“科学与文化论著研习”单元教学中的学生逻辑思维培养--以恩格斯“社会历史的决定性基础”为例

The Cultivation of Students’Logical Thinking in the Module of“Study of Scientific and Cultural Works”-Taking the Decisive Foundations of Social History by Engels as an Example

单元教学旨在提升学生的思维品质与欣赏论证艺术的能力,而学生的学习困惑在于哲学概念与哲学观点的深奥,学习的兴趣在于历史上的写作背景与论证素材中的历史人物。文章尝试以高中语文第一课“社会历史的决定基础”的教学实践为例,依托学生已有的“形式逻辑”学习经验,立足“概括”“抽象”“判断”“推理”四项逻辑思维的培养,弥合单元学习目标与学生学习起点、学习期待之间客观存在的缝隙,达成发展学生逻辑思维和文本鉴赏能力的目标。

Unit teaching aims to improve students’thinking quality and their ability to appreciate the art of argumentation.Students’learning confusion lies in the profundity of philosophical concepts and ideas,while their learning interest exists in the writing background in history and the historical figures in argumentative materials.This paper tries to take the teaching practice of the first lesson in high school Chinese teaching,“The Decisive Basis of Social History”,as an example and relies on students’existing learning experience of“formal logic”to cultivate four logical thinking items of“generalization”,“abstraction”“judgement”and“deduction”.This paper attempts to bridge the objective gap between the learning objectives of the unit and students’learning starting point and learning expectations to reach the goal of developing logical thinking and exploring the ability to appreciate text.