ABSTRACT
Asking questions at classroom is one of common teaching methods that teachers in academies adopt question - and - answer method of teaching in the classroom teaching process according to teaching aims and study situation, which is an important form of bilateral activities between teachers and students in teaching. The functions of classroom asking include the promotion of the new knowledge study, benefit of review and reinforcement, cultivation of psychological quality and the improvement of the ability of expression. However, the heuristic teaching method takes cadets as the subject, and stimulates cadets to think with the illumination from teachers. That is, the educated, illuminated by teachers, actively obtain knowledge, develop intelligence, and cultivate and form perfect personality. The core of the heuristic teaching method is to guide cadets to think, and make them infer other things from one fact. Therefore, there are relations and evident discrimination between the two models. Firstly, Questioning with high quality can guide cadets to think. In this way, it has the heuristic function. Secondly, the questions, which can be answered just by memory and repeat, almost have no heuristic function, so that they do not belong to the heuristic teaching method. Thirdly, some questions with low eectiveness, even no eect, not only have no any help to developing cadets’ thought and ability, but also consume plenty of time and reduce the eciency of classroom teaching. Fourthly, although some teachers take questioning as the breakthrough point of teaching, the whole teaching process has been introduced one by one according to the question
pre-designed. Such questioning become a personal show, which cannot mobilize the enthusiasm of students thinking and is harmful to cultivate cadets’ innovation ability and favorable personality and quality. So that, questioning is the one method of heuristic teaching method rather than the heuristic teaching method itself. Focusing on heuristic teaching method, the writer has three advices. The first of all, the heuristic teaching method is not only a teaching method but also a guidance of ideology or a teaching idea. Its basic essence is to entirely stimulate cadets’ inner motivation of study and activity to promote them to actively think and obtain knowledge. In the second, the forms of the heuristic teaching method are dierent. In teaching practice, we should have a strong idea of the heuristic teaching method, and pay attention to mix them with concrete teaching activities at any time. In the third, “illumination” and “development” in teaching is the dialectical relation and has the reciprocal causal relationship. “Illumination” is the prerequisite of “development”, and “development” is the development and result of “illumination”. In order to make cadets develop with illumination, teachers should have good methods of illumination. No good illumination, no great development. Undoubtedly, it is a very good heuristic teaching method that knowledge teaching combines with a learning method comprehensively.
