对大学教学过程“回归律”的质疑：与宓洽群同志商榷

<正> 宓洽群同志所著的《大学教学原理》一书(以下简称《原理》)由上海交大出版社出版了。本书的特点之一是不囿于教学论的传统观点,对大学教学规律有独到见解,拜读之后,感到耳目一新,其中许多论述异常精辟,颇受启发。但笔者对统率全书的大学教学过程的特殊规律——“回归律”的提法与观点尚有不同看法,愿提出来与宓洽群同志商榷。《原理》中所谓的“回归律”含义是指人类认识过程经历了“独立→不独立→再独立”这样一个否定之否定的发展阶段。具体地说就是“在进入学校之前,婴孩和幼儿基本上是一个独立的认识主体。

“回归律”质疑

<正> 近年来,我国高等教育理论界对大学教学过程的规律问题进行了大量的研究和探讨,一些新的认识、新的理论层出不穷,其中不乏真知灼见。宓洽群同志对这一问题的研究,可以说在国内是独树一帜。尤其是他提出了大学教学的一个特殊规律——回归律(见《上海高教研究》1988年第3期)和他所著的《大学教学原理》(上海交大出版社),使人耳目一新,在国内高教理论界产生了很大的影响。但是,笔者对“回归律”观点不敢苟同,特提出来与宓洽群同志商榷,以求指教。一、回归律不是一条客观规律。唯物辩证法告诉我们,所谓规律,是现象内在固有的、本质的、稳定的、重复的联系和相互制约性,是不以人的主观意志为转移的客观必然性的表现。所以。

Key factor analysis and model establishment of variation of rock face temperature in a deep open-pit mine

In recent years, with the increase of the depth of open-pit mining, the pollution level has been on the rise due to harmful gases and dust occurring in the process of mining. In order to accelerate the diffusion of these air pollutants, the distributed regularity of the rock face temperature which is directly related to the air ventilation in deep open-pit mines should be studied. Here, we establish the key factors influencing the rock face temperature in a deep open-pit mine. We also present an empirical model of the rock face temperature variation in the deep open-pit mine, of which the performance is interestingly high compared with that of the field test. This study lays a foundation to study the ventilation thermodynamic theory in the deep open-pit mine, which is of great importance for theoretical studies and engineering applications of solving air pollution problem in deep open-pit mines.