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日常教学中偶有教师在溯因推理时出现逻辑错误,而采用《普通逻辑》中的“穆勒五法”去探究因果联系一般是不会出现错误的。在探究浮力大小与某些因素是否有关、滑动摩擦力是否与物体的质量有关等实验设计中,教师可以通过“穆勒五法”去鉴别出错误的逻辑推理,以提升自身和学生的科学素养。
Occasional teachers in the daily teaching of logical reasoning in reasoning errors, and the use of “ordinary logic” in the “Muller five” to explore the causal link is generally not wrong. In the experimental design to explore whether the buoyancy is related to some factors and whether the sliding friction is related to the quality of the object, teachers can identify the wrong logical reasoning through “Mueller ’s ” method to enhance their own and students’ scientific ethics.