As a thinking science, logic has many educational functions and plays an important role in cultivating students' comprehensive quality.
Logic has the function of thinking education and has unparalleled advantages in improving students' thinking quality and ability. Especially in today's comprehensive promotion of quality education, its role is very significant. It helps college students to understand and master the law of thinking, improve thinking efficiency and cultivate correct thinking habits.
Logic has the function of moral education, and learning logic is helpful to cultivate students' patience, meticulousness, truthfulness and science. Learning logic can promote the formation of students' consciousness of consciously observing and using logical rules, and make their words and deeds more standardized.
Logic has the function of humanistic education, and logic and language are inseparable. Therefore, learning logic is also indirectly learning, applying and studying language, which makes people's thinking more rigorous and language more logical. In addition, logic is closely combined with humanities such as law, ethics and sociology to form various applied logics. Therefore, learning logic is also helpful for learning the corresponding humanities.
Second, the difficulties faced by students in learning logic
Most students report that learning logic faces two major difficulties: first, the abstract logic content, frequent use of symbols and formulas, is very boring, difficult to understand and remember, which brings certain difficulties to learning, so they lack interest in learning logic and are afraid of difficulties; Second, students' thinking ability to analyze and solve problems independently by using logical theory knowledge is weak, and they lack the ability of independent learning. In the process of learning, under the guidance of the teacher and following the teacher's thinking, we can solve the problem well. Once they leave the teacher's guidance and let them solve the problem independently, they feel that they have no way to start and don't know where to start.
In order to solve these problems and improve the teaching effect, flexible and diverse teaching methods must be adopted, so that students can master solid professional basic knowledge and skills, transform logic theory and knowledge into ability and internalize them into quality. At the same time, teachers should try their best to stimulate students' enthusiasm for autonomous learning and cultivate their interest in learning logic.
Third, effective ways to cultivate students' interest in learning and logical thinking ability in logic teaching
1. Ways to cultivate students' interest in learning
(1) Logic teaching must emphasize practicality and be close to the reality of students' study and life.
Logic teaching should reflect the practicality of theoretical teaching, follow the development direction of modern logic, persist in proceeding from reality, seeking truth from facts, be close to the social demand for talents, be close to the reality of students' study and work, and maximize the penetration of theoretical content into teaching practice. In teaching, we should not only adhere to the theoretical framework of traditional logic, but also properly absorb the scientific research results of modern logic. In the teaching system, the theoretical framework of concept, judgment, reasoning, logical argumentation and thinking law is maintained, and modern logical calculus, which is relatively abstract and not combined with practical work, is selected. In this way, students will not find it too difficult to learn. Explaining logic theory should also be combined with students' life and social reality, which is conducive to stimulating students' interest in learning.
(2) Attention should be paid to stimulating students' interest in learning and insisting on the combination of knowledge and interest.
The basic feature of logic is that the content is highly abstract, and the biggest feeling of most students when learning ordinary logic is boring and lack of interest. In order to solve this problem, we should try to combine the knowledge and interest of general logic in teaching to make the teaching of general logic interesting. For this reason, while systematically teaching the principles of logic, many interesting logic stories and logical allusions can be interspersed to make abstract theoretical knowledge vivid and concrete.
Many historical stories, myths and legends, scientific inventions and anecdotes of strange people all contain interesting logical stories. Many idioms and allusions, such as self-contradiction, ambiguity and dilemma, are themselves logical allusions. For example, according to Shi Shuo Xin Yu, when Kong Rong visited Li Ying's house, all the guests praised him for his cleverness. Later, another guest named Yang Chen came. He disagreed and said, "It's time, but it's not always good." Kong Rong retorted, "When you were a child, you were a pawn." Yang Chen was very embarrassed. Why is he embarrassed? Because Kong Rong skillfully took Yang Chen's words as the premise and added his own words, he formed a reasoning: if he was smart as a child, he would not grow up; I guess you were smart when you were a child, so you are not so good now. This is the premise of hypothetical reasoning with sufficient conditions. In the face of this kind of reasoning, Yang Chen is of course embarrassed, because this conclusion is logically drawn from his own words. Through the explanation of this story, students understand what is the positive premise of sufficient conditional hypothesis reasoning. Combining the teaching of basic theoretical knowledge with interesting logic stories can not only help students master reasoning knowledge well, but also cultivate their interest in learning.
If we don't pay attention to teaching with vivid examples, simply deducing from symbol to symbol and from formula to formula will only make students feel tired of learning. Adhering to the combination of knowledge and interest requires teachers to prepare lessons well. Teachers should carefully choose appropriate logical stories before class, and logical stories should be related to the content, and knowledge should not be ignored in pursuit of interest. Before each class, teachers should carefully analyze the chapter content and students' psychological tendency, know what to teach, how to stimulate students' interest, what to add, and what procedures to follow in teaching, so as to make teaching colorful and comfortable.
(3) Guide students to learn actively by setting questions.
Students will encounter problems in the learning process. If they get answers and summarize definitions, theorems and laws under the inspiration of teachers, their enthusiasm for solving problems will be high. The more difficulties he overcomes, the more active he studies and the greater his interest. Teachers should guide students to take the initiative to try, inspire students to think positively, and cultivate students' interest in learning in many ways. This requires teachers to be good at organizing students to analyze a large number of cases and copywriting. Teachers should choose relevant materials, ask questions and play their leading role. Instead of giving students ready-made conclusions, we should inspire students to try and think actively, create opportunities for students to express their opinions, and let students understand and master relevant knowledge. Using the method of setting questions, teachers are required to provide questions or materials containing questions first, and the choice of these materials or questions should be typical; Secondly, teachers should be good at guiding students to think positively; Finally, teachers should make a good summary of the problems and explain the theoretical knowledge in depth, so that students can clearly understand the theoretical knowledge contained in the problems and the methods to analyze and solve the problems.