discovery-learning

DiscoveryLearningTheoryInthetraditionalteaching,inordertoreachthegoaloflecturing,thelecturesoftheteachersandthereacceptanceofthelearnershaveformedintoacompletelearningprocess.Duringthisprocess,learningispassive.Learningisahappyprocesstoacquireknowledge.Thisisparticularthecaseforthebiologicalcourseinwhichthelearnersdiscoverythestructure,theconclusionsandtheruleoftheteachingmaterialsthemselves.DiscoveryLearningisoneoftherepresentativesforthefood-biologycurriculatochangetheteachingmethod,fromtraditionalonetothenewteachingmethod.Itplacesemphasisonthelearningprocessinsteadoftheresultmerely.Itpayscloseattentiontotheintuitivethinkingandtheinternalmotivations.Itpaysattentiontofindinghappinessandcontentmentfromthelearningexplorationactivityitself.Itdoesnotpayattentiontotheexternalpunishmentandputemphasisontheorganization,abstractionoftheinformationotherthanitsstorage.Itisabletomaketheabstractknowledgetobespecific,theuniformknowledgetobeinteresting.Alloftheseareadvantagesthatcannotbesurpassedbythetraditionalteachingmethod.Inthisway,theyhaveformedtheunderstandingandpracticeofthecoursetheoriesthemselves.Correspondingtothis,theguidanceoftheteachingworkisofgreatimportance.Itpaysattentiontofindinghappinessandcontentmentfromthelearningexplorationactivityitself.Itdoesnotpayattentiontotheexternalpunishmentandputemphasisontheorganization,abstractionoftheinformationotherthanitsstorage.Brunerputforwardtheconceptofdiscoverylearninginthistheory.Thisisalsothespecificcharacteristicinallhislearningtheories.Brunerindicatedthatdiscoverylearningreferredtotheprocessthatstudentsobtainnewknowledgebyreadingbooksanddocumentsbythemselvesandalsotheindependentthinking.Insimplewords,itisthemannerormethodthatstudentsgainknowledgeallbythemselves.Itisalearningmodel.Therearefourcharacteristics:(1)payingmuchattentiononinternalmotivation.Brunerthoughtthattheinternalmotivationistherealpowertopromotethediscoverylearning,i.e.,theinternalmotivationcantriggerlearnerstofindandlearninitiatively.Sowecansaythattheinternalmotivationisthepreconditionofdiscoverylearning.(2)payingmuchattentionontheprocessoflearning.Indiscoverylearning,teachersandstudentshavethecooperationrelations.Learnersmakeactivitiesandplayanactiverole,sometimesevenplaytheleadingrole.Teacher'sroleistoformasituationinwhichstudentscanexploreindependently,ratherthansupplythereadyknowledge.Learningisaprocess,.notaresult.Therefore,studentsarenotthepassiverecipients,buttheactiveinquirers.(3)emphasizingintuitionthinking.Intuitionthinkingisoneofthosethinkingwhichplayamainroleindiscoverylearning,becauseinthelearningprocess,settingthestageofimaginationismainlyaccordingtotheintuitionthinking.Teachersshouldhelpstudentstoformrichimaginationduringtheiractivitiesandalsoshouldpreventprematurelanguage.Itisbettertoletthestudentstrytolearnthantotellthemhowtodo.Teachersshouldletthestudentsthinkindoinganddiscovergraduallyduringtheprocess.(4)emphasizinginformationextraction.Theimportantproblemofhumanmemoryisnotstorage,butextraction.Therefore,discoverylearningmodelshouldbeanimportantleaningmethodforstudents.Thiskindoflearningmodelisthemainwaytoobtainknowledge.Especiallywhenpeoplefacenewchallengesorpursuitacademicinsight,thislearningmethodisparticularlyimportant.