对接受式学习与发现式学习的比较分析（a comparative analysis of learning by docking and learning by discovery）

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对接受式学习与发现式学习的比较分析（Acomparativeanalysisoflearningbydockingandlearningbydiscovery）Chinacadreeducationtrainingnetwork-headmastertrainingplatformAuthortitlekeyNumbering:Password：Theanalysisofcontemporarysocietyandcontemporaryeducationtheory||educationcurriculumandteachingreform|schoolmanagementschool|costbenefitComparativeeducation|school|diagnosisandconsultationofschoolpsychologicaleducationevaluation||moderneducationaltechnologyTheeducationscientificresearch|comprehensivemanagementpractice|campussecurity|leadingscienceandart|cultureartDocumentwriting|educationlawsandpolicies|moraleducation|qualityeducation|publicmanagementAcomparativeanalysisoflearningbydockingandlearningbydiscoveryReleasetime:2006-09-2515:10:39Author:MengQingnan Source:NationalInstituteofEducationAdministration[Abstract]therearetwowaysofstudents'learningstyle,namely,acceptingstudyanddiscoveringlearning.Theanalysisofthepresentstudyistoaccepttheteachers'knowledgeorientedlearning,discoverylearningisbasedonstudents'selfinquiryorientedlearning,bothofthemhavetheirownsuperiority,alsohavecertainlimitations,bothofthemaredifferentandcloselylinked.Acceptancelearninganddiscoverylearningarenotallmeaningfullearning,andbadusewillbecomemechanicallearningorpassivelearning.Whatweareadvocatingismeaningfulacceptance,learninganddiscoverylearning,whileopposedtousingdiscoverylearninginsteadofreceivinglearning.Acceptancelearning;discoverylearning;mechanicallearning;passivelearning;meaningfullearningInthelearningmodeofstudents,alwayshaveavarietyofideasandpractices,butfromtheangleofeducationalpsychology,allkindsofideasandpracticescanberoughlydividedintotwocategories:ReceptionLearninganddiscoverylearning.Receptionlearninghasalonghistory,soitcanbesaidthatsincethereisaschool,therewillbeacceptedlearning.However,inthecurrenttheoreticalresearch,acceptedlearningismoreandmorechallengedandevennegated.Peoplearemoreandmoreinterestedindiscoverylearning.Thisisanoteworthyphenomenon.Thispaperintendstomakeacomparativestudyofthesetwolearningmethods,withaviewtounderstandthisproblemclearly. First,theanalysisofdockinglearningTheso-calledreceptivelearningreferstothewaystudentslearntheready-madeknowledgethroughthematerialspresentedbytheteacher.Inthisway,thewholecontentofthestudents'knowledgeisbasicallytaughtbytheteacherintheformofafinaldecision.Thestudentdoesnotneedanyindependentdiscovery,butonlyacceptsorunderstands.Theanalysisofreceptionlearningcanbedividedinto3differenttypesofreceptivelearning,namely,mechanicalreceptivelearning,passivereceptivelearning,andmeaningfulreceptivelearning.Mechanicalreceptivelearningreferstostudentswhodonotunderstandthemeaningoflearningmaterials,rotelearning.Itscharacteristicisthatthestudentstolistentocivic,mechanicalimitation,andtheonlybookonlyreadwithoutthoroughunderstanding,division,getisabunchofisolatedknowledge.Thisisakindoflearningwhichisnotinternalized,notactive,cannotbemovedandcannotbeapplied.Studentscanneithergetintellectualdevelopmentnorfeelspiritualpleasure.Passivereceptivelearningreferstothenonactivelearningduetothelackoflearningneeds,motivation,interestandability.Itscharacteristicisthatthestudentcannotactivelyparticipateinthelearningactivities,orcannottaketheinitiativetomakeyourstudyindepth,ornottofullygrasptheknowledgecontent,butonlysatisfiedthoseambiguous,specious,superficialidea. Thesetwokindsoflearningtoaccept,isinlackofmeaningfullearningconditions,whichlimitsthedevelopmentofstudents'thinkingquality,isnotconducivetotheformationandcultivationofstudents'exploringspiritandcreativeability,sothelearningresultispoor.Atpresent,manyteachersinourcountryguidestudentstostudy,whichbelongtothetwowaysofacceptancelearning.Becauseofitsexistence,ithascausedthequestionanddenialofthedockinglearning.However,receptivelearningisnotbothmechanicalandpassive,andwhatweareadvocatingismeaningfulacceptancelearning.Meaningfulreceptivelearningreferstoanunderstandinglearningatthecoreofstudents'thinking.Itischaracterizedbytheharmoniousunityofstudents'bodyandmind,cognitionandemotion,logicalthinkingandintuition,andthedevotionintheprocessofstudy.Inessence,theprocessofreceptivelearningisthatstudentsactivelyselecttheknowledgetheyimpart.Theprocessofunderstanding,integratingandinternalizing,andbringingnewknowledgeintoitsoriginalcognitivestructureinordertoachievemasteryandunderstandingofnewknowledge.TherealadvocacyandstudyofmeaningfulreceptivelearningisAusubel,acontemporaryAmericancognitivepsychologist.Ausubelbelievesthatmeaningfulreceptivelearningisactiveandeffective.Inordertorealizetheactiveandeffective,musthavetwoconditions:oneisthatstudentsshouldhaveameaningfullearningintention,namelystudentstheknowledgelinkingtheoriginalintentionofthenewknowledgeandcognitivestructure;twolearningmaterialshavepotentialsignificancetostudents, learningmaterialshavelogicalmeaning,andwiththestudents'cognitivestructureofknowledgelinking.Inthisway,newknowledgecannotonlyobtainpsychologicalmeaningintheoriginalcognitivestructureofstudents,butalsoenablestudents'originalcognitivestructuretobereformedandreconstructedbyabsorbingnewknowledge.Fromthispointofview,meaningfulacceptancelearninghasotheradvantagesthatcannotbereplacedbyotherlearningmethods.Themaincontentsareasfollows:first,itcanmakestudentsmastermoreknowledgeinarelativelyshortperiodoftime.Throughtheunderstandingandpracticeofhumanactivitiesforalongtime,theaccumulationofalargenumber,richscientificandculturalknowledge,theseknowledgetoletourmaster,themostbasic,themostefficientwayisthroughteaching,letstudentsacceptlearning.Thiswayoflearningcannotonlyenablestudentstomasteralotofknowledgequickly,butalsoavoidmanyunnecessarytwistsandturnsintheprocessofcognition.Itisnotonlypossiblebutalsounnecessaryforstudentstorepeatthediscoveryandformationofhumanknowledge.Second,itcangivefullplaytotheleadingroleofteachersandtheinternalfunctionofscientificknowledgestructure.Theacceptanceoflearningisteachercenteredlearningmode,sointheprocessoflearning,teachersshouldprovidelearningframeworkandfixationpointforstudents,tohelpstudentsclearlearningmotivationandform,maintainandfocusstudentsattention,cognitivedevelopmentofthestudents,makinglearningmeaningfullearning.Third,ithelpstocultivatestudents'habitandabilitytoacquireknowledgefrombooks.Thehabitandabilityaremainlyformedintheprocessofacceptingactivities. Two,theanalysisofdiscoverylearningDiscoverylearningisrelativetoreceptivelearning.Itisawaytoacquireknowledgeanddevelopinquirythinkingthroughstepsofdiscoveringknowledgebyoneself.Inthatstudy,students'maintaskistoacceptandrememberready-madeknowledge,buttoparticipateintheknowledgediscoveryprocess;teachers'maintaskistoteachthestudentstheready-madeknowledge,butforstudentstofindknowledgeandhelpcreateconditions.Thatisthebasicprocessoflearningteachers,toenablestudentstoproduceacontradictioninsuchsituation,thusthinkingactive,questionsandideastosolve,andthenthroughtheanalysisandoperationprocessofprocessing,thereorganizationofthelearningobject,finallygeneralizeaconclusionfromit,andusedittotosolvethenewproblems.ThemaininitiatorofthediscoverywasBruner,afamousAmericaneducationalpsychologist.Brunerbelievesthatintheprocessofteaching,itisimportanttoimpartknowledge,butmoreimportantly,theexperienceofstudentstoacquireknowledgeiswhetherthestudentscarryoutadequateintellectualactivities.Inparticular,headvocatesfosteringstudents'spiritofinquiryandtheabilitytosolveproblemsindependentlyandpredicttheunknown.Itisobviousthattheadvantagesoflearningareobvious.First,thestudents'intrinsiclearningmotivationcanbefullystimulated.Thediscoverycanstimulatestudents"foundtheexcitementoftheroleoflearning,sothatcanbringthroughinternalinspirationforstudents,sothatstudentswillbetransformedintotheinternalexternalactivitiestostimulate learningmotivation,enhancethelearninginterestandenthusiasm,andenablestudentstoappreciatetheactivitiesfoundfromthejoyofdiscovery.Second,studentscanexplorethespiritandabilitytosolveproblemsindependentlytoacertaindegreeoftrainingandimprovement.Becausediscoverylearningistheindependentexplorationprocessofstudentsundertheguidanceofteachers,Thestudentsbecomethemainactivities,andtheirindependentperformancearefullyreflected,theycanthroughtheirownresearchconclusion,andputtheconclusionintotheselfcognitivestructure,soastoestablishtheinternallearningmechanismofautonomouslearning.Thiswillinevitablyleadtostudents'independentthinkingandpursuitofcreativity,formingstudents'abilitytodiscoverandsolveproblems,andformacognitivestrategyforstudents'widerangeofmigration.Third,canmakethestudent'sintelligencedevelop.Duetothediscoveryofcreativelearningisalearningprocess,soitcandevelopandexplorethecreativepotentialofstudents,sothatstudents'thinkingcanbeexpandedandsmooth,makestudentsmindfromexternaltointernalcontrolcontrol,sothatstudentshavearich"memoryregeneration".However,learningisnotalwaysmeaningful,butitalsohasitslimitations.Specificperformance:itislearningcontrolsubjects,learningcontentandstudents'ownmind;itsscopeislimited,notallsubjectsaresuitablefordiscoverylearning;studentsmastertheknowledgeofthetotalamountislimited;studentsneedtospendmoretimeinthelearningprocess,andsomenotfoundhavecertainsignificance. Three,theanalysisoftherelationshipbetweenlearninganddiscoveryAcceptancelearninganddiscoverylearningaretwodifferentwaysoflearning.Theyaredifferentinmanyways.First,thewaysinwhichtheyacquireknowledgearedifferent.Inacceptancelearning,themaincontentofthestudents'learningisprovidedbytheteachers,andthestudentsonlyneedtoacceptandunderstand,withoutthediscoveryprocessofnewknowledge.Inthatstudy,students'knowledgeisintheinitiativeto"solvetheproblem"intheprocessofobtaining,ratherthanbythewayoftheconclusiontoteachers,studentsparticipatedintheconstructionofknowledge,andgetafeelingandexperience.Second,thepsychologicalmechanismofthetwoisdifferent.Thepsychologicalmechanismofreceptivelearningisassimilation.Theconditions:oneisthelearningmaterialsthemselveshavelogicalmeaning;thetwoisthestudentsthemselvestohavemeaningfullearningset,namelyinternallearningmotivation;thethreeiswiththenewconceptofknowledgecanbeusedtoassimilatetheoriginalcognitivestructureofstudents.Findthepsychologicalmechanismoflearningautonomy,whichistheconditionofstudentsmustfirstpasstheirinquiryactivities,rearrangement,organizationoflearningcontentortransformation,andsumsuptheconclusionfromit,thenputtheconclusionintotheirowncognitivestructure.Third,theprocessofthinkingisdifferent.Inreceptivelearning,thestudents'thinkingisusuallyadeductiveprocess,fromthegeneraltotheindividual,althoughtherearediscriminationandgeneralthinkingactivities,butthereisagapbetweendiscoveryandlearning.Indiscoverylearning,students'thinkingisusuallyinductive process,fromtheindividualtothegeneralprocessandthinking,independence,autonomy,exploration,deepstrong,canformawiderangeofcognitivestrategytransferintheprocessofexploringandsolvingproblems.Fourth,teachersplaydifferentrolesinthetwolearningstyles.Inacceptancelearning,teachersplayaleadingroleandplayaleadingandcontrollingrole.Indiscoverylearning,teachersplayaguidingrole,whilestudentsarethemainpartofthewholelearningactivity.Althoughtherearedifferencesbetweenreceptivelearninganddiscoverylearning,theyarecloselyrelated,restrictedandmutuallypromoted.Ontheonehand,acceptancelearningistheknowledgebaseofdiscoverylearning.Thefundamentalreasonforeffectivediscoverylearningisthatittakesacceptancelearningasitsknowledgebase.Itisimpossibletoachievehigherefficiencythroughtheacceptancestudywithoutcertainknowledgepremise.Ontheotherhand,discoverylearningisalsoanimportantconditiontopromotereceptivelearning.Theimplementationofreceptivelearningrequires,toacertainextent,thespecificexperiencegainedbydiscoverylearningasitssupport,i.e.,throughdiscoverylearning,theknowledgeofreceptivelearningcanbeconsolidatedandunderstood.Bycombiningthetwo,wecanmakeastatementthat,asfarasstudentsacquireknowledge,hecaneitherobtainitbywayofacceptanceorbydiscovery.Whensomekindofknowledgeiscompletelynarratedbytheteacher,itisacceptedteaching;whenacertainknowledgeisacquiredbythestudentintheprocessofinquiry,itbecomesdiscoverylearning.Four.Conclusion Throughtheabovedockinglearninganddiscoverylearninganditsrelationshipanalysis,wecancometotwopointsofunderstanding:Oneofthem:CreativeEducationinmodernsocietyshouldbeacombinationofreceptivelearninganddiscoverylearning,