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化学课的启发式教学
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作者 王平汉 《商情》 2010年第18期58-58,共1页
启发式教学是课堂教学的基本方法,是课堂教学中教师的主导作用与学生的主体作用最有机的结合和充分发挥。它与传统的注入式教学方法截然不同。本文从前馈启发,对比启发,实验直观启发,想象启发,感情启发等不同角度阐述了化学课的启... 启发式教学是课堂教学的基本方法,是课堂教学中教师的主导作用与学生的主体作用最有机的结合和充分发挥。它与传统的注入式教学方法截然不同。本文从前馈启发,对比启发,实验直观启发,想象启发,感情启发等不同角度阐述了化学课的启发式教学。 展开更多
关键词 化学 前馈启发 对比启发 实验直观启发 想象启发 感情启发
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Emotion, Tragedy, and Insight
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作者 Stephen Leighton 《Journal of Philosophy Study》 2013年第9期823-835,共13页
The present study considers whether poetry is capable of providing insight that can illuminate our lives, doing so from the perspective of Aristotle's understanding of tragedy, fear, and the emotions more generally. ... The present study considers whether poetry is capable of providing insight that can illuminate our lives, doing so from the perspective of Aristotle's understanding of tragedy, fear, and the emotions more generally. It argues that and explains how fear as understood by Aristotle can foster insight in a tragedy's audience, depicts the nature and the bases for such insight, and suggests several ways in which insight that fear can bring to tragedy can be especially or particularly illuminating. The argument for these conclusions proceeds by considering Aristotle's understanding of fear, noting particularly its epistemological powers. It then turns to fear's realization in response to tragedy, arguing that and explaining how tragedy's form and a number of its distinctive features can shape fear in ways that more readily foster insight than is to be found in fear felt in more ordinary circumstances. The conclusion reached is that on Aristotle's understanding fear in response to tragedy can prove particularly illuminating, and can illuminate our ordinary lives. 展开更多
关键词 ARISTOTLE EMOTION FEAR PITY TRAGEDY INSIGHT
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