The Application Of "Discovery Learning" In Language Teaching

By introducing the teaching theory of Jerome Seymour, Burner's "Discovery Learning" in language teaching, this thesis applied such theory into reconstructing the method of our Chinese learning, and it attempted to find a systematically effective approach in Chinese teaching and learning.Firstly, this thesis briefly reviewed the background of Bruner's "Discovery Learning" theory, traced it back to its origin, explained its main points, basic tactics, procedures and limitations and introduced domestic professors and teachers' research on "Discovery Learning" since 1980's.Secondly, this thesis analyzed the relationship between "Discovery Learning" and Chinese learning and then from a few key aspects such as learning circumstances, learning methods, teaching materials and inspiring students' learning motives, it demonstrated the usefulness of this theory in Chinese learning and teaching. Based on this, together with my own and other excellent teachers' experience, this thesis suggested the principles and policies of "Discovery Learning" theory should be applied in Chinese teaching, such as creating teaching circumstances to promote learning, reorganizing and enriching learning materials, encouraging feedbacks, promoting students' learning motives and leading students to learn coding etc.Also this thesis analyzed a few relationships among "Discovery Learning", "Acceptance Learning", feeding back, and teacher's position and functions in the process of teaching and suggested ways to deal with such relationships correctly during the process of applying finding learning theory.Conclusion: "Discovery Learning" theory can be used in Chinese teaching. Under current atmosphere of course innovation, introducing "Discovery Learning" to our teaching is useful to arouse students' leaning interest in Chinese study, to strengthen learning motives and to inspire students' exploration and creation abilities. However, in practice, "Discovery Learning" has its own limitations. It is just a kind of learning method, which can only co-exist with "Acceptance Learning". Besides, it demands higher standards for teachers and requests much more work from them. But anyway, it is definitely useful to our Chinese course innovation by introducing "Discovery Learning" in Chinese teaching.