有别于通常意义上的身体和环境。在研究方法上,也采用了有别于传统的计算机模拟的动力学研究方法。文章首先整合和剖析了具身认知学科内的基本立场及其一般主张,随之阐述了作者对具身认知身体观的理解,另外,辨析了动力学研究方法的适宜性,优点和缺点,最后,对当前具身认知研究现状进行简要小结。

Research on the Activity Frame Work of Using Visual Thinking Tools

The development of high order thinking has been considered as a national priority of learning. By using three iteration action research in six elementary schools in Guangzhou, China for about 1 year and a half, we found that visual thinking tools can improve students＇ high order thinking ability and change the traditional teaching method. By using this activity frame work, the teachers can better understand what are the students thinking about and the students can use the thinking tools to help themselves solve complex problems and discuss with other people. The reason we do this research is to improve the high-order thinking ability of primary student. In this paper, we summarize an activity frame work of using visual thinking tools to improve students thinking ability. And the frame work can be divided into three stages： preparatory stage, implementation stage and assessment stage. And different stage has different activity. Though this activity frame work is not perfect enough, we will improve it in our future study.