Briefly describe the basic characteristics of Bruner s discovery learning

Bruner's main focus is on "concept discovery learning", in which learners form their own hypotheses and test their hypotheses by selecting appropriate examples from the given examples until all the key features of the concept are discovered. At that time, other researchers also adopted this kind of research approach centered on "concept formation". In the last decade or so, discovery learning researchers have begun to focus more on scientific discovery learning.

Scientific discovery learning is also based on the formation and testing of hypotheses, but it has different characteristics from conceptual discovery learning, which are mainly embodied in (Klahr & Dunbar, 1988; Joolingen & Jong, 1997) :(1) In the process of scientific discovery learning, in order to test a hypothesis, the learner does not select ready-made examples, but must "make" factual information (examples) to test the hypothesis by designing experiments. Discoveries are accomplished by designing scientific experiments, which is the primary feature of scientific discovery learning.

2) There is no clear correspondence between the experiment and the hypothesis as an example. In conceptual discovery learning, the words that describe the characteristics of the instance are the same as the words that state the hypothesis (e.g., the red triangle), so the correspondence between the example and the hypothesis is more clear. (3) The feedback from the experiment can be understood in a variety of ways, not either/or, and it is not very straightforward to see whether it confirms or falsifies a hypothesis.

4) The generation and modification of hypotheses are closely related to the knowledge context, rather than excluding the influence of knowledge. It can be said that scientific discovery learning research better reflects the process of natural scientific discovery and scientific exploration than the research of conceptual discovery learning.

Bruner's discovery learning has the following characteristics:

emphasizing the learning process; Bruner believes that the student is an active person in the teaching process. The role of the teacher is to create a situation in which students can be independent. The main purpose of learning is to involve students in the process of building the body of knowledge of the subject.

Emphasis on Intuitive Thinking: According to Bruner, a large number of facts have shown that intuitive thinking is extremely important to scientific discovery activities. The essence of intuitive thinking is reflective and pictorial.

Therefore, teachers should help students form rich imagination in students' first activities and prevent premature language.

Emphasize intrinsic motivation: Finding activities is beneficial in motivating students' curiosity. Students are easily driven by curiosity and show interest in unknown outcomes.

Emphasis on information extraction: Bruner argues that the primary problem of human memory is not storage, but retrieval. The key to extracting information is how to organize it, how to know where it is stored, and how to extract it.

When students are personally involved in the discovery of things, they are bound to organize them in a way that makes them work best for memory.

The basic views of Bruner's cognitive structure learning theory are mainly manifested in three aspects:

1. Learning is the process of actively forming cognitive structures.

According to Bruner, learning consists of three processes that occur almost simultaneously, which are the acquisition of new knowledge, the transformation of knowledge, and the evaluation of knowledge. These three processes are actually the processes by which learners actively construct new cognitive structures.

2. Emphasize the learning of the basic structure of the subject.

3. Formation of cognitive structure through active discovery.

The aim of teaching is to understand the basic structure of the subject:

Because Bruner emphasized the importance of initiative in learning and cognitive structures, he argued that the ultimate goal of teaching was to promote students' general understanding of subject structures.

The so-called basic structure of a discipline refers to the basic concepts, basic principles, basic attitudes and methods of a discipline. The basic structure of the discipline, here can be a multiple-choice question, we should be able to select the basic structure of the discipline corresponding to the "curriculum center theory" and master the structure of the discipline, which should be the minimum requirement for learning knowledge.

Therefore, Bruner put the basic structure of the discipline at the center of curriculum design and textbook writing, making it the center of teaching. Therefore, from here, we can see that he pays more attention to theory than to specific cases.

Answer]: Generally speaking, the following conditions should be met for the use of discovery learning: (1) Student-side conditions:

Students are required to have considerable knowledge and experience, be able to think selectively, and have the motivation and attitude to discover and make Bi Zhi. (2) Teachers: Teachers are required to have a high level of knowledge and teaching guidance.

3) Teaching materials: The original discovery process must be adapted into an appropriate number of rediscovery processes for students in the classroom. Tan Min.

1) Students are required to have considerable knowledge and experience in the preparation of silver troops.

2) Teachers are required to have a high level of knowledge and teaching guidance.

3) The original discovery process must be changed to a process that is suitable for students to rediscover in the manuscript class.

Throughout history, the importance of helping children discover the world around them has been emphasized. For example, the ancient Greek "obstetric technique" and the ancient Chinese Confucius's "heuristic teaching". These have constructed a tradition in the history of education that emphasizes positive thinking, problem solving, and creativity.

They were also the basis for Bruner's theory of cognitive discovery learning. The views of Bruna's cognitive discovery learning theory can be summarized as follows: (1) Learning is an active cognitive process.

2) Perceptions of the essence of children's psychological development. (3) Pay attention to the learning process. (4) Emphasizing the formation of learning structures.

5) Emphasize the importance of intuitive thinking. (6) Emphasize the importance of the internal dynamic posture machine. (7) Emphasize the early learning of basic subjects.

8) Emphasis on information extraction. (9) Promote discovery learning.

Answer]: A Bruner is a well-known cognitive educational psychologist in the United States, who opposes the reinforcement-based procedural teaching. Bruner argues that the purpose of learning is to transform the basic structure of a subject into a cognitive structure in the student's mind by discovering learning.

Discovery learning refers to a learning method in which students actively think, independent, self-discover and master the corresponding principles according to some facts and questions raised by the teacher, including all forms of knowledge obtained by themselves with their own minds. Shift external rewards to internal motivations; help with the retention and retrieval of information; In the process of "discovery learning", students' "intuitive thinking" is very important for students' discovery activities. The so-called "intuitive thinking" requires students to use less normal logical thinking in the learning process, but to use students' rich imagination to develop students' thinking space and acquire a large amount of knowledge.

Bruner believes that although "intuitive thinking" may not necessarily lead to the right answer, because "intuitive thinking" can fully mobilize students' active mental activities, it may be transformed into a prelude to "discovery learning", which is very helpful for students to discover and master knowledge. There is no room for more, so option A is wrong.