基于苏格拉底对话式“大学逻辑学”教改研究  

On the Teaching Reform of College Logics in Socrates' Dialectic Approach

作　　者：冉思伟[1] 李学兰[1] 何跃军[1] 

机构地区：[1]宁波大学法学院,浙江宁波315211

出　　处：《宁波大学学报（教育科学版）》2017年第5期100-105,共6页Journal of Ningbo University(Educational Science Edition)

基　　金：浙江省教育厅课程教改项目"苏格拉底‘对话式’逻辑学教学方法探究"(kg2015101)

摘　　要：逻辑学教学具有高度抽象和枯燥的特性,基于大学逻辑学的重要性及中美逻辑学教学现状,做了一个统计调研并进行了相关分析;基于苏格拉底教学方法的性质、特征及对当代教学方法的启示,提出当前课程教学提出的改进路径。即,教学主体平等、参与式教学、扁平式教学及主体颠倒式教学。The logic teaching appears to be highly abstract and boring. This paper conducted a statistical study and a correlation analysis of the importance of college logics and the current situation of logic teaching in China America. We put forward the improvement path of the current curriculum teaching according to the essence and characteristics of Socrates teaching method in the perspective of teaching subject equality, participatory teaching, flat teaching and subjective reversed teaching.

关 键 词：逻辑学 课程改革 苏格拉底 对话法 

分 类 号：G642[文化科学—高等教育学]