启发式教学在大学英语口语教学中的运用

摘要

木文首先分析传统的灌输式教学的弊端，引出启发式教学并阐述其优点。通

过资料收集，结合对本院非英语专业学生的口语教学调查，发觉存在的问题，从

老师、教材、学生、教学方法等方面进行叙述。针对这些问题，提出自己的想法

和建议。最终介绍启发式教学原则和模式，提出老师应学会主动引导，发动学生

思维主动性，促进互动，用精彩导入、奇妙设疑、精讲点评、扼要总结开展口语

教学。希望本文对高校英语口语教学有所帮助。

关键词：启发式教学；问题和解决方法；原则和模式

ABSTRACT

Thispaperanalyzesthedisadvantagesoftraditionalcrammingteachingmethods

toelicitheuristicteachingandthenintroducesitsadvantages.Thepaperdiscussesthe

problemsbyconsultingmaterialsandconductingasurveyonnonEnglishmajorsin

ouruniversityfromtheaspectsofteacher,textbook,studentandteachingapproaches,

suggestingsomecorrespondingsolutions.Finallythepaperintroducessome

principlesandmodelsofheuristicteachinginIhehopeofofferingsomehelpto

collegeoralEnglishteachersbywonderfullead-in,wittysuspensesetting,to-the-

pointcommentsandbriefsummarytogetstudentsfullyinvolvedandmaketheir

mindswellactivated.

Keywords：heuristicteaching;problemsandsolutions；principlesandmodels

Contents

1.Introduction..................................................................................................................51

2.Thesocialfactorsandbackgroundofheuristicteaching...................52

2.1Thedisadvantagesoftraditionalcrammingteachingmethodology..............................52

2.2Theoriginofheuristicteaching.......................................................................................54

2.3Thesuperioritiesofheuristicteaching.............................................................................62

3.Problemsofcurrentcollegestudents9oralEnglish..............................56

3.1Theproblemsofcollegestudents,oralEnglish...............................................................57

3.2Thesurveyofouruniversitystudents..............................................................................58

4.ApplicationofheuristicteachinginoralEnglishteaching.................60

4.1Thesolutionstotheproblems...........................................................................................60

4.2TheprinciplesofheuristicteachinginoralEnglish.......................................................62

4.3Themainmodelsofheuristicteaching............................................................................64

5.Conclusion...................................................8..............................................66

Acknowledgements..........................................错i吴:未定义书签。

References.........................................................67

1.Introduction

EnglishwhichplaysaveryimportantroleinChineseeducation,is

regardedasauniversallanguageintheworld.Traditionalcramming

methodologyhasproducedmoreandmorecontainersandmugswhichwaitedto

befilledwithinformationinsteadofstudents,seekingknowledgeby

themselves.Thesideeffecthasbecomeprevalentamongstudentswhocanbe

manifestedbylearningwithoutthinking,thinkingwithoutsuspectingand

suspectingwithoutquestioning.Besides,theteachingmethodmakesthe

studentsfeelboredandlosestheirinterestsinlearningeasily.Howtomake

teachingmoreinterestingandattractiveforthestudentsisarelativelydifficult

problem.Theeducationofliberalartsundertaketheimportanttaskofimproving

thequalityofthewholenationandhasthefunctionofenlighteningthe

truth,goodnessandbeauty.Asateacher,shouldwepresenttheinexhaustible

knowledgetothestudentsorguidetheminthewayofcreativethinking?Itwas

Confuciuswhoputforwardtheimportanceofcombininglearningandthinking

inthehistoryofChineseeducation.Numerousresearcheshavebeendoneon

heuristicteachingathomeandabroad,butnolmuchdoneonspokenEnglish

teaching.Mypaperaimsatdoingsomeresearchesonheuristicteachingmodels

andprinciples.WhatareproblemsexistingincurrentspokenEnglishteaching

andwhatarepossiblesolutions?Byconsultingsometheoriesandsurveys,I

hopethatmypaperwillgiveaclearpictureofwhatthepresentsituationof

collegespokenEnglishteachingisandwhatsupposetobebetterleaching

approaches.

2.Thesocialfactorsandbackgroundofheuristic

teaching

HeuristicteachingoriginatedfromSocrateswhoinitiatedtheteaching

modeof“teachersask,studentsanswer”.Adistinctivefeatureofthismodewas

thatteachers,whowerethedecisivefactorintheprocessofteachingand

learning,whoraisedthequestionsaltheverybeginningandgaveconclusionsin

theend.Onthecontrary,orientalstyleofheuristicteachingmethodbaseditself

ontheprinciplethatstudentsputforwardtheirpuzzlesandthenaskedthe

teachersforadvice.Nowadays,anewtrendisthatwesterneducatorsregard

Confuciusastheiricon.Whatattractswesterneducatorsmostmustbethe

humanismmanifestedinConfiicius,thinkingandthespiritofConfucius'

heuristicmethodofteaching:thatisstudentisthemainactorandcreator.[116

AccordingtoConfucius,theteacherdoesnothavetomeddleintostudents?

affairstoomuch.Instead,heshouldgivethestudentsenoughtimetoreflectby

themselves.Confuciusonlyenlightenedhisstudentswhentheywereonthe

edgeofknowingit,becausehethoughtmostleachingwouldbeoflittleuseif

thosewhogetitwerenotreadyforit.

2.1Thedisadvantagesoftraditionalcrammingteaching

methodology

First,theclassroomismissing“people.”"People“refertothestudentsand

teachers.Inotherwords,students'dominantpositionsarctotallydeprivedinthe

learningprocess,andteacher'sinitiativeisbasicallystifledintheteaching

process.So,we'lloftenregarditasacommonphenomenon:inclass,weoften

takeitforgrantedthattheso-calledknowledgecompletelyturnsintothe

absolutepowerwhichdominatesallthings.Theteacherplaysmonologueand

fewstudentsinvolvedinclass.Theteacheractslikeapersongivingwater,and

thestudentsserveasapailreadytoaccepteverything.Second,theclassroomis

missing"Love.”"Love"referstothree-dimensionaltargetofnewcurriculum,

^feelings,attitudes,values“inthetruefeelingsofcommunicationbetween

teachersandstudents.Idealclassroomshouldbepassionateclassroom;students

mustdedicatethemselvestoactivitiesinclasswithemotion,enthusiasmand

passion.However,intraditionalcrammingteaching,teachersteachthe

originallycolorfulknowledgebyfixedmodelwhichleadtotieupthestudents

withnodistinctcharacter.Thereforeemotionalandintellectualimpactof

inleractioncannotbefoundinsuchclassroom.Third,theclassroomismissing

“root.”"Root"referstotheoriginalknowledge,theprocessofdevelopment,

focusingonthe“processandmethod”ofnewcurriculum.Specialemphasisis

laidonthenewcurriculumreformprocessinimpartingknowledgetostudents'

subjectiveinitiativeintofullplay,andguidingstudentstotheirownhands,to

theoccurrenceanddevelopmentofknowledgethroughthewholeprocessof

perceptionandexperiencetotaketheinitiative.Muchattentionispaidto

teaching,examwhichisregardedasthesolepurposeoflearning.Therefore,

knowledgeofclassroom,teachersoftenignorethefreshproduceandthe

developmentofprocesswiththerhythmoflifeexperiencebutwentstraightto

theresultsofteachingactivities,theso-calledfortheresultsofintensive

teaching.Fourth,theclassroomismissing“authenticily.”“Authenticily“means

thattheteachingapproachshouldbetrue.Theclassroomistheparkwhere

teachersandstudentsseekthetruth,anyformalism,andsuperfluous,false

“prosperity"areharmful.Newcurriculumwillbeinnovativeandpracticalasan

importantpursuitofteaching;bothcreativespiritandpracticalabilityofthe

process,means,methodsandoutcomesshouldbetrueratherthanfalse.

Traditionalcrammingteachingisoftenstolenofauthenticityunderthecoverof

“improvingquality”.Eventheresultisfalse;thestudentslearnedonly“rote

memorizationofknowledge”.

2.2Theoriginofheuristicteaching

ThewordheuristiccomesfromthesameGreekrootas“eureka"，which

means“Ihavefbund”,anexclamationoftriumphatanydiscovery.Heuristic

teachingrefersto“aparticularmethodofteachingallowingthestudentstolearn

bydiscoveringthingsbythemselvesandlearningfromtheirownexperience,

ratherthanbytellingthemthings,\11|sStudcntswillbeencouragedtopropose

anyideatotrytosolvetheproblemsthroughcriticalthinkingandreasoning.By

thisway,theproblemwillbesolvedthroughthediscussionamongstudentsand

thehelpoftheinstructor.Heuristicteachingistheartandscienceofdiscovery

andinvention.Heuristicleachingindicatesaproblem-solvingapproach

characterizedbyexplorationandtrialanderror.Itencouragesapersontolearn,to

discover,tounderstand,ortosolveproblemsonhisorherown,asby

experimenting,evaluatingpossibleanswersorsolutions,orbytrialanderror.In

classwedonothavetoexplainthoseintriguingquestions,figuresand

significance,butonlythrowthosequestionstostudentsandemployproper

methodtoenlightenthemtofindtheanswer.Everytimewecanfollowsuchan

orderoflistingquestions,providingpossibleanswers,elicitingquestions,

analyzinganddebating,andfinallyrecommendreferencebooksforthestudents

toreadafterclass.

Heuristicteachingisthevaluabletreasureinthehistoryofhuman

education,anditisoneofthemostimportantwaysofteaching.InChina,itis

ConfuciuswhoputforwardthethoughtofheuristicteachingandScratesisthe

originatorintheWest.Thetheoryofheuristicleachingiscontinuouslyenriched

andimprovedduringthelongtimeofeducationalpractice,thoughitisanew

conceptwithlonghistory,itisfullofvigor.11110Twothousandyearslater,wcarc

stilltryingtodothesamebyourheuristicteaching.Heuristicteachingcan

effectivelyactivatethecircumstanceofclass,arousingtheenthusiasmofstudents

forstudybyactivatingthethinkingofstudents.Westernheuristicteaching

methodwasoriginatedfromSocrateswhoinitiatedtheteachingmodeof

“teachersask,studentsanswer”.Adistinctivefeatureofthismodewasthat

teacherswerethedecisivefactorintheprocessofteachingandlearning,who

raisedthequestionsattheverybeginningandgaveconclusionsintheend.12'On

thecontrary,orientalstyleofheuristicteachingmethodbaseditselfonthe

principlethatstudentsputforwardtheirpuzzlesandthenaskedtheteachersfor

advice.Nowadays,anewtrendisthatwesterneducatorsregardConfuciusas

theiricon.Whatattractswesterneducatorsmostmustbethehumanism

manifestedinConfucius*thinkingandthespiritofConfucius,heuristicmethod

ofteaching:thatisstudentisthemainactorandcreator.AccordingtoConfucius,

theteacherdocsnothavetomeddleintostudents,affairstoomuch.Instead,he

shouldgivethestudentsenoughtimetoreflectbythemselves.Confuciusonly

enlightenedhisstudentswhentheywereontheedgeofknowingit,becausehe

thoughtmostteachingwouldbeoflittleuseifthosewhogetitarenotreadyforit.

However,IbetConfuciusenjoyedtheeaseofteachingsincemostofthetimeis

lefttothestudentstolookforaquestiontothinkandstruggleoverthequestion

bypainfulthinking.Whatifthequestionisaneasyonethatyoudonothaveto

wastetoomuchtimeonitiftheteacherpointsitoutdirectly?Tosomedegree,it

contradictswithhisprincipleofteachinghisdisciplesinaccordancewiththeir

aptitude.Apparently,enlighteningreflectionisnotuniversalforeverystudent.

Confucius,wayofenlighteningmetitsdemandsinancienttimes,especiallyfor

thetopstudentslikeZILu,ZIGong,etc.butfortheaveragestudents,whatifthey

couldnotfindthequestionandtakeeverythingforgranted?Confucius*

enlighteningreflectionpointsouttheimportanceoftheteachers1guidingrclcin

theprocessoflearningandputsforwardsomestrategiesfortheteachertotake,

however,thesearetoogeneraltobeputintopractice,thushowtorealizethe

saying“Neverenlightenadiscipleunlesshewantsverymuchtogetitinhismind

andyethecannot.Neverinitiatehisthinkingunlesshewantsverymuchtospeak

andyetcannotfindhistongue”isstillaquestionwaitingtobeanswered.

ConfUcius'wayofenlighteninghasitsowndemeritsbecauseofthelimitofhis

era.SinceConfuciusisanidealist,histheoryisbasedonsubjectivethinking.For

betterorworse,ithasachieveditshistoricmissionandproduced72prominent

figures.However,themostimportantofallisthatitshedlightsonheuristic

teachingmethodologyinmoderntimes.

2.3ThesuperioritiesofheuristicteachinginoralEnglish

Heuristicteachingnominallyreferstoteachingpedagogy.Infact,itisa

learningmethod-heuristiclearning(discoverylearning).Themostobvious

featureofheuristicteachingisthatteachersonlyprovidethelearning

environmentforstudentstorecognizethefacts,tounderstandtheproblems,to

analyzetherelationship,finallylearningbythemselvesandfindingtheanswers.

Therearethreesuperioritiesofheuristicteaching:11116

First,itguidesthestudentstoactivelylearn.Inheuristicteaching

“discovered”testmethod,studentscanacquirenotonlyknowledge,butalsothe

initiativetolearntoadapttotheplightofissueofattitude,wayofthinkingand

problemsolvingskills.Thisisthemostimportanteducationvalue.

Second,itcontributestomigration.Studentsacquireknowledgeandskills

fromheuristicteachingactivities.Ononehand;itcanbekeptlong,ontheother

handitcanbeeasytoproducelearningmigration.

Third,itiseasytomaintainmotivation.Inheuristicteaching,student's

motivationcomesfromintrinsicmotion;theycanbesatisfiedbyfindingoutthe

resultwiththeirownhand.Therefore,heuristicteachingcannotonlyachieve

externalincentivesbutalsoachievesthepurposeofinstruction.

3.Problemsofcurrentcollegestudents9oralEnglish

Amongthe4kindsoflanguageskillsofChineselearnersofEnglish,oral

skillsarefoundtobetheweakest,whicharecertainlyincompatiblewiththe

demandsoftheincreasinglygrowingintercultiiralcommunication.

3.1Theproblemsofcollegestudents9oralEnglish

First,teachingmode.Thecurrentteachingisnotconducivetooralteaching.

Withthecontinuousexpansionofuniversity,itisevidentthatcollegesareshort

ofEnglishinstructors.AccordingtotheNationalCollegeEnglishTeaching

SteeringCommitteeofthestatistics,Englishteachersandstudentshavereached

the1:13()ratio.17111Asthenumberofstudentsisincreasing,someschoolseven

reachtheclasssizeto200〜300students.Insuchalargeclass,theteachercan

onlytalkaboutgrammar,translation,andthentalkaboutthetextsandwritten

exercises.It'sdifficulttoteachspokenlanguage.Thismodeofteachingwill

resultinboringEnglishclass,lessinterestinlearningEnglish.

Second,theinfluenceofexam-orientededucation.Examinationsatall

levelsaremainlywrittenformsofEnglish.|S|13Theyarenotsufficienttotest

students'practicalability.Manyuniversitiesandcollegesattachgreat

importancetopursuingpassingrateandignorethestudents'realacquisitionof

thelanguage.Asaresult,justassomestudentssay,afterlearningsomany

wordsandgrammar,theycannotuse,understand,orspeakEnglish.Theydo

notreallymasterthelanguageskills,evenunabletocombinerelativelysimple

Englishwordsintoacohesivesentence.IfwcwanttolearnEnglish,

memorizingandmasteringalargenumberofwordsisnecessary,butweshould

emphasizetheapplicationof1,000to2,000skilledusesofhighfrequency

words.Fromhighschooltocolleges,studentshavebeentrainedtobegoodat

doingmultipliedchoiceswithoutthoroughlyunderstandingthemeaningsof

words,impliedmeanings,grammaticalstructureandtheslruclureofthearticle.

Withwordsinmind,itisalsoimportanttoknowhowtocombinethem

cohesively.

Third,teachingmaterial.Therearethousandsofuniversitiesandcolleges

acrossthenation,butfewcollegeshavein-depthstudyonbasicrulesand

featuresofspokenEnglishleachingandestablishingeffectivemodeltheories.

Strictlyspeaking,discussionoftherichfeaturesofspokenEnglishiscurrently

inthe"blindregion.1'Nowfloodingthemarketoforalteachingtheorybooks,

aremostlymeantfortheEnglishmajors,butrarefornon-Englishmajors.We

cansayitisdifficulttofindafairlygoodspokenEnglishtextbook.

Fourth,theteacher.AlthoughEnglishistheoneofbasiccoursesincollege,

manyuniversitiesdonotgivethefairstatusforEnglishteachers.Withheavy

taskandpoorwelfare,itisdifficultforuniversitiestoattracttalentedteachers.

MostoftheteachersinvolvedinEnglishreachinghavenotbeenabroad

themselvesandhavenotexperiencedcultureandreligionofothercountries,

whichtosomeextent,constraintstheirteachingability.

Fifth,thestudent.Anyeffectiveteachingmustbeinvolvedinactive

students.Affectedbydifferenthighschooleducationandindividualfactors,

studentsvaryintheirabilitytospeakEnglish.Manystudentskeeptheirmouth

shut,andareafraidtomakemistakes,especial'ytheintrovertedstudents.Atthe

sametime,somestudentswhoaregoodatspokenEnglishwillreducetheir

speakingtimetoavoidotherstudents1sayingthatheisgoodatshowingoff.

Thispsychologymakespoorstudentsdarenotspeak;well-basedstudentsnot

wanttospeak.ThisviciouscycleisnothelpfultoteachingcollegeEnglish.

3.2Thesurveyofouruniversitystudents

Throughyearsofdevelopment,considerableprogresshasbeenmadein

oralEnglishteaching.Manyeducatorshaveundertakenextensiveresearch.

ThesestudiesonthedevelopnieiiloforalleauliingallplayaroleinpronioLing

oralEnglish.Manyoftheproblemshavenotyetbeensolved;effectiveteaching

andlearningnewideasandnewmethodsarestillinadequate.Atpresentwhatis

theproblemofcollegespokenlanguageteaching?Howcanthesocietycultivate

high-qualityoraltalents?SoImadeasurveyandinvestigated200non-English

majorstudents.75%boysand25%girlsacceptedtheinvestigation.Thesurvey

involvedmorethan13non-Englishmajorsofouruniversity,suchasmarketing,

logistics,internationaleconomyandtrade,mathematics,ClothesTechnique

Designing,VehicleEngineering,CityPlanning,German,CivilEngineering,

ElectricalEngineeringandAutomationandsoon.TheSurveycoversvarious

aspectsoforalteaching,designing5aspectsaboutclassroomparticipation,class

atmosphere,seli-confidenceinlearning,studydifficultyandteaching

satisfaction.14questionsfortheopen-endedmultiple-choice,someadd

“others“optiontoallowstudentstofreelyanswerinordertocollectmorereal

andcompletefeedback.

Afteracarefulsurveydataanalysisandsummarizedresearch,thestudents'

spokenlanguagehasthefollowingcharacteristics:

First,studentslackinitiativeintheprocessoflearningoralEnglish.

Accordingtotheteachers'questions,only31%givepositiveanswer.Aboul70%

studentsexpressedthat“theygiveupiftheycannotthinkofanythingortotally

donotwanttothink”,only9%ofstudentsiniliativelyanswerquestions.When

havinggroupdiscussion,onequarterofthestudents"don'tthinkabout,don't

discussorchatotherthings,donotwanttoexpresstheirviews."Fromitwc

canseethatthestudents,motivationtolearnisnotstrong,classroomactivities,

participationisnothigh,orevenamereformality.

Second,studentslacksenseofsecurityintheprocessoflearningoral

English.WithregardtothemoodofhavingoralEnglishlesson,selectthe

“tension""色ar""offensive"or"Ididnotfbcl”.Itshowsthatmoststudentsare

moreemotionallyrepressed,boredandinsecure.

Third,spokenlanguageteachingmethodislackofnoveltyandvariety.In

the“teacher'smostcommonmethodofteaching”，thetopfivearethegroup

discussions(33%),narratingthewordsandgrammar(28%),retelling(19%),

outlining(11%)anddialogue(9%),andwhatstudentsdon'tliketeaching

methodsmostareretelling,narratingthewordsandgrammar,recitingpassage,

outlining,lecture.Itshowsthatteachers'themostcommon5methodsarethe

students'unwelcomemethods.

Fourth,overallsatisfactionoflanguageteachingisnothigh.Itisnot

satisfactoryinteachingmethods,contentandclassroomatmosphere,accounting

for43%,25%and18%respectively.8%ofthestudentsintheclassroomhave

beenneglected.6%ofthestudentsarenotsatisfiedwithlibrarymaterials.

Itisnotafreshtopictoprovidesafestudyatmosphere,improvelearning

interest;andbuildupconfidenceofinitiativestudy.Thesurveyindicatesthat

currentsituationofcollegestudentsJoralEnglishteachingisnotoptimistic.

NowcollegeoralEnglishteachersstillusecrammingmethodology.Thereisno

doubtthatisthereasonwhystudentslacklearninginterest.Heuristic

teachingisveryusefulforimprovingcollegeoralEnglish.

4.ApplicationofheuristicteachinginoralEnglish

teaching

4.1Thesolutionstotheproblems

EnglishteachinginChinahasbeenbroughtintofocus.Inordertoimprove

students,oralEnglish,theteachershavebeenexploringandtryinganeffective

methodofteachingspokenlanguage.Accordingtotheresearchesonheuristic

teachingathomeandabroad,Ihaveachievedgoodresultsfrommyuniversity

teachers'heuristicteaching,soIsumupasfollows:

First,paygreatattentiontothevarietyofthemodelsofteachingand

launchextraclassactivities.1916Alargeamountofpracticeisneededifyouwant

toimprovetheabilityinoralEnglish.Atpresent,therearesomanystudentsin

collegeEnglishclassandatthesametimethetimeisverylimited,whichto

someextentconstrainsthedevelopmentoftheoralEnglishstandardin

non-Englishmajorstudents.InordertosolveIhisproblem,somecollegestake

initiativetoexplorethemodelofteachingEnglish.Forexample,large-scale

classandsmall-scaleclassarccombinedandthemodelofsmall-scaleclass

teachingisadoptedinlisteningandspeakingclass.Apartfromthat,settingup

second-classscientificallywillrelatelimitedclasstrainingtoboundless

activitiesoutside.Insecond-Englishteachingclass,language-learning

environmentcanbecreatedandmorestudentscanparticipateinvarietyof

activities.

Second,perfectthesystemofevaluationofcollegeEnglishteachingand

addoralEnglishtest.Asweallknow,testplaysanimportantroleinthe

improvementofthequalityofteaching.Theoverlookingoftheoraltestinthe

pasthasnegativeeffectonthecollegeEnglishteachinginChina.Therefore,

despitethedifficultiesexistingintheimplementationoforalexamination,such

astheproblemofsource,time,humanresourcesandcredibility,wemustgoon

withthismodeoftestinthefuture.Thecontentoforaltestshouldbeaddedin

theterminalexaminationandtheformofpresentationandmonologueshouldbe

adoptedintestbyteachersflexibly.Thiskindoftextcanrefertothemodeof

theoralexaminationinCET-4andCET-6.

Third,improveteachingmaterialandprovidelanguesample.Thekeyto

successfuloralteachingiscompilingteachingmaterialstrictly.Inorderto

extremelyinspirestudents,interestsofpracticingoralEnglishteaching,thetype

ofteachingmaterialshouldnotonlyobeytheruleoflanguagelearning,

commonteachingprinciple,butalsoreflectcharacteristicsofitself.

Fourth,itshouldimprovethequalityandquantityofcollegeteachers.11014

Collegeteachersshouldusuallybesenttoabroadtogetfurtherstudyand

initiativclystudy.TeachersshouldkeepthepaceofdevelopmentofEnglishoral

teaching;strengthentheirsenseandcapabilityofstudyingforlifelong.Onone

hand,collegeteachersshouldimprovetheirownoralEnglish;ontheotherhand,

theyshouldacquiretheteachingruleandways.

Fifth,teacherscanusevariousmethodstostimulatestudents*studyinterest.

Suchaswonderfullead-intoarouseinterestandenlightenstudentsbycareful

explanation.Comeniussaid:"Toarouseinterestistocreateahappyandbright

wayofteaching."Teacherscreatesomeofthelearningenvironment,revealing

thesocialpracticeofthelessontoarousethestudents*desiretolearn.This

phasecandirectlyserveaslead-intoanewlesson,ordesignatransition

betweenlead-instointroductiontonewknowledge,butitisnotthesameasthe

processoflead-in.Itisanessentialsteptoheuristicteaching,becauseitdirectly

affectsthestudents'discoveryandinteresttoexploreissues.Ifteacherscan

createlessonsbyimportinganinterestingconceptionofthinkingtostimulate

students'curiosity,theywouldundoubtedlyteachmoreproductivelywithless

effort.Afterthefirststageofheuristicteaching,studentsareallworkingtoenter

thepsychologicalpro