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Heuristic conversations are ... Heuristic conversations: definition, features and examples

The theoretical basis of problem training includes several different approaches. One of them is the method of heuristic conversation. This is a special way of communicating knowledge that has existed since ancient times. It is believed that this approach was created by Socrates.

Heuristic conversation - what is it?

The most productive study of this approach began in the mid-1950s. XX century. During this period, the theoretical basis of problem training began to be developed . The approach was investigated by different teachers. As a result, the essence was formulated, the structure, functions, classification of the heuristic conversation were determined. Subsequently, the teachers developed a system of receptions, which makes it possible to use the approach in the educational process. Heuristic conversations are a question-answer way of learning. It assumes not the teacher's message of ready information, but the direction of children to identify new concepts. The scenario of the heuristic conversation should include correctly posed questions. The students find their answers using their experience, observations and knowledge.

Specificity

One of the features that heuristic conversations possess is the nomination of a problem that requires solution. The teacher asks the children a series of questions that are interrelated and flow from each other. Each of them formulates a small problem. Together with this in the complex they lead to the solution of the main task posed by the teacher. The questions that are included in heuristic conversations are the main component of the approach. They perform the most important cognitive function.

An example of a heuristic conversation

In elementary school, children actively study the environment. As a rule, most of the information they receive from observations. For a more effective understanding of what is happening in nature, the teacher can use a heuristic conversation. So, the teacher asks the question: "What kind of winter is in the city?" He can get a short answer: "Short and warm." Then the teacher begins to ask additional sub-questions. They are necessary, since the short answer received is inadequate and does not allow the child to justify it. The teacher can ask about the location of the city on the map relative to the forest belt or water body, while clarifying the climatic features of the region. After that, the "horizon" of the question expands: the teacher asks whether the winter is the same throughout the region. As a result, the teacher brings the children to the original question. However, now students can give him a more detailed answer and justify their opinion. As a result, you can get a very interesting heuristic conversation. Example: history examines the period of the reign of a prince. The teacher's questions can begin with the words "read and tell," "remember," "analyze the actions." Answering every question posed, children clearly understand the events that have occurred, evaluate the actions of individuals, draw conclusions, justify the opinion.

Characteristics

Heuristic conversations are chains of interrelated issues. Thanks to them, the dialogue takes on an unfolding character. Questions in the chain are connected not logically, but logically. They are arranged so that each subsequent follows from the answer. The latter, in turn, is a kind of separate mental step. It acts as part of the solution of the original problem. Thus, the main characteristics that have a heuristic conversation in an elementary school can be attributed:

  1. Each question posed acts as a logical step in the search.
  2. All links of the chain are interconnected and emanate from one another.
  3. The search for answers is carried out by the children themselves with the partial support of the teacher. The teacher directs, and the students decide each step of a single task.
  4. The search is focused on options for obtaining knowledge or on justifying their correctness.
  5. The stock of knowledge is of special importance in the success of the solution.

Structural and functional features

As was said above, questions and answers are the key elements, of which a heuristic conversation consists. The history of the ancient world, geography, literature can be effectively studied using this approach. The chain of questions involves answers that lead to a general conclusion. Each individual solution (answer) forms a certain step. Movement to the next question is possible only if the answer to the previous one is received. Within each such step the teacher can make corrective comments or give explanations. They are endowed with an auxiliary function. Regardless of where the heuristic conversation is used - in kindergarten, junior or senior classes - it does not have rigid frameworks of alternating and consistent questions and answers. It includes the statements of students, evaluative judgments, explanations of the teacher. Chains of questions can be formed so that the answer unites them all.

Features of elements

The question in the heuristic conversation acts as a complex interaction of various relations of syntactic, logical, psychological, objective nature. It is considered an indispensable element of the dialogue, considered in the form of a general pedagogical category. Questions and answers are organically linked to each other, they have a number of points of contact. Each element has its own purpose. In particular, the question appears as a component that carries a contradictory relationship between types of knowledge. Together with this he performs an incentive function. The question in heuristic conversations appears as the first step beyond the already existing knowledge, but without which a directed and cognitive thinking movement is impracticable. This is due to the fact that its form indicates the presence of a problem and determines it. The question is a mental task. Her decision opens the way for children to further search for the truth. The question helps to find a way out when it seems that there is no new solution. In this connection, this component in heuristic conversations acts as a step in the direction of thought towards the achievement of a specific goal. Each new question encourages children to look for a way out. This, in turn, contributes to the actualization of existing knowledge, which is necessary to solve the problem.

Difference of functions

Despite the different roles that answers and questions play, they are closely related. The latter are intended to determine the object of the sought. Answers, in turn, establish the content of the found. In a heuristic conversation, they act not only as a representation of the result of knowledge, but also as a process of their assimilation. The statement of each question indicates the incompleteness of cognitive activity. Therefore, they encourage children to replenish existing knowledge. The student formulates the answer to the question posed independently. He did not see the solution in the textbook, did not hear it from the teacher. The child's response is formed in the process of thinking activity on the basis of those generalizations and facts that he develops through his own efforts.

Content of the approach

In connection with the fact that the question and answer are inherent in any conversation, it is necessary to identify their specificity within the framework of the heuristic dialogue. The first step in the general discussion is the one we are looking for. Heuristic conversations in the senior group, junior and senior classes are a summation to the truth, its formulation, expressed in the problem. The task is an awareness of what is not yet known, but should become famous. The educational problem is the understanding of children by the cognitive question. His decision is impossible only on the basis of existing knowledge. However, finding the answer is necessary in order to overcome the difficulty. At the same time, the issue and the problem can not be identified. There is undoubtedly a connection between them. But the problem in the heuristic conversation appears as a kind of a kind of question.

Search path

The subject to be learned is based on the contradiction of the material available to the children and the information that needs to be studied. This activates the thought process. It, in turn, eliminates inconsistency. In this case, the stock of knowledge embedded in it does not directly indicate the solution itself. The material available to children directs them to the search for new data. In this heuristic conversation, this process takes place. The beginning is the formulation of the desired, and the completion is the finding of the correct answer. As was said above, knowledge by itself does not indicate the path, so it is necessary to go through all the steps and find the solution yourself. The answer to this question is often inadequate. In this regard, there is a need to check the solution every time. Only in this case it is possible to establish whether the response satisfies the answer or not. From all of the above, we can make the following structure of the heuristic conversation:

  1. Seeking.
  2. The solution.
  3. Immediate conclusion, the teacher's construction of search steps and the execution of their children.
  4. Result.

Functions

Heuristic conversation performs general and special tasks. Dialog has such functions as:

  1. Incentive.
  2. Educational.
  3. Control-correctional.
  4. Developing.
  5. Educational.

The specific tasks include the following:

  1. Formation of a dialectical way of thinking.
  2. Teaching different methods of solving the problem, guiding the cognitive activity of children. The latter is realized through the disclosure and display of the search path, its stimulation and justification of its correctness, and through the formation of the ability to build a system of evidence.
  3. Formation in children of cognitive independence.

Classification

To achieve general pedagogical and special purposes helps to establish the role, place, types of heuristic conversation. The main types include dialogues aimed at searching:

  1. Answers when children know the way. In this case, the definition of the path and its passage merge into one. In this situation, cognitive activity suggests the following. The system of questions posed by the teacher indicates the steps of the search. In this case, each subsequent answer the children are looking for independently. Thus, the students are involved in the search for the elements.
  2. The method when the solution is known. In this case, the disclosure of the path along which the search is being sought, the justification of the truth of knowledge is expected. Cognitive activity consists of the ordering by the teacher of the reproduction of the material available to the children in the sequence necessary for building knowledge in finding the answer. The system of questions updates the available information. In this case, a direct search is not performed.
  3. Ways and answers. In this case, the activities of children are aimed at finding answers, justifying the steps that allow finding a method of solution. This type is considered intermediate between the first and second.

Heuristic conversation contributes to the acquisition of strong and profound knowledge, encourages the determination of patterns and relationships, provides insight into the material.

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