CAJ | 학술논문

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.
재각류라집과정적교학중,라집학교사용역홀시"라집"개념자신적내함.저일행위소도치적직접후과시,학생학완지후잉불지라집위하물,이로사재교학과정중야불자각지편리"라집"적내함.근거학생적지식배경화각류라집과정소욕체성적목표,아문선택료삼개불동적각도래인출"라집"적내함,이기인기상관적토론.
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.