Discovery Learning and Discovery Teaching
Discovery Learning and Discovery Teaching
复制标题
发现学习和发现教学
DOI：
10.1207/s1532690xci1504_2
复制
发表时间：
1997
影响因子：
3.3
通讯作者：
David M. Hammer
中科院分区：
文献类型：
--
作者：
David M. Hammer
对促进学生探究感兴趣的教师通常会在这个议程和更传统的“覆盖内容”议程之间感到紧张。教育改革的努力投入了大量时间来解决这种紧张关系，主要是通过课程改革，削减传统内容和采用以探究为导向的方法。特别是发现学习方法，旨在让学生参与探究，在教师和材料的指导下，他们“发现”预期的内容。尽管如此，这种紧张仍然存在，例如，当学生们有了意想不到的发现时。教师如何经历和应对这些时刻在很大程度上取决于他们对课程和教学的期望。对一些人来说，成功的教学需要通过一系列有计划的观察和想法来取得进展，而这样的分歧时刻可能代表着障碍。另一些人则把课堂看作是一个舞台，不仅是学生探索的舞台，也是教师探索的舞台，是学生对主题的理解和推理的舞台，是什么构成了专业知识的进步，以及如何促进这种进步的舞台。对他们来说，成功的教学取决于教师通常意想不到的看法和见解。我们可以称之为发现教学。本文详细介绍了我在高中物理课上一周的学习和指导，为讨论教师探究的作用和要求提供了一个背景。根据本文所支持的观点，学生探究与传统内容的协调并不是简单地减少后者，欢迎前者。这是一个辨别和回应学生的特殊优势和需求的问题。
Teachers interested in promoting student inquiry often feel a tension between that agenda and the more traditional agenda of "covering the content." Efforts in education reform devote substantial time to addressing this tension, primarily through curriculum reform, paring the traditional content and adopting inquiry-oriented methods. Discovery learning approaches, in particular, are designed to engage students in inquiry through which, guided by the teacher and materials, they "discover" the intended content. Still, the tension remains, for example, in moments when students make discoveries other than as intended. How teachers experience and negotiate these moments depends largely on their expectations of curriculum and instruction. For some, successful instruction entails progress through a planned set of observations and ideas, and such moments of divergence may represent impediments. Others see the classroom as an arena, not only for student exploration but also for teacher exploration, of the students' understanding and reasoning, of the subject matter, of what constitutes progress toward expertise and how to facilitate that progress. For them, successful instruction depends on teachers' often unanticipated perceptions and insights. One might call this discovery teaching. This article presents a detailed account of a week of learning and instruction from my high school physics course to provide a context for discussion of the role and demands of teacher inquiry. For the view supported here, the coordination of student inquiry and traditional content is not simply a matter of reducing the latter and welcoming the former. It is a matter of discerning and responding to students' particular strengths and needs.