There are too many similarities and differences in their hair style teaching methods.
In today's world, with the rapid development of society and science and technology, higher requirements are put forward for people's quality, and people pay more and more attention to the cultivation of people's creative ability and the development of people's intelligence. Therefore, how to inspire students to think with their brains in teaching, so as to develop students' thinking ability and creative ability, has become a hot spot in the research of teaching methods at home and abroad, which can be said to be "inspiration". Heuristic teaching method has become an important trend in the development of teaching methods at home and abroad.
From the development history of human education, we in China usually regard Confucius as the pioneer of heuristic teaching method, while Socrates is the originator of heuristic teaching method recognized by the west. Confucius and Socrates are two great thinkers and educators in the history of the development of eastern and western civilizations, and their thoughts have had an important impact on the eastern and western societies in the future. Interestingly, they lived almost in the same historical period (Confucius was one and a half centuries earlier than Socrates), and they independently proposed heuristic teaching methods. It is not accidental that an educational idea came into being at the same time in ancient China, but the inevitable product of the development of human education and teaching practice to a certain historical stage. This paper aims to get useful enlightenment by analyzing and comparing the similarities and differences between Confucius and Socrates' heuristic teaching methods, so as to promote the continuous development of teaching method research and practice in China.
Confucius (55 BC/KLOC-0 BC/-479 BC), surnamed Kong, was born in Zhong Ni (now Qufu) in the late Spring and Autumn Period. During the Spring and Autumn Period and the Warring States Period, Confucius lived in an era of rapid social change. Slavery gradually disintegrated, feudalism gradually took shape, and politics was extremely turbulent, resulting in the situation that "the emperor lost his official position and learned from four foreigners". He also put forward the glorious proposition of "education without class", admitted that everyone has the possibility of education, popularized education to the civilian class for the first time, and broke the monopoly of "learning in the official" since the Western Zhou Dynasty, which was really a great feat in the history of education in China. After his fifties, Confucius mainly engaged in private lectures, except for a short time in politics. He was the first great educator in the history of ancient education in China, and was honored as the "most holy teacher" by later generations. A model for generations to come.
Confucius' heuristic teaching method is closely related to his epistemology and has duality. He once said: "Those who are born with knowledge are also superior; Those who learn and know, second; Learn from difficulties, secondly; It is an idealistic view that Confucius put forward that people are born with knowledge. But "being born with knowledge" is just an empty example for Confucius who emphasized "learning and knowing" in practice, which objectively negates the transcendental concept of "learning and knowing". Confucius summed up a set of educational thoughts and teaching methods in accordance with the general laws of human cognition in educational practice. Heuristic teaching method is a successful teaching method often used by Confucius in teaching practice, which makes his teaching popular with students and makes them learn something.
The Analects of Confucius is a true record of Confucius' teaching, which records Confucius' wise words about inspirational teaching: "If you don't get angry, you can't get it, and you can't get it again without taking Sanjiao as an example." So there is the idiom "inspirational" and "draw inferences from others" in modern Chinese. Zhu, a famous Confucian scholar in the Song Dynasty, said: "Those angry people tried to get through their hearts, but they didn't get it. When students have thought about a problem, but they are not clear enough to express it, give guidance. If the teacher has inspired the most critical point of students' doubt, but it can't arouse students' association, analogy and reasoning, Confucius thinks it is unnecessary for the teacher to talk about it again, because it shows that students are not active in thinking. It is meaningless to rely solely on the teacher's teaching. In teaching practice, Confucius also conscientiously implemented his above ideas. Through the Analects of Confucius, we can find that Confucius is very good at using question-and-answer methods to promote students' independent thinking in practical teaching. Sometimes students ask a question, and Confucius simply answers it to arouse students' doubts and thoughts. The students asked questions step by step, and Confucius' answers became more and more profound. This way of answering questions is targeted and enlightening. It also embodies Confucius' "good question". Sometimes Confucius does not answer students' questions directly, but asks them questions from students' questions, or asks them a question to make students think and express their views. Finally, Confucius agreed or denied the students' opinions. Sometimes Confucius seems to know nothing about the questioner's question and doesn't answer it directly. Instead, he tries to ask questions from both sides of the question.
Socrates (469 BC-399 BC) was a great thinker and educator in ancient Greece. He was born in a civilian family. His father is a sculptor and his mother is a midwife. He was the first philosopher in the history of western philosophy who "focused on determining the principles of material and natural phenomena and turned to study life affairs, moral problems and human problems". Although Socrates lived in the heyday of the slavery democratic republic in Athens, his thoughts were conservative. He was sentenced to death because he supported the autocratic rule of the agricultural aristocracy and opposed the democratic politics of the slave owners. Socrates spent most of his life teaching, except sculpture. He has been engaged in social education for decades, without pay, and teaches others more strictly. His life is a vivid moral education textbook, and he is called "the teacher of thousands of teachers" by later generations.
Socrates opposes the wise man's view that man is the measure of all things. He believes that the definition of morality and justice is not people's subjective opinions, but objective truth. In his view, the meaning of things exists in people's minds before they are born. However, as soon as a person is born, he forgets them because of physical interference. Therefore, he believes that the task of philosophers and teachers is not to instill truth into people from the outside, but to guide and inspire people to pour out the inherent knowledge and truth in their stomachs. Socrates' teaching adopts interesting conversation method, and the main content of teaching is moral philosophy. In teaching, Socrates often starts with simple things or simple truths that he sees and knows in his daily life. Ask students questions, pretend that they don't know anything, let them fully express their views, and then let them fall into a self-contradictory dilemma by rhetorical questions, so as to promote students' positive thinking, supplemented by various related examples, and inspire and induce students to approach the correct conclusion step by step. Socrates metaphorically said that it was like a midwife giving birth to a fetus from a mother's stomach, so he named this method "midwifery".
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The era when Confucius and Socrates lived coincided with the further development of social productive forces in the East and the West, the prosperity of cultural and educational undertakings, and the increasing enrichment of people's educational practice activities. Confucius and Socrates, as the earliest great educators in the East and West, devoted themselves to education all their lives, accumulated rich experience in education and teaching, and had a preliminary understanding and reflection on the laws of the teaching process. So the heuristic teaching methods they put forward and actually used have a lot in common:
(1) Teaching is mainly conducted in the form of questions and answers. During the period when Confucius and Socrates lived, the school's teaching organization was mainly individual teaching, that is, teachers had to teach individual students, and most of the students they taught were adults with certain life experience and knowledge base, plus other objective conditions. Question and answer teaching method is the most commonly used teaching method in practice teaching. In fact, an Analects of Confucius recorded the questions and answers discussed between Confucius and his disciples, among which various questions raised by students were recorded 100 times, such as "asking about benevolence", "asking about courtesy" and "asking about politics". Through this kind of question and answer, we can inspire students' thinking and improve their knowledge. In Xenophon's memory, Socrates often asked questions in teaching, so that students could use their existing knowledge to answer them. If the answer is wrong, he will use suggestive supplementary questions to guide, and finally let the students get the correct answer that Socrates thinks.
(B) pay attention to creating a harmonious and democratic teaching atmosphere. Through The Analects of Confucius, we can find that although Confucius is politically conservative and ideologically hierarchical, he does not discriminate against all students, including those from poor families, because he advocates "benevolence and benevolence" and "teaching without distinction", and Confucius thinks that "the afterlife is terrible." "Don't give up being a teacher" embodies Confucius' frank mind and broad mind, and also respects and encourages students. It is precisely because of the democratic and equal teacher-student relationship between Confucius and his disciples that in the actual teaching process, Confucius' teaching attitude is very modest and democratic, and students are often encouraged to fully express their opinions. For example, in Advanced Articles, Luz, You Ran and Gong Xihua once sat down (having a discussion) and Confucius first said, "Although I am a little older than you, you should not be bound by it and dare not speak freely. "From the very beginning, a very natural, friendly and sincere teaching atmosphere has been created, which is the most important factor for the success of a dialogue. During the conversation, he also paid attention to giving every student a full opportunity to express his opinions. Even if some students don't agree with his point of view, they never interrupt his speech and don't comment immediately, so that he can make it.
On the other hand, Socrates is a teacher who never loses his temper with his students. Like Confucius, he teaches students regardless of age and wealth. He seriously answers any questions raised by anyone, and he is willing to accompany anyone who wants to talk to him and answer his questions. Moreover, his teaching is usually carried out on the basis of completely gaining the trust of students, and his teaching attitude is very approachable, not self-righteous and unlike teachers. From the memory of Socrates, we can find that he often called students "friends". He always encouraged students to fully express their opinions and expressed appreciation for some of their moral qualities in time, so that students could study in a happy but not nervous state.
(C) pay attention to stimulate students' learning initiative. Both Confucius and Socrates attach great importance to stimulating students' learning consciousness in teaching practice and emphasize students' active participation. Confucius advocated the active thinking of students. He asked students to enter a certain learning "state" through self-efforts, and then teachers could follow the trend and give timely guidance. In teaching, Confucius often arouses students' learning interest and initiative by asking some questions that students are interested in, so that students can actively participate in the conversation and express their opinions one after another. Therefore, Yan Yuan, one of Confucius' favorite doors, said: "Confucius is good at inspiring and inducing students to step by step, which makes students have great interest in learning, so that Yan Yuan has a feeling of' wanting to stop'.
Socrates often stimulates students' desire to explore the truth through a series of cleverly arranged questions in teaching. He often boasts of "ignorance". Admitting his ignorance is the first step to know the truth, so he does not treat the teaching situation with an attitude that seems to know the answer for a long time, but regards teaching as full of doubts. He first plays the role of an active learner. After the student tries to answer a question, he will further ask new questions to prove that the answer is inappropriate. Through step-by-step cross-examination, let the students understand that what he thought was true before turned out to be false. What he thought was right before turned out to be wrong. This will force students to think positively and actively seek answers to questions. This kind of teaching avoids spoon-feeding teaching, and the key point is not to impart ready-made knowledge to students, but to inspire people to explore knowledge consciously. The teaching method named "midwifery" profoundly embodies Socrates' guiding ideology.
I hope I can help you and adopt it. Thank you!