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“不好的教师是传授真理,好的教师是让学生去发现真理”。(第斯多惠)然而,中学物理的教学内容,均是前人已经总结出来的科学概念与规律,似乎不存在让学生去“发现”的问题。但是,对学生说来,这些概念与规律大凡是第一次接触(尤其是上升为理性的东西),所以对他们仍存在着一个学习“发现”的过程。在教学中,教师不仅要讲明物理概念与物理定律的内容,还应按照人们认识它们的辨证思惟过程,编制成一系列的问题,创设“发现”的情景,使学生在解决问题的过程中去“发现”规律和抽象出概念,这实际上乃是在教师指导下学生进行再发现的过程。这就是“发现学习”教学法。
“Bad teachers teach truth, and good teachers let students discover the truth.” (Tassmore) However, the teaching content of middle school physics is all scientific concepts and laws that have been summarized by the predecessors. It seems that there is no problem for students to “discover”. However, for students, these concepts and laws are generally in contact for the first time (especially rising to rational things), so there is still a process of learning “discovery” for them. In teaching, teachers must not only explain the contents of physical concepts and physical laws, but also compile a series of questions in accordance with the process of people’s understanding of their dialectical thoughts, and create “discovery” scenarios so that students can solve problems in the process. “Discovering” the law and abstracting the concept are actually the process of rediscovering students under the guidance of the teacher. This is the “discovery learning” pedagogy.