Heuristic teaching method, also known as discovery teaching method, is a teaching method actively advocated by American psychologist Bruner. This teaching method holds that the teaching process is a purposeful and well-organized process. In this process, teachers are organizers and executors and play a leading role in the teaching process; Students are the main body of the teaching process, and only through students' active and independent learning activities can the expected teaching objectives be achieved. Therefore, the teaching process is essentially a process in which teachers guide students to explore unknown fields, and then students get development in all aspects. Giving full play to students' subjective initiative is the key to achieve good teaching results. Heuristic teaching method is under the guidance of teachers, fully mobilizing students' initiative and enthusiasm, stimulating students' interest in learning, turning "you want to learn" required by teachers into "I want to learn" voluntarily, guiding students to learn lively, enabling students to master knowledge through independent thinking, and acquire and improve their ability to analyze and solve problems.
Teachers should use the charm of the subject knowledge they teach to motivate students, so that students have the initiative and enthusiasm to learn their lessons well, stimulate students' interest in learning and desire for knowledge, and make students have a strong interest in learning. A strong interest in learning can be an internal motivation to promote a person to understand or deal with something actively, and can stimulate students to study hard. Actively study problems and exert creativity; Strong interest and desire in learning can make people feel gratified and happy under difficult conditions, make students feel happy in learning, and encourage students to actively solve problems and overcome difficulties in learning.
It is not enough to rely on students' interest in learning. Teachers should also explain the purpose and significance of learning to students and guide them to learn cultural knowledge. Technology theory is closely related to skills and social production and life. It is necessary to turn the social demand for talents into the needs of students' learning and become the driving force to promote students' learning. Bruner pointed out that the best learning motivation is that students are interested in the material itself. Teaching methods are also very important. Teaching should be fascinating and make students "want to stop", which will play an important role in mastering knowledge and developing intelligence. On the contrary, teachers instilling knowledge-based teaching and catching up with progressive teaching can only make students tired of learning and dampen their enthusiasm for learning. This requires teachers to be good at putting forward enlightening questions according to the characteristics of teaching materials, connecting with students' reality, allowing students to think independently, broaden their thinking, activate the overall learning atmosphere, and let students taste the benefits and joy of overcoming difficulties through their own thinking. This can make students more interested in learning, induce endless internal motivation, and thus learn more actively. Mr. Lu Xun said that "love is the best teacher" just illustrates this point. Bruner believes that teaching methods should seriously consider that "a course should not only reflect the nature of knowledge itself", but also reflect the process of learners acquiring knowledge. When teaching a course, we should not only create a small library in students' minds, but also make students think about mathematics like mathematicians and history like historians. Therefore, he said, discovery is not limited to seeking things that human beings have not yet known, but also includes all forms of acquiring knowledge with their own minds.
The basic spirit of heuristic teaching method, that is, the guiding ideology, is not that teachers directly impart ready-made knowledge or conclusions to students, but that they ask students a series of carefully arranged questions or assignments, so that students can personally "discover" knowledge and draw conclusions in learning activities, just like scientists discover knowledge. This is the educational purpose of heuristic teaching method-discovering knowledge and developing intelligence.
Second, the heuristic teaching method should grasp the principles
1. Encourage students
Let students believe that they can solve the problem, get the correct answer (conclusion) through data (evidence), and at the same time let students have a strong interest in the problems they have learned.
2. Help students combine their existing knowledge with the problems they are studying.
Let the students "review the past and learn the new" and "draw inferences from others", guide them how to compare things, and urge them to find, think and solve problems.
3. Help students conduct self-assessment.
Let students check their mastery and flexible application of knowledge at any time, let students think deeply, and cultivate their correct judgment and strong analytical ability.
Third, the steps of using heuristic teaching method
1. Create an environment for asking questions
Put forward problems that need to be solved or studied in order to stimulate students' interest in exploring problems and clarify the purpose and requirements of the problems. This is related to the preview requirements, teaching purpose and content of traditional teaching methods. Teachers can give students a list of questions before class, so that students can preview them with questions. Pay attention to the following aspects when asking questions.
(1) Teachers should be fully prepared. It is necessary to carefully think and arrange the contents, key points, difficulties, key points, objects to be asked, the time required for each question, and the order of asking questions. Be prepared in advance for possible situations during the questioning process.
(2) The questions raised should be systematic. Experienced teachers believe that systematic questions are like road signs, which can guide students to think along logical lines. Questioning should be based on the system structure of teaching materials and students' knowledge level, from easy to difficult, step by step, so that students are always in a good atmosphere of positive thinking and active learning.
Thinking is a process of reflecting the general characteristics of things and discovering the regular connections and relationships between things, which is an important psychological activity of people. Teachers should pay attention to arouse students' enthusiasm for exploration and guide students to think positively in the teaching process. The key to improving students' thinking ability lies in cultivating students' ability to find problems and analyze and solve problems through independent thinking. The ancients said: "Learning to be excellent is an official, small doubts are small progress, and big doubts are big progress." Only those who are good at asking, analyzing and solving problems can be creative in their work, and asking questions is the first step. Dr. Li Zhengdao once told students in the junior class of the University of Science and Technology of China: "The most important thing is to ask students questions, otherwise they will not be able to do first-class work in the future." Teachers should be good at putting forward enlightening questions according to the key points, difficulties and students' actual acceptance ability of textbooks, so as to arouse students' enthusiasm for exploration and guide them to think positively. Teachers can also guide students to think more and ask more questions through review, tests and various forms of homework. "Learning without thinking is useless, and thinking without learning is dangerous." Only in this way can we cultivate students' habit of independent thinking and serious study through various ways and means. At the same time, teachers should also pay attention to guiding students to master thinking forms such as analysis, comprehensive comparison, generalization and induction, and reasoning, so as to improve students' logical thinking ability. (3) The questions raised must be clear, specific and enlightening. Questions should be concise, so that the scope of students' answers is very clear, the sentences of questions should not be too long, the language should be accurate and specific, and it should not be vague. The questions raised should be enlightening, which is the soul of inspiring teaching method. Only enlightening questions can promote students' independent thinking and active learning. The content of the questions raised should not only pay attention to the coherence between the system and the questions, but also highlight the key points and difficulties of the textbooks. Therefore, teachers must carefully design questions around textbooks or syllabus, and guide students to think and answer questions with high quality.
(4) Ask questions for all students and leave enough time for the questioner to think. Teachers must ask questions to all students and guide them to think positively. Everyone can participate in the discussion and then call the roll. Don't let students answer questions as soon as the teacher asks, which will make students nervous. The quality of answering questions is often not high because they don't think seriously. Students can also be divided into several groups, make full use of the Internet and other tools to seek answers, and then discuss them in groups and then focus on them. For questions with different depth and difficulty, ask the students who have the ability to answer the questions. The object of questioning should be universal, not limited to a few students. Teachers should let students listen carefully to other people's answers, and encourage students to raise their hands to answer or supplement questions that others can't answer or answer incompletely. Teachers themselves should not rush to answer questions or draw conclusions, but should inspire students to answer or supplement. When students answer questions, teachers should listen to their answers enthusiastically and patiently, inspire and guide them more, and never show indifference and impatience with students' answers. They should ask difficult and comprehensive questions to top students, so that the whole class can be inspired by their answers and students can be improved on the original basis.
(5) Make a summary at the end of the question. At the end of the question, the teacher should summarize according to the students' answers to the question. Point out the right and wrong questions, give students systematic, comprehensive, correct and perfect knowledge, put forward the advantages and disadvantages of thinking methods and questioning processes, and explain how to overcome shortcomings and improve the quality of answering questions in the future.
2. Students use textbooks or materials provided by teachers to answer questions.
The teaching materials mentioned here should include not only textbooks, but also physical models or audio-visual materials. Students can mobilize all their senses through teachers' tips, demonstration of model objects, structural principles, working principles or simulation dynamics drawn by cameras and computers, so that students can master knowledge and answer questions through various learning methods.
For example, a multimedia home classroom developed by a company in Beijing makes full use of modern technology and multimedia functions to excite learners' brains through animation, video, music and games. In order to make students fully understand and master the key points and difficulties of knowledge, the software uses vivid and humorous language to explain and make abstruse theories easy to understand. After the lecture, select typical examples from the question bank for analysis, cooperate with appropriate exercises on the basis of students' full understanding, consolidate new knowledge in time and improve learning efficiency.
In this way, it overcomes the disadvantages of the traditional class teaching system, liberates students' independence and creativity, takes care of students' differences, and truly implements the principle of teaching students in accordance with their aptitude. It avoids the adverse influence of discipline centralism, cultivates students' practical ability, establishes students' dominant position, develops students' personality and cultivates students' creativity.
If conditions permit, CAI (Computer Aided Instruction System) and CMI (Computer Management Teaching System) can be established, and the advantages and advantages of advanced technologies such as video technology and computer technology can be brought into play, and the information provided for students and teachers will be faster, newer and more accurate, and the amount of information will be amazing. This has an unparalleled effect on students' mastering knowledge and strengthening thinking.