Becoming philosophy的問題，透過圖書和論文來找解法和答案更準確安心。 我們找到下列線上看、影評和彩蛋懶人包

Julius Caesar: Epic and Legendary Leaders

為了解決Becoming philosophy的問題，作者 這樣論述：

Caesar is a rare heroic figure in history, one whose story lives up to his legend. Read about his time with Cleopatra, his conquest of Gaul and the founding of the Roman Empire.Part of a new series created for the modern reader, introducing the heroes, cultures, myths and religions of the world, thi

s is the epic story of Julius Caesar who was born in 100 BCE, eventually becoming one of the most influential leaders in history. After a bloody civil war, where famously he crossed the Rubicon with his army, he defeated Pompey and the Republicans and was appointed as dictator of Rome, preparing the

path for the Imperial might of the Roman Empire. He died at the hands of Cassius and Brutus on the Ides of March in 44 BC and centuries later his life was immortalized by Shakespeare. From myth to mystery, the supernatural to horror, fantasy and science fiction FLAME TREE 451 offers tales, myths an

d epic literature from the beginnings of humankind, through the medieval era to the stories of imagination and dark romance of today. Jackson is General Editor of The World’s Greatest Myths and Legends series, with titles including ’Myths of Babylon’, ’Indian Myth’, ’Egyptian Myth’, ’Norse Myth’ a

nd ’Polynesian Island Myth’. He is editor of ’Myths and Legends’ and foreword writer for ’Celtic Myths and Tales’. Other related work includes articles on the Philosophy of Time, ’Macbeth, A Gothic Chaos’ and William Blake’s use of mythology in his visionary literature.

Becoming philosophy進入發燒排行的影片

探討認知師徒制融入數位學習之學習成效及自主學習行為-以醫放系實習生學習上腹部超音波病灶辨認為例

為了解決Becoming philosophy的問題，作者蘇于珊 這樣論述：

近幾年，受到疫情的影響使得數位學習在教學領域上的應用愈來愈普遍，數位學習運用在醫學領域相關課程的學門逐漸受到重視。醫院放射科的超音波技術非常重視實作經驗及影像辨認，一向使用師徒制的方式來進行教學，每位實習生所遇到的病灶量與質有差異，且學習過程缺少了反思和探索。因此本研究運用融入認知師徒制之數位學習來進行上腹部超音波病灶之教學，以到醫院實習的醫放系22位實習生為研究對象，希望能藉此提升實習生辨認超音波病灶的學習成效、並探討其學習滿意度及自主學習行為。結果發現運用數位學習上腹部超音波的方式確實能夠提升實習生辨認超音波病灶的學習成效，且整體學習滿意度頗佳，自主學習能力也有提升學習滿意度及自主學習之

間具有顯著相關，且學生的自主學習能力與專題報告也呈現顯著正相關。建議臨床教師推動數位學習融入超音波實習課程，可採用同步線上課程和非同步線上課程的搭配方式及利用線上討論和通訊軟體提供互動活動，未來研究可融入自主學習策略於教學探討對學生自主學習行為和能力的幫助。

Thinking with Theory in Qualitative Research: Viewing Data Across Multiple Perspectives

為了解決Becoming philosophy的問題，作者Youngblood Jackson, Alecia,Mazzei, Lisa A. 這樣論述：

Thinking with Theory in Qualitative Research: Second Edition demonstrates how to enact various philosophical concepts in practices of inquiry, effectively opening up the process of thought in qualitative studies.Thinking with Theory in Qualitative Research functions as a refusal of pregiven metho

d, intensifying creativity, experimentation, and newness. Readers are invited into the threshold of theory to traverse philosophers and their concepts, reorienting conventional approaches to inquiry. Each chapter presents a thinking with process as a way of reading intensively through plugging in pe

rformative accounts of two first-generation academic women to philosophical concepts from Derrida, Spivak, Foucault, Butler, Barad, and Deleuze and Guattari. This book is a deliberate attempt to unsettle what is expected to be represented or recognized in terms of both meaning and method in traditio

nal practices of qualitative research, which become unproductive and untenable in this different image of thought.New to this editionFully revised and rewritten Chapter 1 that introduces the technique of plugging in as contingent, strategic movements of thought. Also new to Chapter 1 is a shift in l

anguage away from traditional practices in qualitative research (data and analysis) to performative accounts and becoming-questionsFully revised ＂Thinking with intra-action＂ chapter, which focuses on Karen Barad’s ontoepistemological framework of agential realism, and the concepts of posthumanist pe

rformativity and entangled agenciesFully revised and rewritten Chapter 8 that presents plugging in and thinking with as ontologicalFurther development of and new material on the ＂plugging in＂ techniqueSchematic cues updated and extended for all of the InterludesIn the ten years since the first editi

on was published, Thinking with Theory in Qualitative Research has become a vanguard text in the field of postfoundational inquiry for its accessible but thorough introductions to philosophically informed inquiry. This book is for experienced and novice researchers, and students in introductory, gen

eral, and advanced qualitative inquiry courses, who may also be first-time readers of philosophy. This text will function as an entry into techniques of thinking with a new theoretical vocabulary.

運用責任漸轉模式（GRR模式）以實踐學習者中心教與學之個案研究—以六年級國語文領域教學為例

為了解決Becoming philosophy的問題，作者洪千惠 這樣論述：

為協助學生於教育以及生活之中展現真正的能動性，成為夠面向未來的學習者，以探索複雜且不確定的世界，須以學習者為中心思考教與學的議題。然而，實踐以學習者為中心的教與學時，於重新分配學習責任此一重要區塊，卻是教師們感到棘手之處。責任漸轉模式（GRR模式）為一系統性的教學架構，強調透過學習責任的漸次遞轉，協助學生具備能力以承擔完全的學習責任，正可為此一困境提供解方。本研究聚焦於探究傳遞移轉學習責任的歷程，透過參與觀察、訪談與文件分析等方式，先分析個案班級將GRR模式融入國語文領域教學的歷程脈絡，再整合既有的理論架構，繪製出能適應台灣課堂文化之在地化GRR模式運作架構，以提供未來實務教學與學術研究所用

。本研究之結論可歸納為：一、在GRR模式的融合規劃方面：從整合中著手，從主題中規劃。二、在傳遞學習責任的建置系統方面：在變化中推進，在系統中傳遞。三、在順暢模式運作的教學策略方面：在有效中運作，在順暢中遞轉 。四、在發展責任的教學啟示方面：在過渡中推進，在行為中加強。五、在運作架構的繪製發展方面：在進程中演變，在整合中運轉。