"Discovery Learning" In The Application Of The Chinese Teaching In The Middle School

The new curriculum reform demands new requirements of the Chinese teaching. The requirements are changing the long single receptive learning and advocating the independent, cooperate, inquire and discovery learning. Then it points out that students are the main part of learning and development. During the teaching procedures, students become the real master of learning; the responsibilities of teachers are to guide them. Basing on the theoretical foundation of Bruner's discovery learning, this thesis is describing the significance of using discovery learning in the Chinese teaching and three important questions in the operational process, through the analysis of discovery learning's history, definition and characters and combined Chinese itself features. The beginning of this thesis is the analysis of current situation of the discovery method in the Chinese teaching. It can be divided into four parts. The part one is that the discovery method is useful for arousing the intrinsic motivation of the student and keeping the learning enthusiasm. The part two is that the discovery method is benefit to keeping and migrating the knowledge. The part three is that the discovery method is helpful for promoting the communication and cooperation among students. The part four is that the discovery method is in favor of cultivating the innovation ability of students. Of course, the discovery method is not omnipotent, it has weaknesses too. However, introducing the discovery method is better for the reform of Chinese teaching and it feeds the flame into the depressing situation of Chinese teaching.