本文通过对美国普林斯顿等大学的汉语教学法和课程设置的分析,试图说明一些传统教学法和课型跟逻辑思维方式的关系,进而论证课程设计和相应的教学法如果能照顾到语言习得者的思维能力,便会在有限的课堂时间内使习得者最大限度地获得目的语的语言能力。为此,本文首先分析为何局部区域迁移教学技巧能够很好地激发习得者的联想能力,使词语意义、句型练习和转换在相关和相邻区域间进行,帮助学生领会和掌握所学的语言知识;其次说明逻辑思维中的诱展推理方法对语言习得负迁移的影响,以及如何在实际教学中避免之;最后本文针对传统的不同课型设计,指出如何综合不同的课型特点和习得者的逻辑思维能力,采用相应的教学方法。本文意在说明对外汉语教学法和课程设计应该是逻辑推理方法的综合使用和不同教学理念的相互补充。这样才能使语言习得者更加有效地获得并掌握目的语的语言知识和能力。 Based on the analysis of Chinese teaching methods and curriculums in universities such as Princeton in the United States, this paper tries to illustrate some of the traditional teaching methods and the relationship between class and logical thinking, and then prove that curriculum design and teaching methods can take into account the language learners The thinking ability of the learner will enable the learner to obtain the language ability of the target language to the maximum extent during the limited class time. To this end, this article first analyzes why the local area migration teaching skills can well stimulate learners’ associative ability, make the meaning of words, sentences practice and transformation between related and adjacent areas, to help students understand and master what they have learned Language knowledge; Secondly, explain the influence of the inferential reasoning method in logical thinking on the negative transfer of language acquisition and how to avoid it in the actual teaching; Finally, according to the traditional design of different course types, Acquisition of logical thinking ability, using the appropriate teaching methods. This article is intended to illustrate that teaching Chinese as a foreign language and curriculum design should be a combination of logical inference methods and complementary teaching concepts. In this way, language learners can acquire and master the language knowledge and ability of the target language more effectively.