你好，根据查证《牛津高阶英汉双解词典》没有关于discovery learning的词条，现在用英语维基百科中的解释：
Discovery learningDiscovery learning?is a technique of?inquiry-based learning?and is considered a?constructivist?based approach to education. It is also referred to as?problem-based learning,?experiential learning?and 21st century learning. It is supported by the work of learning theorists and psychologists?Jean Piaget,?Jerome Bruner, and?Seymour Papert. Although this form of instruction has great popularity, there is some debate in the literature concerning its efficacy.[1]
Jerome Bruner?is often credited with originating discovery learning in the 1960s, but his ideas are very similar to those of earlier writers such as?John Dewey.[2]?Bruner argues that "Practice in discovering for oneself teaches one to acquire information in a way that makes that information more readily viable in problem solving".[3]?This philosophy later became the discovery learning movement of the 1960s. The mantra of this philosophical movement suggests that we should 'learn by doing'.
The label of discovery learning can cover a variety of instructional techniques. According to a meta-analytic review conducted by Alfieri, Brooks, Aldrich, and Tenenbaum (2011), a discovery learning task can range from implicit pattern detection, to the elicitation of explanations and working through manuals to conducting simulations. Discovery learning can occur whenever the student is not provided with an exact answer but rather the materials in order to find the answer themselves.
Discovery learning takes place in problem solving situations where the learner draws on his own experience and prior knowledge and is a method of instruction through which students interact with their environment by exploring and manipulating objects, wrestling with questions and controversies, or performing experiments.
CharacteristicsDiscovery-based learning is typically characterized by having minimal teacher guidance, fewer teacher explanations, solving problems with multiple solutions, use of hand-on materials, minimal repetition and memorization.[4]
There are multiple essential components that are required for successful discovery-based learning[5]?which include the following:
Teacher guidance where the emphasis is on building upon students’ reasoning and connecting to their experiences
Classroom culture where there is a shared sense of purpose between teacher and students, where open-mindedness and dialogue are encouraged
Students are encouraged to ask questions, inquire through exploration and collaborate with teacher and peers
Teachers roleIt has been suggested that effective teaching using discovery techniques requires teachers to do one or more of the following: 1) Provide guided tasks leveraging a variety of instructional techniques 2) Students should explain their own ideas and teachers should assess the accuracy of the idea and provide feedback 3) Teachers should provide examples of how to complete the tasks.[6]
A critical success factor to discovery learning is that it must be teacher assisted. Discovery learning can also result in students becoming confused and frustrated.[7]
Mayer (2004) argued that pure unassisted discovery should be eliminated due to the lack of evidence that it improves learning outcomes. Even Bruner (1961) who was one of the early pioneers of discovery learning cautioned that discovery could not happen without some basic knowledge.
In summary, the teachers’ role in discovery learning is critical to the success of learning outcomes. Studen must build foundational knowledge through examples, practice and feedback. This can provide a foundation for students to integrate additional information and build upon problem solving and critical thinking skills.
BenefitsEarly research dmonstrated that directed discovery had positive effects on retention of information at six weeks after instruction versus that of traditional direct instruction.[8]
It is believed that the outcome of discovery based learning is the development of inquiring minds and the potential for life-long leaning.[5]
Discovery learning promotes student exploration and collaboration with teachers and peers to solve problems. Children are also able to direct their own inquiry and be actively involved in the learning process which helps with student motivation.