The discovery learning method advocated by Bruner, which pays attention to students' autonomous learning, has played an indelible and important role in education and teaching all over the world. The discovery process of discovery method can stimulate students' curiosity about problems and interest in exploring unknown things, and can well mobilize students' internal motivation and initiative in learning. Because the discovery method emphasizes that students are the main body of learning, teachers can provide freedom for students' learning to the maximum extent in the process of discovering teaching models, and can let students give full play to their subjective initiative in the learning process. This is conducive to the creative and critical development of students' thinking, to students' mastery of the knowledge content of textbooks and the cultivation of learning methods, to students' consolidation, memory and deepening of knowledge, and to the formation of knowledge and thinking transfer. Therefore, in general, the discovery method is more suitable for senior students.
Discovery learning plays an important role in our teaching process. This paper gives readers a preliminary understanding from three aspects: the concept, steps and functions of discovery learning.
Bruner, an American educational psychologist, is committed to studying the curriculum reform in middle schools. He stressed the need to rearrange the teaching materials according to the basic structure of disciplines and the different personalities among disciplines. He took students as the main body of learning and advocated the discovery learning method.
The discovery teaching method is completely opposite to the cramming education idea put forward by Kailov, an educator in the former Soviet Union. The main body of teaching in cramming education is the teacher, and students' learning and knowledge acquisition mainly depend on the teacher's guidance, so as to avoid making mistakes or taking shortcuts in the process of learning and knowledge acquisition. On the contrary, the main body emphasized in discovery learning method is mainly students. Bruner believes that in the discovery teaching method, students should not be passive recipients of knowledge, but should be active explorers of knowledge and subjects of information processing. . Classroom teaching is not a process in which teachers unilaterally instill pre-prepared knowledge into students, but a process in which students take the initiative to explore, study and discover problems under the guidance of teachers, so as to acquire knowledge. So the discovery in the discovery learning method we are talking about is not the invention of ordinary scientists. Bruner believes that "discovery is not limited to the act of looking for things that humans have not yet known. To be exact, it includes all the ways to acquire knowledge with your own mind. "
The basic steps of applying Bruner's discovery teaching method to guide actual classroom teaching are as follows:
1, the teacher asks questions and sets the question situation. Here, teachers should ask questions that students are interested in, or let students experience the uncertainty of the degree of questions, so as to arouse students' excitement, stimulate students' inquiry reflection (curiosity) or make students interested in the way teachers ask questions. Because interest can encourage students to explore and solve problems more actively.
2. Teachers should put forward different assumptions and answers to solve the problem according to the questions raised, so that students can analyze and verify the assumptions and answers together, and then explain and exclude the assumptions and answers in turn.
3. Teachers guide and organize students to collect and sort out relevant reliable materials in order to find and solve problems. The ways to collect and arrange materials here should be varied and not single.
4. Teachers guide and organize students to strictly analyze and compare the collected and sorted materials, and think and discuss the materials in combination with the questions raised, and further demonstrate the assumptions and answers with data facts.
5. Finally, teachers guide students to acquire correct new knowledge (conclusions obtained through students' own discovery) and integrate it into their existing knowledge structure, and correctly apply it to new and different problem situations and solve problems, so that knowledge can be deeply consolidated and sublimated and students' migration ability can be formed.
Its teaching mode has played an important role in middle school classroom teaching:
1. First, it is the key to stimulate students' interest in learning and cultivate their inner motivation.
The prerequisite for students to become the main body of learning is a strong interest in learning. Bruner emphasized that the external motivation of students' learning should be transformed into internal motivation in the discovery method. He believed that internal motivation was the source of students' autonomous learning. Take discovery as a reward for students' self-study and cultivate students' interest in learning.
2. Paying attention to students' mastery of learning methods and thinking training is the key.
Discovery learning contributes to the development of students' intuitive thinking, which is the premise of discovery learning and students' imagination. Bruner believes that "intuitive thinking" is "an extremely valuable quality in the process of scientific discovery and creation" and an indispensable part of our teaching process. In China and even many countries in the world, the teaching mode of middle schools mostly adopts spoon-feeding teaching. Although this teaching method is relatively concentrated and has a small error rate, it is very boring, which greatly limits the divergence of students' thinking, thus making students' thinking more simple and fixed. Discovery method is a process in which students make their thinking highly active through the process of trying, guessing and analyzing. Thinking is not limited to the reference answers given in textbooks, but a process in which students try their best to use their imagination and abnormal thinking to learn. The discovery method focuses on letting students discover and draw conclusions by themselves. The process can not only enable students to acquire knowledge, but also exercise their thinking to a great extent.
3. Cultivate students' migration ability.
Memory is one of the important factors for students' intellectual development. In our traditional education, most teachers regard storing knowledge as a method of students' memory, but this method of rote learning is not easy to remember, and it is easy to cause a knowledge gap, so it is not easy to extract knowledge in practical application. Bruner believes that it is more conducive to the memory of knowledge to put the existing knowledge into another new problem situation, consolidate and enhance it, and form the transfer of knowledge.
Discovery teaching method attaches importance to the modernization of teaching materials, and also attaches importance to the basic concepts, basic structures and connections of disciplines contained in teaching materials. It is found that the teaching mode is the direct contact between students and teaching materials. The process of students acquiring knowledge is the process of solving another problem from one problem, which includes the participation of students' creative thinking. This teaching mode has an important influence on cultivating and improving students' ability to solve problems independently, actively exploring spirit, thinking ability and transfer ability, and forming good study habits and learning attitudes, mainly in the following aspects:
1 can increase students' general intelligence. Students construct a new knowledge structure through their own exploration and discovery of problems and processing of information, and combine it with the existing knowledge structure to improve their intellectual potential.
2. Use the satisfaction and reward inherent in the process of discovery to stimulate the intrinsic motivation and stimulate students' curiosity in the process of discovery. Students can use the findings as a reward for autonomous learning, thus cultivating students' interest in learning, and students can be satisfied to a certain extent in the process of learning, thus prompting them to transform external motivation into internal motivation.
3. Improve memory. Students' transfer and application of knowledge can consolidate knowledge in different problem situations, which is conducive to students' storage and extraction of learned knowledge and information.
4. Promote the acquisition of enterprising ability and find inspiration. Discovery method not only enables students to finally acquire knowledge, but also learns inquiry learning methods in the process.
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