“逻辑”的内涵与逻辑教学  

The Connotation of Logic'and Logic Teaching

作　　者：荣立武[1] 潘诠[2] 

机构地区：[1]山东大学哲学与社会发展学院,山东济南250100 [2]滨州职业学院,山东滨州256600

出　　处：《贵州工程应用技术学院学报》2015年第3期50-56,共7页Journal of Guizhou University Of Engineering Science

摘　　要：在各类逻辑课程的教学中,逻辑学教师容易忽视"逻辑"概念自身的内涵。这一行为所导致的直接后果是,学生学完之后仍不知逻辑为何物,而老师在教学过程中也不自觉地偏离"逻辑"的内涵。根据学生的知识背景和各类逻辑课程所欲达成的目标,我们选择了三个不同的角度来引出"逻辑"的内涵,以期引起相关的讨论。For any kinds of logic curriculum, there is an unconscious tendency of overlooking the very connotation of logic for logic teachers in their teaching practices. Some serious problems appeared because of their overlooking, so that students don＇ t know what ＂logic＂ exactly means even if their logic curriculum have finished, meanwhile their logic teachers threw away the core of ＂logic＂ because of their missing the essential nature of logic. In order to bring about discussing on logic teaching, we present three ways of understanding the connotations of logic for different logic curriculum and different majors of students. Of course, criticism for us is welcome.

关 键 词：逻辑教学 “逻辑”的内涵 “逻辑”内涵的引出方 

分 类 号：B81[哲学宗教—逻辑学]