Yang Anhua's architecture in China in the first half of the month? 202 1 9
Logic, reasoning, induction, deduction, analogy
British philosopher Gilbert said: "Logic is the grammar of thinking ... An idea can only be understood and communicated if it is thought in the logic of a set of thinking rules." [1] People's Chinese practice is inseparable from logic, and Chinese teaching is also inseparable from logic. It is worth noting that logic teaching in Chinese teaching should pay more attention to the development of articles. Even the Power of Logic, which is a compulsory part of the unified textbook for senior high schools, can not only be regarded as a lesson of logic knowledge, but should help students understand the application of language logic in combination with the texts they have learned. This paper takes the second part of the unit "using effective reasoning forms" as an example to illustrate.
Students will encounter various problems in their study, life and work. In order to solve these problems, reasoning is often used. Therefore, teachers should teach students to use effective reasoning forms to solve practical problems in teaching practice. Reasoning is the thinking process of deducing a new judgment from one or several known judgments. Correct reasoning can make people deduce new knowledge from the knowledge they have mastered and draw practical conclusions. Reasoning mainly includes inductive reasoning, deductive reasoning and analogical reasoning. In teaching, teachers should first let students know the logical knowledge about reasoning, the form and classification of reasoning, and then use the learned texts as examples to teach students to use these logical knowledge to solve practical problems in Chinese practice, so as to cultivate students' good rational thinking quality.
First, inductive reasoning
Inductive reasoning is a form of thinking that draws general conclusions from individual and special situations. Its thinking process is to abstract one or several individual objects in a class of events or things, and then summarize the * * * same nature of such events or things. In this way, the perceptual and concrete events or things are sublimated into rational and abstract truth, that is, the thinking process of looking at the essence through phenomena is helpful to cultivate the profundity of students' thinking and give meaning to events or things at the same time. Teachers can use the novel The Old Man and the Sea to guide students to draw a universal truth and "symbolic meaning" by inductive reasoning.
The old man and the sea tells the story of an old man fishing in San Diego: the old man caught a huge marlin and tied it to the bow on his way home; The shark smelled the blood of marlin, and the old man fought with the shark to the death. As a result, the marlin was eaten up by sharks, leaving only a bare fish skeleton, and the old man was injured. Teachers can guide students to think: Why do old people fail? The failure of the old man is not because he has no fighting will and fighting spirit, but because he has been wandering alone at sea for a long time, thin and gaunt, and his fishing facilities are simple-small sailboats, harpoons, knives, wooden paddles and short sticks, that's all, which is in stark contrast to the strength of sharks chasing sharks. It can be seen that when the marlin caught by the old man is coveted by the shark, it is the strength contrast between the old man and the shark that determines the ownership of the marlin. In this regard, we can make a more metaphysical and abstract generalization through inductive reasoning, and sum up some alarming life or social laws from it.
Teachers should first teach students how to abstract. The abstract process is to decompose the constituent elements of the whole event first, and then expand and extend these specific elements respectively, and belong to the "generic concept" to which these specific elements belong. For example, Marin can be extended to the "fruits of labor" or "possessions" of human beings, then "San Diego old man" can be extended to the subject of behavior in the real society-either individuals or collectives; Everything the old man has, even the sea he faces, the sharks in the sea and so on. , can be regarded as the overall situation of actors.
Next, we should teach students how to summarize. The process of generalization is to synthesize the relationship between the upper "generic concepts" of these decomposition elements, thus refining the meaning of events and thinking about the truth revealed by specific events. In this way, students can further sort out the general concept abstracted from the event that the marlin caught by the old man was eaten up by sharks in the marine environment, and deduce a general understanding from this event: when something is owned by you, it is placed in your overall situation, and when it is coveted by others, the factor that can determine its ultimate ownership is your strength. This is a universal truth abstracted from concrete events. Guiding students to read like this is more profound and meaningful than just appreciating the tough guy spirit of the elderly.
Gilby said: "The special value of induction is that it can work from limited knowledge and increase knowledge for it." [2] The application of inductive reasoning can help students acquire new knowledge continuously, master this general and universal knowledge, and learn individual and special knowledge that has not been recognized under its guidance. Deductive reasoning should be used in the cognitive process from general to special.
Second, deductive reasoning.
Deductive reasoning is the reasoning that deduces specific conclusions from the premise of universality, and the reasoning that deduces conclusions under special circumstances from general principles, or deductive reasoning is the reasoning from general to special. People usually use laws, rules, principles, formulas and other knowledge to solve specific problems in life, study and work, and often use deductive reasoning. Deductive reasoning does not produce new knowledge, but can demonstrate existing knowledge. In this sense, inductive reasoning is impossible without deductive reasoning. Deductive reasoning has three forms: syllogism reasoning, hypothetical reasoning and selective reasoning, among which syllogism reasoning is often used for people to know things and judge right and wrong. Taking specific articles as examples, this paper discusses how to guide students to learn the application of deductive reasoning.
1. syllogism reasoning
Syllogism reasoning consists of and only consists of three qualitative judgments, two of which are premises and the other is conclusion. For example: (1) All green plants contain chlorophyll; (2) Spinach is a green plant; (3) So spinach contains chlorophyll. There are three simple judgments in this reasoning, (1) is the major premise, (2) is the minor premise, and (3) is the conclusion. People often use syllogism in their daily speech and writing, but they often use its ellipsis, that is, omitting one of the self-evident premises or conclusions. For example, "I am * * * party member, and I want to take the lead in the work" means omitting the syllogism of "I am * * * party member, and I want to take the lead in the work". The thinking process of this sentence is: * * party member should take the lead in doing my work well, and I am party member, so I should take the lead in doing my work well.
Teachers can help students explore the syllogism reasoning elements contained in the text of The Red Wall Fu, and then understand this form of reasoning, and deeply understand Su Shi's situation and choice at that time. Su Shi, who was demoted to Huangzhou, felt that he was "fishing in the river" and was distressed by wasting his time and achieving nothing. However, Su Shi was not immersed in negative emotions, and his outstanding point was that he could justify himself: "Besides, everything has its own master between heaven and earth. If it's not mine, I won't take it. " In fact, syllogism reasoning is implied here, and only the "major premise" is put forward, while the "minor premise" and "conclusion" are hidden. The teacher may wish to guide the students to restore: the "major premise" is that everything in the world has its own master. If it doesn't belong to me, don't look for even a little bit; The "minor premise" is that grades belong to everything; The conclusion is that every achievement has its own owner. If the achievement does not belong to me, then I will not look for it again. As the saying goes, "there must be something in life, and life doesn't have to be forced." If the "fate" here is understood as laws, conditions, opportunities, etc. , can avoid being misunderstood as fatalism. Su Shi used correct logical reasoning to treat the problem of unfulfilled ambition and accomplished nothing indifferently and avoid paranoia and depression.
In this way, guiding students to explore the syllogism reasoning form used by Su Shi in this paper is helpful to improve students' problem-solving ability and cultivate their practical wisdom.
2. Hypothetical reasoning
Hypothetical reasoning is deductive reasoning based on hypothetical judgment. For example, Wang Changling said in the poem Exodus: "Only make the Dragon City fly, and don't teach Huma to cross the Yinshan Mountain." These two poems contain hypothetical reasoning. If Li Guang, a flying general, was guarding Liuzhou, the Hu people's military forces would not be able to cross the Yinshan Mountain. This is the premise of Li Guang's "presence", and how it will affect the frontier defense in the Han Dynasty. Therefore, students can be taught to use hypothetical reasoning to think about problems, and predict their development trends and results, so as to make correct decisions and improve their survival ability and practical ability.
In addition to poetry, novels, expository texts and other stylistic texts often contain the author's hypothetical reasoning thinking. For example, Su Xun's Theory of Six Kingdoms uses hypothetical reasoning to construct the framework of the article. "To make the land of the Three Kingdoms love the people, Qi people can't be attached to Qin, assassins can't, and he is still there. Then the number of winners and losers and the principle of survival are not easy to measure when compared with Qin ... alas! If I use the land of Qin to seal the world's counselors, convince the world's wizards with Qin's heart, and strive to advance westward, I am afraid that the Qin people will not be able to swallow their meals. " Here, "let ... then ..." uses hypothetical reasoning to analyze how history will develop under the premise that the six countries do not accept Qin. This kind of thing that didn't happen could have come true, which greatly enhanced the shock of the article. Su Xun thought about the incident in the space of "possibility", which made his analysis of the problem more accurate, highlighted the negative effect of "blaming Qin", and then criticized the drawbacks of the Northern Song Dynasty through the past events of the six countries.
Teachers guide students to make such logical analysis of the text and teach students to use hypothetical reasoning to solve practical problems, which helps them understand the essence of things and then make accurate judgments and correct actions.
3. Selective reasoning
Selective reasoning is deductive reasoning based on selective judgment, and the simple judgment that constitutes selective judgment is called "selective limb". Taking the book When Candles Leave Qin as an example, teachers can guide students to grasp the thinking process of four main characters in the process of selection, thus helping students understand this form of reasoning vividly.
Why did Zheng Bo choose the power of candle to break the alliance between Jin and Qin? Jin and Qin attacked Zheng from both sides. At this time, Zheng either fought against Japan, surrendered to the enemy, or broke the Jin-Qin alliance. In War of Resistance against Japanese Aggression, Zheng is a small country and doomed to failure. Surrender the enemy and humiliate the country. Breaking the Jin-Qin alliance and retreating enemy soldiers can at least reduce military pressure. Therefore, Zheng Bo accepted the advice of the fox fan and sent candles to see Qin Bo, breaking the Jin-Qin alliance.
The power of candles broke the alliance between Jin and Qin to repel the enemy. Why did Qin Bo choose between Jin Hou and Qin Bo instead of Jin Hou? To break the alliance between Jin and Qin, we should either take Jin Hou as the breakthrough point or Qin Bo as the breakthrough point. One of the excuses that Jin and Qin attacked Zheng was that Zheng had been "rude to Jin", and the leader of the incident was Duke Xiang of Jin, so it was difficult to persuade Jin to retreat. Qin is a secondary collaborator. Obviously, it was easier to persuade Qin to retire, so he chose to retire from Qin Shi.
Why did Qin Bo choose to quit? Either destroy Zheng or abandon Zheng. Destroying Zheng is "losing Qin and benefiting Jin", which is useless and harmful; Replacing Zheng as the "host" is beneficial and harmless, so I choose to form an alliance with Zheng to quit.
Why did the Duke of Jin refuse the proposal of the minister's son to attack Qin? Qin Bo formed an alliance with Zheng and left without saying goodbye. Of course, the Jin people were not happy. They either attacked the State of Qin or retreated. If you attack Qin, you will be "heartless", "unwise" and "not martial"
So the Duke of Jin rejected his son's suggestion to attack the State of Qin and retreated to the State of Jin. Teachers guide students to analyze the choices of Zheng Bo, Zhu, Qin Bo and Jin Hou from the perspective of speech choice reasoning, which is helpful to improve students' ability to analyze and solve problems.
Third, analogical reasoning
Analogical reasoning refers to unnecessary reasoning based on the fact that two or two objects have the same attributes, so their other attributes are also the same. Analogical reasoning is also called analogy or analogy.
In order to help students understand and use analogical reasoning flexibly, teachers can guide students to analyze how Zou Ji used analogical reasoning to satirize Wang Qi with the help of Zou Ji's satire on Wang Qi. Zou Ji is the head of the family; King Qi is the head of a country. Zou Ji inferred what the King of Qi might encounter as the head of a country from what he encountered as the head of the family, and made a connection thinking from the perspective of his home country: "My wife is a private minister, my concubine is afraid of me, and what my guests want from me is more beautiful than Xu Gong. Today, thousands of miles away, there are 120 cities, ladies in the left and right, all private kings; Courtiers are not afraid of kings; Within four borders, there is nothing but the king. From this point of view, the king is very embarrassed. " Zou Ji thought of the King of Qi alone, and linked two very different people-Jun and Chen. From the differences, he saw great similarities in their respective situations. The imperial court, courtiers and the people treated the King of Qi just like Zou Ji's wives and guests, and they were private, fearful and begging for him. This similarity will inevitably lead to the king of Qi being cheated. It is in this thought of seeking common ground while reserving differences that Zou Ji constructed his unique way of satirizing the princes and princes of Qi. Zou Ji's thinking track of analogical reasoning is as follows:
(1) Zou Ji, the head of the family, some people are private, some are afraid, and some want it; The king of Qi, the king of a country, has many selfish people, many fearful people and many desirers.
(2) Zou Ji was cheated.
(3) So the King of Qi was even more deceived.
Zou Ji correctly used analogical reasoning, deeply analyzed the problems and successfully persuaded the King of Qi, who finally took measures to make the politics of Qi gradually clean.
Teachers should also make students understand that many things have inherent similarities, especially those that are very similar but very similar, which often bring people different aesthetic enlightenment. Gilby said: "It is our hands that are similar to the noses of elephants, not our noses;" Lungs are to us what leaves are to trees. "The basic feature of analogy is" similarities in differences "[3], that is, to link what is known and easy to know with what is unknown and difficult to know, to seek the similarity between them, and to see the" kinship "relationship between them in two" strange "things. Teaching students to use this form of reasoning can cultivate their sharpness of thinking and help them learn from others in their study and life.
Reasoning is a very important way of thinking. Teachers help students learn to use inductive reasoning, deductive reasoning and analogical reasoning to solve problems in Chinese practice, which is conducive to improving students' ability to solve problems in future study and life practice. After all, learning how to solve problems is "meaningful learning".