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| 命题创新的意涵、机制与路径——一种教育学的视角 |
| On Implication, Mechanism and Path of Propositional Novelty: From pedagogic perspective |
| 投稿时间：2020-06-19 |
| DOI：10.19834/j.cnki.yjsjy2011.2020.06.05 |
| 中文关键词: 研究生;学术论文;命题创新;教育学 |
| 英文关键词: postgraduate;academic papers;propositional novelty;pedagogy |
| 基金项目: |
| 作者 | 单位 | | 李润洲 | 浙江师范大学 教师教育学院, 浙江 金华 321004 |
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| 摘要点击次数: 1861 |
| 全文下载次数: 4302 |
| 中文摘要: |
| 命题创新是指研究生就某问题嵌入学术传统阐释、论证某些相对新颖的观点；从新颖的程度来看，命题创新主要有三种类型："正着说" "反着说"与"综创说"。命题创新的机制是学术提问开启命题创新，逻辑推演展示命题创新与前提批判达成命题创新。因此，研究生学术论文写作的命题创新路径至少有三：一是澄清选题价值，构思命题创新的内容；二是遵循言说逻辑，陈述命题创新的理由；三是更新言说前提，开拓命题创新的视域。 |
| 英文摘要: |
| Innovation in propositional novelty means to put the new understanding of some issues into traditional academic explanation by a postgraduate so as to demonstrate his new ideas. In terms of novelty, the innovation in thesis proposals shows three expressions: "declarative", "negative" and "comprehensively innovative". The mechanism of proposition innovation works as the academic questioning opens proposition innovation, logic deduction shows proposition innovation and preemptive criticism achieves proposition innovation. Therefore, there are three ways for postgraduates to make his/her proposition innovative when writing academic papers: 1. clarify the value of the topic so as to make the content of proposition innovative; 2. observe the discourse logic when stating the reason for the innovation in proposition; 3. renew the discourse premise in order to widen the horizon of the proposition innovation. |
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