非逻辑思维:大学研究性教学的创新源泉  

Non-logical Thinking:The Source of Research-based Teaching Creation in University

作　　者：王龙[1] 姜群[1] 

机构地区：[1]上海政法学院

出　　处：《大学教育科学》2012年第3期41-44,共4页University Education Science

摘　　要：创造是人类发展、科技进步的根本动力,创造过程是逻辑思维和非逻辑思维协作的过程。非逻辑思维是创新思维的关键,只有提出了新思想或新问题,才有逻辑思维求证或解决问题的起点和动力。大学研究性教学的核心是充分发挥学生的主观能动性,其目标是培养学生的创新性思维。非逻辑思维是创新思维的源泉和关键,非逻辑思维能力在研究性学习中可以得到有效培养。教师在研究性教学中应采取以生为本、创设情境、鼓励想象、采用变式教学等途径,着力培养大学生的非逻辑思维能力。Creation is the basic pOwer for human development, science and technology improvement. The creating process is the cooperation of logical and non-logical thinking. Nonlogical thinking is the key of the creating process. Only by proposing the new ideal or new problem that we can have the starting point and driven power to solve and verify the question. The main task of the research-based teaching in the university is to make full use of students＇ subjective intuition in order to cultivate students＇ creative thinking ability. The non-logical thinking is the key and source of the creative thinking and it can be cultivated in the research-based teaching process. The teacher should cultivate students＇ non-logical thinking ability by creating context, encouraging imagination and varietal teaching.

关 键 词：研究性教学 非逻辑思维 创新教育 

分 类 号：G640[文化科学—高等教育学]