1、A comparative analysis of learning by docking and learning by discoveryChina cadre education training network - headmaster training platformAuthor title keyNumbering:Password：The analysis of contemporary society and contemporary education theory | | education curriculum and teaching reform | school
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3、ument writing | education laws and policies | moral education | quality education | public managementA comparative analysis of learning by docking and learning by discoveryRelease time: 2006-09-25 15:10:39 Author: Meng QingnanSource: National Institute of Education AdministrationAbstract there are t
4、wo ways of students learning style, namely, accepting study and discovering learning. The analysis of the present study is to accept the teachers knowledge oriented learning, discovery learning is based on students self inquiry oriented learning, both of them have their own superiority, also have ce
5、rtain limitations, both of them are different and closely linked. Acceptance learning and discovery learning are not all meaningful learning, and bad use will become mechanical learning or passive learning. What we are advocating is meaningful acceptance, learning and discovery learning, while oppos
6、ed to using discovery learning instead of receiving learning.Acceptance learning; discovery learning; mechanical learning; passive learning; meaningful learningIn the learning mode of students, always have a variety of ideas and practices, but from the angle of educational psychology, all kinds of i
7、deas and practices can be roughly divided into two categories: Reception Learning and discovery learning. Reception learning has a long history, so it can be said that since there is a school, there will be accepted learning. However, in the current theoretical research, accepted learning is more an
8、d more challenged and even negated. People are more and more interested in discovery learning. This is a noteworthy phenomenon. This paper intends to make a comparative study of these two learning methods, with a view to understand this problem clearly.First, the analysis of docking learningThe so-c
9、alled receptive learning refers to the way students learn the ready-made knowledge through the materials presented by the teacher. In this way, the whole content of the students knowledge is basically taught by the teacher in the form of a final decision. The student does not need any independent di
10、scovery, but only accepts or understands. The analysis of reception learning can be divided into 3 different types of receptive learning, namely, mechanical receptive learning, passive receptive learning, and meaningful receptive learning.Mechanical receptive learning refers to students who do not u
11、nderstand the meaning of learning materials, rote learning. Its characteristic is that the students to listen to civic, mechanical imitation, and the only book only read without thorough understanding, division, get is a bunch of isolated knowledge. This is a kind of learning which is not internaliz
12、ed, not active, can not be moved and can not be applied. Students can neither get intellectual development nor feel spiritual pleasure.Passive receptive learning refers to the non active learning due to the lack of learning needs, motivation, interest and ability. Its characteristic is that the stud
13、ent can not actively participate in the learning activities, or can not take the initiative to make your study in depth, or not to fully grasp the knowledge content, but only satisfied those ambiguous, specious, superficial idea.These two kinds of learning to accept, is in lack of meaningful learnin
14、g conditions, which limits the development of students thinking quality, is not conducive to the formation and cultivation of students exploring spirit and creative ability, so the learning result is poor.At present, many teachers in our country guide students to study, which belong to the two ways
15、of acceptance learning. Because of its existence, it has caused the question and denial of the docking learning.However, receptive learning is not both mechanical and passive, and what we are advocating is meaningful acceptance learning. Meaningful receptive learning refers to an understanding learn
16、ing at the core of students thinking. It is characterized by the harmonious unity of students body and mind, cognition and emotion, logical thinking and intuition, and the devotion in the process of study. In essence, the process of receptive learning is that students actively select the knowledge t
17、hey impart. The process of understanding, integrating and internalizing, and bringing new knowledge into its original cognitive structure in order to achieve mastery and understanding of new knowledge. The real advocacy and study of meaningful receptive learning is Ausubel, a contemporary American c
18、ognitive psychologist. Ausubel believes that meaningful receptive learning is active and effective. In order to realize the active and effective, must have two conditions: one is that students should have a meaningful learning intention, namely students the knowledge linking the original intention o
19、f the new knowledge and cognitive structure; two learning materials have potential significance to students, learning materials have logical meaning, and with the students cognitive structure of knowledge linking. In this way, new knowledge can not only obtain psychological meaning in the original c
20、ognitive structure of students, but also enable students original cognitive structure to be reformed and reconstructed by absorbing new knowledge.From this point of view, meaningful acceptance learning has other advantages that can not be replaced by other learning methods. The main contents are as
21、follows: first, it can make students master more knowledge in a relatively short period of time. Through the understanding and practice of human activities for a long time, the accumulation of a large number, rich scientific and cultural knowledge, these knowledge to let our master, the most basic,
22、the most efficient way is through teaching, let students accept learning. This way of learning can not only enable students to master a lot of knowledge quickly, but also avoid many unnecessary twists and turns in the process of cognition. It is not only possible but also unnecessary for students to
23、 repeat the discovery and formation of human knowledge. Second, it can give full play to the leading role of teachers and the internal function of scientific knowledge structure. The acceptance of learning is teacher centered learning mode, so in the process of learning, teachers should provide lear
24、ning framework and fixation point for students, to help students clear learning motivation and form, maintain and focus students attention, cognitive development of the students, making learning meaningful learning. Third, it helps to cultivate students habit and ability to acquire knowledge from bo
25、oks. The habit and ability are mainly formed in the process of accepting activities.Two, the analysis of discovery learningDiscovery learning is relative to receptive learning. It is a way to acquire knowledge and develop inquiry thinking through steps of discovering knowledge by oneself. In that st
26、udy, students main task is to accept and remember ready-made knowledge, but to participate in the knowledge discovery process; teachers main task is to teach the students the ready-made knowledge, but for students to find knowledge and help create conditions. That is the basic process of learning te
27、achers, to enable students to produce a contradiction in such situation, thus thinking active, questions and ideas to solve, and then through the analysis and operation process of processing, the reorganization of the learning object, finally generalize a conclusion from it, and used it to to solve
28、the new problems. The main initiator of the discovery was Bruner, a famous American educational psychologist. Bruner believes that in the process of teaching, it is important to impart knowledge, but more importantly, the experience of students to acquire knowledge is whether the students carry out
29、adequate intellectual activities. In particular, he advocates fostering students spirit of inquiry and the ability to solve problems independently and predict the unknown.It is obvious that the advantages of learning are obvious. First, the students intrinsic learning motivation can be fully stimula
30、ted. The discovery can stimulate students “found the excitement of the role of learning, so that can bring through internal inspiration for students, so that students will be transformed into the internal external activities to stimulate learning motivation, enhance the learning interest and enthusi
31、asm, and enable students to appreciate the activities found from the joy of discovery. Second, students can explore the spirit and ability to solve problems independently to a certain degree of training and improvement. Because discovery learning is the independent exploration process of students un
32、der the guidance of teachers,The students become the main activities, and their independent performance are fully reflected, they can through their own research conclusion, and put the conclusion into the self cognitive structure, so as to establish the internal learning mechanism of autonomous lear
33、ning. This will inevitably lead to students independent thinking and pursuit of creativity, forming students ability to discover and solve problems, and form a cognitive strategy for students wide range of migration. Third, can make the students intelligence develop. Due to the discovery of creative
34、 learning is a learning process, so it can develop and explore the creative potential of students, so that students thinking can be expanded and smooth, make students mind from external to internal control control, so that students have a rich “memory regeneration“.However, learning is not always me
35、aningful, but it also has its limitations. Specific performance: it is learning control subjects, learning content and students own mind; its scope is limited, not all subjects are suitable for discovery learning; students master the knowledge of the total amount is limited; students need to spend m
36、ore time in the learning process, and some not found have certain significance.Three, the analysis of the relationship between learning and discoveryAcceptance learning and discovery learning are two different ways of learning. They are different in many ways. First, the ways in which they acquire k
37、nowledge are different. In acceptance learning, the main content of the students learning is provided by the teachers, and the students only need to accept and understand, without the discovery process of new knowledge. In that study, students knowledge is in the initiative to “solve the problem“ in
38、 the process of obtaining, rather than by the way of the conclusion to teachers, students participated in the construction of knowledge, and get a feeling and experience. Second, the psychological mechanism of the two is different. The psychological mechanism of receptive learning is assimilation. T
39、he conditions: one is the learning materials themselves have logical meaning; the two is the students themselves to have meaningful learning set, namely internal learning motivation; the three is with the new concept of knowledge can be used to assimilate the original cognitive structure of students
40、. Find the psychological mechanism of learning autonomy, which is the condition of students must first pass their inquiry activities, re arrangement, organization of learning content or transformation, and sums up the conclusion from it, then put the conclusion into their own cognitive structure. Th
41、ird, the process of thinking is different. In receptive learning, the students thinking is usually a deductive process, from the general to the individual, although there are discrimination and general thinking activities, but there is a gap between discovery and learning. In discovery learning, stu
42、dents thinking is usually inductive process, from the individual to the general process and thinking, independence, autonomy, exploration, deep strong, can form a wide range of cognitive strategy transfer in the process of exploring and solving problems. Fourth, teachers play different roles in the
43、two learning styles. In acceptance learning, teachers play a leading role and play a leading and controlling role. In discovery learning, teachers play a guiding role, while students are the main part of the whole learning activity.Although there are differences between receptive learning and discov
44、ery learning, they are closely related, restricted and mutually promoted. On the one hand, acceptance learning is the knowledge base of discovery learning. The fundamental reason for effective discovery learning is that it takes acceptance learning as its knowledge base. It is impossible to achieve
45、higher efficiency through the acceptance study without certain knowledge premise. On the other hand, discovery learning is also an important condition to promote receptive learning. The implementation of receptive learning requires, to a certain extent, the specific experience gained by discovery le
46、arning as its support, i.e., through discovery learning, the knowledge of receptive learning can be consolidated and understood. By combining the two, we can make a statement that, as far as students acquire knowledge, he can either obtain it by way of acceptance or by discovery. When some kind of k
47、nowledge is completely narrated by the teacher, it is accepted teaching; when a certain knowledge is acquired by the student in the process of inquiry, it becomes discovery learning.Four. ConclusionThrough the above docking learning and discovery learning and its relationship analysis, we can come t
48、o two points of understanding:One of them: Creative Education in modern society should be a combination of receptive learning and discovery learning,Acceptance learning or discovery learning should not be taken as the only way of learning, and they should complement each other. Meaningful receptive
49、learning is important and feasible and remains the basic form of classroom learning today. In order to meet the students psychological and spiritual desire, students must be accepted to study the essence of a lot of human cultural heritage and, for most of the learning content, students have the special need for learning to accept, because students can not through self discovery to reconstruct all knowledge. However, discovery learning is indeed an important way of learning, because knowledge gained through discovery learning is deeper, more thorough, and more compl
