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一、布鲁纳和发现法教学本世纪五十年代下半期起,美国迫于苏联第一颗人造卫星发射成功的压力。在全美范围内掀起了课程教材改革的浪潮。围绕如何改革美国中小学的自然科学教育的问题,1959年,约35位科学家、学者、教育学家聚集在伍慈霍尔进行了讨论。在当时大会上,布鲁纳阐述了自己的教育思想:强调学科的基本结构的学习。他提出的依据⑴从心理学角度他认为所有知识均按编码系统排列组合的,学习就是编码系统的形成,这种有内在联系的知识使人能超越给定的信息,飞速前进;⑵懂得基本原理结构,使学科更易理解;⑶结构学习有助于学生的记忆;⑷领会基本结构或原理最易迁移,可使学生学会学习。
1. Brunner and Discovery Methodology The United States was pressured by the success of the launch of the first Soviet satellite since the second half of the 1950s. In the United States, a wave of curriculum reforms has been launched. Around the question of how to reform the natural science education in American primary and secondary schools, about 35 scientists, scholars, and educationists gathered in Wuci Hall in 1959 for discussion. At the time of the conference, Bruner elaborated on his own educational thinking: emphasis on learning the basic structure of the discipline. The basis he put forward (1) From a psychological point of view, he believes that all knowledge is arranged according to a coding system, learning is the formation of a coding system, and this intrinsically linked knowledge enables one to surpass given information and advance rapidly; (2) Understand basic Principles and structures make the subject easier to understand; (3) Structural learning is helpful for students’ memory; (4) Understanding the basic structure or principle is the easiest to migrate and enables students to learn.