归纳论证与演绎论证结合群的论证强度

类=规律。归纳论证与演绎论证结合群有两种类型:独立结合型,演绎论证强度决定了结合群的论证强度,其论证强度为演绎;连锁结合型,归纳论证强度决定了结合群的论证强度,其论证强度为归纳。简单枚举归纳反驳,从推理形式上看,它是简单枚举归纳推理与演绎推理的结合,但因其是连锁结合型,从论证强度看仍是归纳,故称它为归纳反驳,仍是名实相符。     

议论文的论题与论点

长期以来将议论的论题与论点混为一谈是错误的，论题是中要论述的问题，议论中篇、段和每一个议论结构都有自己的论题。论点是中被论证或不对别的观点起论证作用的观点。通常关于议论论点的定义不能将论点与非论点区分开来，因而是不科学的。议论的论点有中心论点与分论点，认识型论点与行为型论点之分。论题与论点在意义上有涵盖与被涵盖、在形式上有被包涵与包涵的关系。认识论题与论点及相互关系，有利于阅读时对议论内容的透彻把握和写作时对待写议论类型的确定及整体构思。     

议论文的结构

鉴于以往的结构分析说法繁多但又缺乏明确的角度意识因而显得纷坛芜杂，且有些结构分类也不全面和科学等缺陷。本文从篇框、事理、逻辑三个角度对议论文的结构规律逐一描写。在不考虑“引论”与“总论”差异的前提下。将议论文的篇框结构化分出七种结构模式；从理事角度分出纵式、横式、错综式三种结构模式，从逻辑角度分出演绎、归纳、演归三种结构模式。     

Using the Cognitive Apprenticeship Web-based Argumentation System to Improve Argumentation Instruction

This study investigated how the instruction of argumentation skills could be promoted by using an online argumentation system. This system entitled ??Cognitive Apprenticeship Web-based Argumentation?? (CAWA) system was based on cognitive apprenticeship model. One hundred eighty-nine fifth grade students took part in this study. A quasi-experimental design was adopted and qualitative and quantitative analyses were used to evaluate the effectiveness of this online system in measuring students?? progress in learning argumentation. The results of this study showed that different teaching strategies had effects on students?? use of argumentation in the topics of daily life and the concept of ??vision.?? When the CAWA system was employed during the instruction and practice of argumentation on these two topics, the students?? argumentation performance improved. Suggestions on how the CAWA system could be used to enhance the instruction of argumentation skills in science education were also discussed.     

取道宗儒:《太玄》的义理诠释

扬雄<太玄>与汉代官方易学偏重象数不同,它既重象数构建,又重义理诠释.本文以判别战国末年至秦汉时的儒道互补类型为基础,认为<太玄>与<易传>一样,属于象数解释吸取道家思想,由经衍生的义理诠释归宗儒家思想的儒道互补类型,具体分析<太玄>兼具玄摛万类的道家思想和玄为仁义的儒家伦理,可发现<太玄>以<易>、<老>形式言儒的著作体例体现了取道宗儒的思想特质.     

关于词项和概念的辨析

在逻辑学中,词项作为符号是进行逻辑分析和推演的基本单位,概念是对词项的意义的解释,外延是词项在当下概念所指向的对象的集合下的元素。词项从语法的角度强调它作为命题的一个成分,概念从语义的角度强调它的涵义,二各有自己的适用范围。简单地用词项取代概念或是用概念取代词项都是不合适的,我们要做的是细心地区分出它们的不同涵义和适用范围,从而正确地理解和使用它们。     

碣石学宫考论

碣石学宫是战国时期的一个重要学术中心,后世学者往往将它与稷下学宫相提并论。以稷下学宫为参照,对碣石学宫学术中心产生的文化环境、产生原因、人员构成、作用、结局及对后世文化的影响等进行考察,可以更清楚地了解这个学术中心的性质和特点,并可以了解燕齐两国在政治、经济、文化上的差异及其相互渗透、相互影响的情况。     

法律论证中的“可接受性”

通过分析德国法哲学学者罗伯特·阿列克西对"发现的过程"和"证成的过程"的区分以及"可接受性"概念的提出,可以明晰在法律论证评价中用"可接受性"取代"真实性"一词的必要性,理解可接受性是如何在法律论证过程中实现的,从而理解可接受性与逻辑的"求真"求善"精神的内在一致性。     

英语议论文写作教学谈

鉴于目前英语教学语料主要以议论文体为主这一事实,并在综合Product Approach和Process Approach两种写作技法各自的优势的基础上,本文提出了一种新的议论文写作训练模式：P＆P模仿创新式写作训练模式。     

二十世纪五六十年代逻辑论争的反思

二十世纪五六十年代逻辑论争在我国现代逻辑思想史上占有重要的地位,对我国逻辑科学的发展产生了深远的影响.一方面,它确立了形式逻辑独立的学科地位,推动了这门科学在我国的普及和推广;另一方面,它也具有许多缺陷受苏联逻辑论争的负面影响较重,过分关注与形式逻辑有关的哲学问题的探讨,偏离了当时世界范围内逻辑科学迅猛发展的主流,脱离了逻辑教学的实践.反思这场论争,对研究中国现代逻辑思想史,对推动我国逻辑现代化的进程,都具有积极的意义.     

Analogy in Scientific Argumentation

Analogical reasoning has long been an important tool in the production of scientific knowledge, yet many scientists remain hesitant to fully endorse (or even admit) its use. As the teachers of scientific and technical writers, we have an opportunity and responsibility to teach them to use analogy without their writing becoming “overly inductive,” as Aristotle warned. To that end, I here offer an analysis of an example of the effective use of analogy in Rodney Brooks's “Intelligence Without Representation.” In this article, Brooks provides a model for incorporating these tools into an argument by building four of them into an enthymeme that clearly organizes his argument. This combination of inductive and deductive reasoning helped the article become a very influential piece of scholarship in artificial intelligence research, and it can help our students learn to use analogy in their own writing.

Every one who effects persuasion through proof does in fact use either enthymemes or examples: there is no other way. (Aristotle, 1984b, p. 26)     

关于CAI设计的探讨

计算机辅助教学软件是1个具有交互性、生动性、集成性等特点的软件系统,它的设计应以教师和学生的需求为目标,以教学大纲为蓝本,将软件工程的理论和多媒体软件的特点相结合。     

Learning Gene Expression Through Modelling and Argumentation

There is emerging interest on the interactions between modelling and argumentation in specific contexts, such as genetics learning. It has been suggested that modelling might help students understand and argue on genetics. We propose modelling gene expression as a way to learn molecular genetics and diseases with a genetic component. The study is framed in Tiberghien’s (2000) two worlds of knowledge, the world of “theories & models” and the world of “objects & events”, adding a third component, the world of representations. We seek to examine how modelling and argumentation interact and connect the three worlds of knowledge while modelling gene expression. It is a case study of 10th graders learning about diseases with a genetic component. The research questions are as follows: (1) What argumentative and modelling operations do students enact in the process of modelling gene expression? Specifically, which operations allow connecting the three worlds of knowledge? (2) What are the interactions between modelling and argumentation in modelling gene expression? To what extent do these interactions help students connect the three worlds of knowledge and modelling gene expression? The argumentative operation of using evidence helps students to relate the three worlds of knowledge, enacted in all the connections. It seems to be a relationship among the number of interactions between modelling and argumentation, the connections between world of knowledge and students’ capacity to develop a more sophisticated representation. Despite this is a case study, this approach of analysis reveals potentialities for a deeper understanding of learning genetics though scientific practices.     

康德论幸福

康德认为经验幸福论缺乏客观有效的基础，而这只有到理性中去找，这个根基就是道德法则，道德法则以善良意志为条件，但有德者未必有福，于是康德提出三个公设来解决这一矛盾。     

谈墨子的辩论艺术

墨子的辩论艺术是我国古代辩论科学的精华。他的辩论朴实无华，论证严密，说理清晰，讲科学，重实践。文章从“假”、“譬”、“援”、“止”、“推”五个方面来探讨墨子高超的辩论艺术。     

孔子变通略论

孔子的思想学说对中国影响巨大。他的思想既有保守落后的一面,又具有前瞻和灵活的一面。孔子本人不是死板僵化的腐儒,而是与时俱进懂得变通的识时务者。孔子的变通表现在见机行事的政治态度、因材施教的教育方法、一分为二的评价标准、随机应变的处世原则等方面。孔子为人处事的灵活态度以及先进的教育方法值得今人借鉴。     

魂兮,归来——人文精神教育叙事

人类精神在根本上是人文精神,人文精神在典籍中,教育就是对典籍的体认。我们的教育只有回到典籍,才是自己的路,才有说话的资格。     

Mentoring and Argumentation in a Game-Infused Science Curriculum

Engaging in argumentation from evidence is challenging for most middle school students. We report the design of a media-based mentoring system to support middle school students in engaging in argumentation in the context of a game-infused science curriculum. Our design emphasizes learners apprenticing with college student mentors around the socio-scientific inquiry of a designed video game. We report the results of a mixed-methods study examining the use of this media-based mentoring system with students ages 11 through 14. We observed that the discourse of groups of students that engaged with the game-infused science curriculum while interacting with college student mentors via a social media platform demonstrated statistically significant higher ratings of cognitive, epistemic, and social aspects of argumentation than groups of students that engaged with the social media platform and game-infused science curriculum without mentors. We further explored the differences between the Discourses of the mentored and non-mentored groups. This analysis showed that students in the mentored groups were invited, guided, and socialized into roles of greater agency than students in the non-mentored groups. This increased agency might explain why mentored groups demonstrated higher levels of scientific argumentation than non-mentored groups. Based on our analyses, we argue that media-based mentoring may be designed around a video game to support middle school students in engaging in argumentation from evidence.     

纵囚新论

比较唐宋两代录囚制度和赦免制度 ,可知 :唐太宗贞观六年的录囚尚存理狱之意 ,还是不同于宋代类似纵囚的录囚的 ,太宗此举也不是为邀名 ;欧阳修《纵囚论》一文只是欲借太宗录囚之题来反对宋代的大赦而已