This study discusses a general education course about logical thinking (a methodology course) from the viewpoint of teaching practice. We aim to improve the connotation of such a course about logical thinking with the help of a detailed quality analysis to investigate learners' perceptions in such a course. We use the Kano's two-dimensional quality model to study each module of such a course and classify the quality attribution of each module to tease out instructional strategies for improving such a course. This study has two purposes: (1) to apply the Kano's model to investigate a two-dimensional classification for each module of this course and (2) to better understand students' perception of each module of this course by using the ＂importance-performance analysis.＂ It provides a reference for instructors to modify the connotation of such a general education course about logical thinking. The research findings show that instructors must focus on their instructions and responses to learners' questions when teaching such a course in general education curriculum. Some important aspects related to ＂cooperative learning,＂ which are usually emphasized in general education curriculum, needs to be carefully addressed.