逻辑学定位失范与通识教育转向诉求  

The Non-normalization of Logic Education and the Appeal of General Education

作　　者：王保国[1] 

机构地区：[1]延边大学政治与公共管理学院,吉林延吉133002

出　　处：《延边大学学报（社会科学版）》2012年第6期46-52,共7页Journal of Yanbian University：Social Science Edition

摘　　要：逻辑学专业教育和通识教育在我国高校处于失范状态。通识教育视阈下逻辑学教育教学目标是培育大学生的逻辑思维意识和理性精神。为实现这一目标,教育行政部门应制定统一规范的逻辑学通识教育教学内容体系,创新教学模式和教学方法,重新定位逻辑学通识教育教学考核目标,选择适合逻辑学通识教育教学考核目标的"形成性考核"与"终结性考核"相结合的考核方法。Professional education and general education of logic in colleges and universfties in China have not been normalized at present. The teaching objectives of general education of logic are to cultivate students＇ logical and rational thinking. Therefore, it is necessary for the administrative departments of education to normalize the teaching system of the general education, to encourage instruction model and method innovation, to re-set assessment targets, and to select adequate assessment criteria which can combine ＂formative test＂ with ＂terminal test＂.

关 键 词：逻辑学 通识教育 教学目标 教学内容 教学模式和方法 考核方法 

分 类 号：G640[文化科学—高等教育学]