逻辑论视域中的大学课堂重审：坚守与扬弃
The Quality of Higher Education from the Perspective of the Stakeholders: Demands and Ways

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。
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