邏輯思辨

本研究以110學年度日四技一年級

必修「邏輯思辨」課程的兩個班級 (上下學期各一班)

共約100名學生為對象，

旨在探究以「邏輯短講模式」融入教學活動的設計；

是否有助於確保教學品質並提升學習成效。

研究上以「學思達」的精神，

融合「師生互為主體性」及「以學生為本位」的教學方法，

進行「紮根」與「實踐」兩階段相互為用的教學活動。

紮根階段(第1-8週)著重師生間的互動與溝通，

除以七大單元探討邏輯基本概念且加以練習外，

並循序漸進進行「邏輯短講」的說明、示範與準備。

實踐階段(第10-16週)以學生為主，

逐週由負責同學(各約7-8位)針對七大議題下的自訂主題

進行「個人邏輯短講」，

並邀請專長領域相關的校內教師全程觀課且作做總評。

成效評量上，藉由多元的工具與方式進行，

包括「Google表單」

(前後測、單元學習成效暨意見回饋、同儕評論、期末自評)、

「評量尺規」(學習單、邏輯短講、指定閱讀)、

「測驗卷」(期中考、期末考)以及「校務資訊系統」

(課堂勤缺紀錄、雲端學園作業繳交紀錄、教務處期末教師評鑑成績)。

This research focuses on about 100 students in two classes

(one class in each semester) of the first-year compulsory

 “Logical Speculation” course at Wenzao Ursuline University

of Languages in the 110th academic year.

The aim is to explore whether

the integration of “logic short talk mode”

into teaching activities can ensure the quality of teaching

and enhance learning effectiveness.

The research is based on the spirit of “Sharestart”,

integrating the teaching methods of

“teacher and student mutual subjectivity”

and “student-centered” to carry out two-stage teaching activities

of “rooting” and “practice”.

The rooting stage (weeks 1-8) focuses on the interaction

and communication between teachers and students.

In addition to discussing the basic concepts

of logic in seven major units,

it also explains and demonstrates the related matters

of “logic short talk” step by step,

such as topic allocation, theme setting, data collection,

presentation production, keynote speech, etc.

The practical phase (weeks 10-16) is mainly for students.

The students in charge (about 7-8 person each week)

will give a “personal logic short talk” on the customized topic

under the seven major issue.

And an on-campus teacher related to the issue will also be invited

to observe and make general comments.

The effectiveness evaluation is conducted through multiple tools

and methods, including “Google Forms”

(pre- and post-test, feedback of unit learning opinions,

peer reviews, and final self-evaluation),

“Rubrics”(learning sheets, logical short talk, reading report),

“Paper Test” (midterm exams, final exams),

and “Wenzao’s Affairs Information System”

(students’ absent records,

Cloud e-Learning homework submission records,

and final teaching evaluation results of the Academic Affairs Office).