发现式的教学理论,起源于我国古代儒家学者的教育思想,可惜的是,由于科举制度的兴起,这一学习理论未能传于后世。直至本世纪六十年代,在美国的教育革新运动热潮中,布鲁纳才系统提出了“发现法”,其本质和优越性全在于发现。在讲解式的学习中,教师是在做着把现象重新组织或转换的工作,学生无法揣摩教师内心的操作动作,只能被动地沿着教师的 Discovery-based teaching theory originated from the educational thoughts of ancient Confucian scholars in China. Unfortunately, due to the rise of the examination system, this theory of learning failed to be passed on to future generations. Until the 1960s, Bruner systematically put forward the “discovery law” in the upsurge of the educational reform movement in the United States. The essence and superiority lies entirely in the discovery. In narrative learning, teachers are doing the work of reorganization or conversion of the phenomenon, students can not figure out the actions of the teacher’s heart, can only passively along the teacher’s