关于《学校与社会》的问题10-12

王颖

10. What are the two sides concerning the work in science in school?

11. What are the features of educational theory may be noted?

12. What is the aim of historical instruction?

2023-11-17

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• 光伏板好春光
  10. Hence their association with human life. Absolutely no separation is made between the "social" side of the work, its concern with people's activities and their mutual dependencies, and the "science," regard for physical facts and forces -because the conscious distinction between man and nature is the result of later reflection and abstraction, and to force it upon the child here is not only to fail to engage his whole mental energy, but to confuse and distract him. The environment is always that in which life is situated and through which it is circumstanced; and to isolate it, to make it with little children an object of observation and remark by itself, is to treat human nature inconsiderately. At last, the original open and free attitude of the mind to nature is destroyed; nature has been reduced to a mass of meaningless details. 11.I. The study of natural objects, processes, and relations is placed in a human setting. During the year, a considerably detailed observation of seeds and their growth, of plants, woods, stones, animals, as to some phases of structure and habit, of geographical conditions of landscape, climate, arrangement of land and water, is undertaken. 12.If the aim of historical instruction is to enable the child to appreciate the values of social life, to see in imagination the forces which favor and let men's effective co-operation with one another to understand the sorts of character that helo on and that hold back, the essential thing in its presentation is to make it moving, dynamic. History must be presented, not as an accumulation of results or effects, a mere statement of what happened, but as a forceful, acting thing. The motives-that is, the motors-must stand out. To study history is not to amass information, but to use information in constructing a vivid picture of how and why men did thus and so; achieved their successes and came to their failures.

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• 230240028

  10. Two aspects of school scientific work are the need for scientific literacy and the importance of cultivating curiosity and critical thinking.

  11.The study of natural objects, processes, and relations is placed in a human setting. During the year, a considerably detailed observation of seeds and their growth, of plants, woods, stones, animals, as to some phases of structure and habit, of geographical conditions of landscape, climate, arrangement of land and water, is undertaken. 

  12.It helps us to take history as a mirror, to look at things from a more open and long-term perspective, and to think more deeply about the logic and impact of what happened

  
  

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• 李亚霖230440294
  10. Two aspects of school scientific work are theneedfor scientific literacy and the importanceof cultivatingcuriosity and critical thinking.11.Educationaltheory research has the followingcharacteristics:abstract generalization and indirectness; diversityand uncertainty; hierarchy;transcendence andinheritance. 12. Educationaltheory research has thefollowing characteristics:abstract generalization andindirectness; diversityand uncertainty; hierarchy;transcendence andinheritance.

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• 用户727124
  10.one is psychology, the other is cociological 11.Children centered, pay attention to the development of students' interests, learn by doing. 12. The aim of historical instruction is to provide students with a deep understanding of the past, foster critical thinking and analytical skills, and promote appreciation for diversity and change over time.

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  崔博远
  10.Psychological and sociological. 11.Educationaltheory research has the following characteristics:abstract generalization and indirectness，diversityand uncertainty，hierarchy，transcendence andinheritance. 12.The aim of historical instruction is to provide students with a deep understanding of the past.Cultivating students' cognitive ability to correctly look at realistic problems.

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• 用户723155
  10.Hence their association with human life. Absolutely no separation is made between the "social" side of the work, its concern with people's activities and their mutual dependencies, and the "science," regard for physical facts and forces-because the conscious distinction between man and nature is the result of later reflection and abstraction, and to force it upon the child here is not only to fail to engage his whole mental energy, but to confuse and distract him. The environment is always that in which life is situated and through which it is circumstanced; and to isolate it, to make it with little children an object of observation and remark by itself, is to treat human nature inconsiderately. At last, the original open and free attitude of the mind to nature is destroyed; nature has been reduced to a mass of meaningless details. 11.I. The study of natural objects, processes, and relations is placed in a human setting. During the year, a considerably detailed observation of seeds and their growth, of plants, woods, stones, animals, as to some phases of structure and habit, of geographical conditions of landscape, climate, arrangement of land and water, is undertaken. 12.If the aim of historical instruction is to enable the child to appreciate the values of social life, to see in imagination the forces which favor and let men's effective cooperation with one another, to understand the sorts of character that help on and that hold back, the essential thing in its presentation is to make it moving, dynamic. History must be presented, not as an accumulation of results or effects, a mere statement of what happened, but as a forceful, acting thing. The motives--that is, the motors-must stand out. To study history is not to amass information, but to use information in constructing a vivid picture of how and why men did thus and so; achieved their successes and came to their failures.

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• 用户728678

  10.Hence their association with human life. Absolutely no separation is made between the “social” side of the work, its concern with people’s activities and their mutual dependencies, and the “science,” regard for physical facts and forces—because the conscious distinction between man and nature is the result of later reflection and abstraction, and to force it upon the child here is not only to fail to engage his whole mental energy, but to confuse and distract him. The environment is always that in which life is situated and through which it is circumstanced; and to isolate it, to make it with little children an object of observation and remark by itself, is to treat human nature inconsiderately. At last, the original open and free attitude of the mind to nature is destroyed; nature has been reduced to a mass of meaningless details. 11.I. The study of natural objects, processes, and relations is placed in a human setting. During the year, a considerably detailed observation of seeds and their growth, of plants, woods, stones, animals, as to some phases of structure and habit, of geographical conditions of landscape, climate, arrangement of land and water, is undertaken. 12.If the aim of historical instruction is to enable the child to appreciate the values of social life, to see in imagination the forces which favor and let men’s effective co-operation with one another, to understand the sorts of character that help on and that hold back, the essential thing in its presentation is to make it moving, dynamic. History must be presented, not as an accumulation of results or effects, a mere statement of what happened, but as a forceful, acting thing. The motives—that is, the motors—must stand out. To study history is not to amass information, but to use information in constructing a vivid picture of how and why men did thus and so; achieved their successes and came to their failures.

  
  

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• 用户728678
  10.Hence their association with human life. Absolutely no separation is made between the “social” side of the work, its concern with people’s activities and their mutual dependencies, and the “science,” regard for physical facts and forces—because the conscious distinction between man and nature is the result of later reflection and abstraction, and to force it upon the child here is not only to fail to engage his whole mental energy, but to confuse and distract him. The environment is always that in which life is situated and through which it is circumstanced; and to isolate it, to make it with little children an object of observation and remark by itself, is to treat human nature inconsiderately. At last, the original open and free attitude of the mind to nature is destroyed; nature has been reduced to a mass of meaningless details. 11.I. The study of natural objects, processes, and relations is placed in a human setting. During the year, a considerably detailed observation of seeds and their growth, of plants, woods, stones, animals, as to some phases of structure and habit, of geographical conditions of landscape, climate, arrangement of land and water, is undertaken. 12.If the aim of historical instruction is to enable the child to appreciate the values of social life, to see in imagination the forces which favor and let men’s effective co-operation with one another, to understand the sorts of character that help on and that hold back, the essential thing in its presentation is to make it moving, dynamic. History must be presented, not as an accumulation of results or effects, a mere statement of what happened, but as a forceful, acting thing. The motives—that is, the motors—must stand out. To study history is not to amass information, but to use information in constructing a vivid picture of how and why men did thus and so; achieved their successes and came to their failures.

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• 用户748916
  10.Hence their association with human life. Absolutely no separation is made between the “social” side of the work, its concern with people’s activities and their mutual dependencies, and the “science,” regard for physical facts and forces—because the conscious distinction between man and nature is the result of later reflection and abstraction, and to force it upon the child here is not only to fail to engage his whole mental energy, but to confuse and distract him. The environment is always that in which life is situated and through which it is circumstanced; and to isolate it, to make it with little children an object of observation and remark by itself, is to treat human nature inconsiderately. At last, the original open and free attitude of the mind to nature is destroyed; nature has been reduced to a mass of meaningless details. 11.I. The study of natural objects, processes, and relations is placed in a human setting. During the year, a considerably detailed observation of seeds and their growth, of plants, woods, stones, animals, as to some phases of structure and habit, of geographical conditions of landscape, climate, arrangement of land and water, is undertaken. 12.If the aim of historical instruction is to enable the child to appreciate the values of social life, to see in imagination the forces which favor and let men’s effective co-operation with one another, to understand the sorts of character that help on and that hold back, the essential thing in its presentation is to make it moving, dynamic. History must be presented, not as an accumulation of results or effects, a mere statement of what happened, but as a forceful, acting thing. The motives—that is, the motors—must stand out. To study history is not to amass information, but to use information in constructing a vivid picture of how and why men did thus and so; achieved their successes and came to their failures.

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• 范炜政
  10. Two aspects of school scientific work are the needfor scientific literacy and the importance of cultivatingcuriosity and critical thinking.11. Educationaltheory research has the following characteristics:abstract generalization and indirectness; diversityand uncertainty; hierarchy; transcendence andinheritance. 12. Educational theory research has thefollowing characteristics: abstract generalization andindirectness; diversity and uncertainty; hierarchy;transcendence and inheritance.

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