摘要
批判性思维教学在我国虽然已有十余年历史,但其教学定位、教学内容和教学理念都还存在一定的争议和问题。反思争议和问题可以确定:批判性思维课程是逻辑导论性课程的拓展和延伸,其研究属于应用逻辑范畴;批判性思维的教学内容(如组合与收敛结构的区分、论证与因果解释的区分等)在一定程度上缺乏清晰性、严谨性,实践中的对立与纷争恰根源于理论研究的滞后;就教学理念而言,批判性思维应突破逻辑导论课程模式,从封闭走向开放,实现"贴近式"教学。
Although critical thinking teaching has been in our country for more than ten years,there are still some problems in its orientation,content and idea.Based on reflections on the problems,we think critical thinking should be an extension of introduction to logic,which belongs to applied logic.The distinction between linked and convergent structure,the distinction between argument and causal interpretation and so on,are not clear enough in recent critical thinking teaching,which are yet to be worked out.In term of teaching idea,it should break through the teaching mode of introduction to logic,from close to open,and try to be more close to reality.
出处
《河南社会科学》
CSSCI
北大核心
2018年第2期97-101,共5页
Henan Social Sciences
基金
教育部人文社会科学规划基金项目(12YJA72040003)
中国政法大学教育教学改革项目
关键词
批判性思维
逻辑导论
论证结构
Critical Thinking
Introduction to Logic
Argument Structure
