Multi-Dimensional Analysis Of Traditional"to Get The Doubt Pedagogy"

For a long time, people have constantly explored in the theory and practice of education, and expect to find a pedagogy fitting the need and development of teachers and students. There are many outstanding and valuable ideas of teaching methods in ancient educational thought of China. Traditional teaching can’t be ignored, and is worth studying in traditional teaching theory. Traditional "To get the doubt pedagogy" is the most dynamic method in traditional teaching theory. In this paper, the author systematically organizes and comprehensively analyzes the theory of traditional "To get the doubt pedagogy", and digs out its ideological essence and enables it to precipitate and promote, further enriches and improves our local pedagogy, and finally provides importantly theoretical and practical significance for the research and construction of modern pedagogy.Using method of documentation, method of historical research and method of logical thinking, this paper first systematically organizes and in-depth studies the meaning, ideological content and specific practices of traditional "To get the doubt pedagogy". Then, examines and studies it based on variety of theories in the domain of pedagogic and psychology. Finally, digs out the contemporary theoretical value of traditional "To get the doubt pedagogy", and its reality practical value for today’s classroom teaching.Traditional "To get the doubt pedagogy" tightly surrounds "doubt" as center, on the one hand, pays attention to students’self-study, on the other hand, pays attention to students’ inspiration and motivation, and inspires students to get the doubt and resolve doubt. In the specific implementation of teaching, learning with thinking, getting the doubt based on thinking, asking after getting doubt, and resolving doubt from doubt should be done. From the point of psychology, traditional "To get the doubt pedagogy" is related to learning motivation, cognitive theory of learning, construction of knowledge, problem solving and the cultivation of creative thinking. From the point of pedagogy, it is related to inspiration pedagogy, problem pedagogy, dialogue teaching theory and subject teaching theory. Traditional "To get the doubt pedagogy" has some relevance with these theories, but has its own change and innovation in nature, so it has its own style and flies its own colors. Dialyzing from the theoretical value, traditional "To get the doubt pedagogy" reveals the source of problem teaching, the essence of inspiration teaching, the root of the subject teaching. It is required for their development. Considering from its practical value, traditional "To get the doubt pedagogy" can learning interest and improves students’ critical thinking skills, trains students’awareness of doubt and innovation capacity, enhances teachers’knowledge and teaching skills, strengthens the communication and dialogue between students and teachers. In short, traditional "To get the doubt pedagogy" still has learning and reference value today.