归纳法和演绎法的优势和劣势

1、归纳法和演绎法的优势和劣势标准化文件发布号：（9312EUATWWMWUB-WUNNINNULDDQTYKIIAdvantages and disadvantages of the deductive and inductivegrammar teaching methodsThe deductive approach of teachi ng:The deductive approach of teachi ng English grammar refers to the style of teaching students by introducing the grammatical ru

2、les first, and then applying them by the students This means that a teacher works from the more general to the more spec讦ic in a deductive approach called informally a " top downapproach The deductive methods seem to work best if you want students to be able to quickly and accurately solve prob

3、lems like those worked out in class or in the deductive approach is more predictable because the teacher selects the information and the sequence of deductive approach clarifying that the problem many students have applying these various rules indicates that they may not fully understand the concept

4、s involved and that the deductive approach tends to emphasize grammar at the expense of meaning and to promote passive rather than active participation of the students The in ductive approach of teachi ng:The approach refers to the style of introduci ng Ian guage con text contai ning the target rule

5、swhere students can induce such rules through the context and practical other words the sequenee in this approach goes from creating a situation and giving examples to the generalization where students should discover such generalization by themselves or with the teacher ' s help Teachers show t

6、heir students a series of examples and non - examples z and then guide them toward noticing a pattern and coming up with the generalization or concept inductive approach was difficult for weaker or slower students , and that only brighter students were capable of discoveri ng the und erlyi ng patter

7、 ns of a structure Comparison : the deductive and inductive approachesTeacher 1 approaches of teachi ng English grammar play an importa nt role in classrooms where students should understand what they are taught and how to use it correctly here , we are interested in the deductive and inductive appr

8、oaches this interest leads us to review some previous studies which compared between the two of them z or focused on their advantages and disadvantagesIn comparing between the two approaches , one of the differences is that a deductive approach is most close with the grammar - translation method of

9、teaching languages , while an inductive approach is considered close to audio - lingualism , where meaning and grammar induced from practice with examples in situations and substitution tables Inductive approach was formerly always equated with the audio -lingual method of the sixties , defined as h

10、abit - formation unless the teacher gave the stude nts at the end of the less on the appropriate ruleThe second main difference between these two approaches is regarding the steps or procedures of each the deductive approach begins with the step of introducing rules or principles . the in ductive ap

11、proach begi ns with lang uage con text involving application of such rules in the deductive sequenceideas proceed from generalizations , principles , laws propositions or theories to specific applications The deductive sequence involves presenting generalization and then seeking or providing example

12、sAge is the third difference or controversial issue discussed by scholars rivers (1 9 7 5) finds the use of the deductive approach most useful for mature , well - motivated student, or for adult student in intensive courses , and finds the inductive approach more appropriate for you ng lang uage lea

13、rners in fact, we don ' t know the exact ages suggested by rivers who recommends using age as a factor of choice between the two approachesBut time is the fourth differenee , which distinguishes between the two approaches The deductive approach is faster and can be an efficient way to teach Larg

14、e numbers of facts and concretes The learners have more time for practice or applicati onThe fifth different factor between the deductive and the inductive approaches is stude nt involveme nt .it is available whe n teachi ng inductively but passive rather active when teachi ng deductively (1 9 8 9) This conclusion is also given by other researchers or teachers who see that in the deductive app