逻辑论视域中的大学课堂重审：坚守与扬弃
| 作 者：范春香 廖 锐 |
| 单 位：湖南师范大学 |
| 基金项目：全国教育科学“十二五”规划2013年度教育部重
点课题“大学英语课堂教学方法变革研究” |
| 摘 要： |
| 逻辑论认为，世界是逻辑空间中的所有事实；认识世界
以经验实证为基本原则；知识的本质即世界的内在逻辑；有意
义的知识是在现实中可以把握并能运用的。由此，大学课堂之
目的，在于传承与客观规律相符的知识体系，其结构包括组织
知识、传授知识、接受知识及检验知识迁移水平等要素。其所
面临的主要问题是“障碍波”的干扰。为克服“障碍波”，有效
传承知识，逻辑论视域中的大学课堂必然坚守训导法、模仿记
忆法、讲授法、修辞教学法与概念整合法等教学方法。其利弊
共存，为兴利除弊，焕发大学课堂活力，必须坚守逻辑论的科
学性，克服逻辑论大学课堂的机械性,增强逻辑论大学课堂的
艺术性。 |
| 关键词：逻辑论；大学课堂；教学方法 |
The Quality of Higher Education from the Perspective of the
Stakeholders: Demands and Ways
| Author's Name: FAN Chun-xiang LIAO Rui |
| Institution: |
| Abstract: |
| In the logic theory, college classroom teaching is criticized for seriously hindering
learners’ development. The paper, however, reexamined the logic theory in perspective, and sublated
its propositions to promote the flow and the efficiency of classroom teaching and boost the healthy
development of students’ cognition, abilities and personalities. The logic theory holds that the world
is all the facts in the logic space; the basic principle of knowing is positive affirmation; the nature
of knowledge is the intrinsic logic of the world; meaningful knowledge is what can be grasped and
employed in the real world. Hence, the purpose of college classroom teaching are to pass on the
knowledge system which accords with the objective laws of the nature, involving organizing, imparting,
accepting and testing knowledge.
This paper believes that we must uphold the scientific nature of classroom teaching advocated by
the logic theory and understand that learning is a special intensive cognitive process of acquiring indirect
experience; in classroom teaching we must acknowledge the developmental value of knowledge, and the
instructor’s leading role to facilitate the completion of social being through scientific classroom teaching
and the logic power intrinsic to knowledge; and discipline, imitation & memory, lecture, rhetoric
teaching method as well as integration of concepts are all of good use in classroom teaching. Secondly,
we must overcome its inflexibilities of the logic theory. Its biggest drawback is its rigidities which
deprive the students of their autonomy, the right of choice and the right of discourse. Thirdly, we must
inject the artistic quality into college classroom teaching to form aesthetic images, which is the highest
state of teaching, by combining the liveliness, the images and the emotions of all classroom teaching
ingredients and approaches. A key is to accomplish the highest state of teaching is to make the classroom
a happy place with love and passion, bring back the happiness and interest that is intrinsic to pursuing
the truth, which awaken the students’ endless inquisitive desire and creativity for truth, and help them
develop a habit of and an interest in seeking the truth. With empathy, a monotonous, mechanical and
boring class will be changed into a free, interactive and leisurely one in which learners will keep the
passion for truth, and feel the nature and continuously seek for the true, the good and the beautiful.
With the premise of no distortion of the truth, the instructor can make good use of modern technology
with his sense and sensibility to relieve the students of their weariness, keep their keen interest, and
sharpen their thinking in their learning. |
| Keywords: logic theory; college class; teaching methods |
| 投稿时间：2015-12-10 |
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