西方逻辑与传统文化在教育中的碰撞  

The Confliction between Western Logic and Chinese Traditional Culture in Education

作　　者：杜颜伶[1] 刘文贤[1] 房晓南[2] 

机构地区：[1]山东师范大学物理与电子科学学院,山东济南250014 [2]山东师范大学信息管理科学学院,山东济南250014

出　　处：《教学研究》2004年第3期208-209,217,共3页Research in Teaching

摘　　要：物理课程标准明确提出“从生活走向物理,从物理走向社会”的基本理念,新课程不再是单一的、理论化的、体系化的书本知识,而是向学生呈现人类群体的生活经验,并把它们纳入到学生生活世界中加以组织建构。但不能否认,寻逻辑之名起于欧洲,虽逻辑之理存乎天壤,但现用的理科逻辑对国人来说终究 [1]是拿来主义。西方逻辑与中国传统文化生活有冲突也有联系,本文试图通过对该问题在教育生活中的讨论,探讨怎样使理科的蕴含逻辑更好地融入学生生活,以期用优质的教育促进学生的发展,促进中国文化的发展。The physical curriculum criterion points out the main idea that 'from life to physics and from physics to society ' definitely. New curriculum is not only thesinglesystematic academic knowledge, but also the life experience of the man. Allthese are organized in the students' life. We have to acknowledge that although there is logic everywhere, the name of 'logic' is from Europe. The logic now we use is introduced from the western part of the earth. There is not only conflict but also relation between western logic and Chinese traditional culture. This article tries to study how to make implicit logic contained by students' life, through discussing this problem in the life of education, in order to accelerate the development of the students and the development of the Chinese culture.

关 键 词：传统文化 西方逻辑 跨文化交流 社会实践活动 

分 类 号：G40-055[文化科学—教育学原理]