奥苏伯尔根据学生进行学习的方式,把学生的学习分为接受学习和发现学习。 接受学习,即学习者把以现成的定论的形式呈现给自己的学习材料,与其已形成的认识结构联系起来,以实现对这种学习材料的掌握的学习方式。
接受式学习和探究式学习在许多方面存在差异,但又密切联系、相互制约、相互促进。
There are many differences in some aspects between accepted learning and researched learning, but they relate, restrain and promote each other.
运用研究式教学,除了更新观念,把握适度原则以外,还要注意处理好研究式学习与接受式学习之间的关系。
We must renew those traditional ideas, maintain the principle of moderate degree, and deal with the relations between inquiry learning and acceptance learning.
教学过程通常是以圆桌的形式开展,而不是课桌,此举是为了更多地培养学生的主动探讨能力,更少的接受式学习。
And classes are always heldaround tables — not at desks — to foster more discussion and less lecturing.
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