LOGIC. BAC 2021. Complete Guide.

Editura Universitara
35,00 Lei

ISBN: 978-606-28-1234-8

DOI: https://doi.org/0.5682/9786062812348

Publisher year: 2021

Edition: I

Pages: 188

Publisher: Editura Universitara

Author: Valeriu Sofronie

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This is a practical guide.
As the definition of the term says, "practically" must mean something based on the "sense of reality" and "reality" here means the test at the Baccalaureate exam. There are two directions of distance from reality on the market of these didactic products. The first, the most handy, is the excess of theory, without precise application purposes. Guides like this, at best, explain the theory in the textbook. But they do not really help the candidate, they only double his learning effort. At the end of it, he finds himself as shy, helpless as he was at the beginning, not knowing HOW to do what he is asked to do. The second departure from the field reality of the exam is the guide with many tests, but with indications of solutions as brief as those found in the assessment scales from the subjects of national exams. They do not help much either, not having a guiding-correcting role. If he made a mistake, the candidate does not understand where he made a mistake; if he answered correctly, he doesn't know why he was correct!
So, the third way was needed: from what is required to what I need to know to solve. Which is why I resorted to theory only out of minimal necessities, leading it each time to practical purposes: solving the test. I did not aim at theory as a theory, but at theory as a path to application. Moreover, I presented the theory in applicative ways.

  • Baccalaureate 2021. Complete Guide. LOGIC

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VALERIU SOFRONIE

FOREWORD / (5)
Step by step among the requirements of the subject. Minidiction of terms / (6)
ARGUMENTED SOLUTION OF BACHELOR'S DEGREE SUBJECTS - 2021 / (33)
TESTS DEVELOPED ACCORDING TO THE BACHELOR'S DEGREE MODEL - 2021. SOLVING THE PROPOSED SUBJECTS / (47)
TEST NO.1 / (48)
TEST NO.1. EXTENDED SELF-ASSESSMENT SCALE AND ANSWER MODEL / (52)
TEST NO. 2 / (62)
TEST NO. 2. EXTENDED SELF-ASSESSMENT SCALE AND ANSWER MODEL / (66)
TEST NO. 3 / (77)
TEST NO. 3. SELF-ASSESSMENT SCALE / (81)
TEST NO. 4 / (88)
TEST NO. 4. SELF-ASSESSMENT SCALE / (92)
TEST NO. 5 / (100)
TEST NO. 5. SELF-ASSESSMENT SCALE / (104)
TEST NO. 6 / (111)
TEST NO. 6. SELF-ASSESSMENT SCALE / (115)
TEST NO. 7 / (122)
TEST NO. 7. SELF-ASSESSMENT SCALE / (126)
TEST NO. 8 / (133)
TEST NO. 8. SELF-ASSESSMENT SCALE / (137)
TEST NO. 9 / (144)
TEST NO. 9. SELF-ASSESSMENT SCALE / (148)
TEST NO.10 / (155)
TEST NO.10. SELF-ASSESSMENT SCALE / (159)
Difficulties in applying the Venn diagram method to demonstrate the validity of syllogistic modes with valid universal premises and particular conclusion / (166)

ADDENDUM / (176)

BIBLIOGRAPHY SOURCES / (187)

This is a practical guide.
As the definition of the term says, "practically" must mean something based on the "sense of reality" and "reality" here means the test at the Baccalaureate exam. There are two directions of distance from reality on the market of these didactic products. The first, the most handy, is the excess of theory, without precise application purposes. Guides like this, at best, explain the theory in the textbook. But they do not really help the candidate, they only double his learning effort. At the end of it, he finds himself as shy, helpless as he was at the beginning, not knowing HOW to do what he is asked to do. The second departure from the field reality of the exam is the guide with many tests, but with indications of solutions as brief as those found in the assessment scales from the subjects of national exams. They do not help much either, not having a guiding-correcting role. If he made a mistake, the candidate does not understand where he made a mistake; if he answered correctly, he doesn't know why he was correct!
So, the third way was needed: from what is required to what I need to know to solve. Which is why I resorted to theory only out of minimal necessities, leading it each time to practical purposes: solving the test. I did not aim at theory as a theory, but at theory as a path to application. Moreover, I presented the theory in applicative ways.

In the activity of over 30 years at the department, I have met so many times that I believe that this question will not easily disappear from the classroom, with the questions: “HOW do I do it, professor? How do I solve it? How do I start? Is it okay what I did? Where did I go wrong and why is it wrong? ” Sometimes such questions confuse us, showing us the limits. Sometimes they make us better. History has shown, in a significant number of cases, that the safest and most economical way to learn is to accompany a practice until you become a part of it, until it becomes a part of you. Learning logic for the baccalaureate exam is no exception to this wisdom rule.
I invite those who have chosen logic in their maturity exam to accompany me on the next path.


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