《英语启发式教学问题研究（英文版）（论文）》

英语教学中的启发式教学研究TOC\o"1-3"\h\u20802摘要 IntroductionTheteachinggoalisnotonlythepredictionoftheresultsofteachingactivities,butalsothelearninggoalofstudents.Alargenumberoffactshaveprovedthatifstudentshavenocuriosityandstrongthirstforknowledge,eveniftheyhavemasteredcertaininnovativemethodsandtechnologies,itisdifficultforthemtohavepracticalandvaluableinnovativebehaviors.Therefore,theorientationofteachingobjectivesshouldembodytheteachingprincipleoftakingstudentsasthemainbodyandfocusonstimulatingstudents'initiativetoparticipateinlearning,sothatstudentscancontinuouslyimprovetheirabilitiesinallaspects,especiallytheirinnovationability,intheprocessoflearningknowledgeandskills.Heuristicteachingmethodhassucheffect,asanabstractmethod.However,ifsuchabstractteachingmethodistobeimplemented,itmustbecombinedwiththebackgroundandknowledgecharacteristicsofthecorrespondingeducationalfields."Teachingpeopletofishisnotasgoodasteachingpeopletofish"isthemostvividexpressionofheuristicteachingmethod.Whatshouldbepaidattentiontoiswhatisthetoolandbreakthroughpointtoinspirestudents.Asearlyasmanyyearsago,comradeDengXiaopingpointedout:"educationshouldfacemodernization,theworldandthefuture."Asateacherwhotrainstrans-centurytalents,itisdifficulttotraincreativetalentswithfulldevelopmentofintelligenceifoldeducationalideas,conceptsandmethodsareusedtoteachinanerawhenallaspectsofsocietyaredevelopinginanall-roundway.Therefore,itisofurgentpracticalsignificanceforteacherstocontinuouslyapplymoderneducationalthoughts,educationalmeansandeducationalmethodsintheteachingprocess.Teachersshouldgraduallyguidestudentstomasterthewaysandmeanstosolveproblemsintheteachingprocess,letstudentsdirectlyparticipateintheexplorationofteaching,payattentiontotheguidingfunctionofteachingobjectives,notonlyhavecognitiveobjectives,butalsohavethetrainingobjectivesofinnovativespirit,creativethinkingandcreativeability,sothatstudentscanhaveasenseofachievementinlearning,whichisconducivetotrainingthemtoestablishascientificattitudeandmasterscientificmethods.Thisistheguidingideologyofheuristicteaching.Thispapermainlyusesthemethodofliteraturereview,onthebasisoftheresearchonheuristicteachingmethodandEnglishteachingbythesagesathomeandabroad,todiscusstheinfluenceofheuristicteachingmethodonEnglishteaching,inordertohelpimprovethequalityofEnglishteaching.LiteratureReviewandRelatedTheories1.1HeuristicTeachingMethod1.1.1DefinitionofHeuristicTeachingHeuristicteachingreferstoakindofteachingguidingideologyandakindofteachingprinciplethatteachersuseintheteachingprocessaccordingtotheteachingtasksandtheobjectivelawsoflearning,startingfromthestudents'realityandadoptingvariouswaystoinspirethestudents'thinkingasthecore,mobilizethestudents'learninginitiativeandenthusiasm,andpromotethemtostudylivelyandlively.Itisalsoaneffectiveteachingmethodforteacherstoguidestudentstomasterknowledgeactively,activelyandconsciouslyaccordingtotheobjectivelawoflearningprocessinteachingwork.Theessenceofheuristicteachingliesincorrectlyhandlingtherelationshipbetweenteachingandlearning,whichreflectstheobjectivelawofteaching.Withtheprogressofmodernscienceandtechnologyandtheaccumulationofteachingexperience,heuristicteachingwillcontinuetobeenrichedanddeveloped.Thekeytoheuristicteachingliesinsettingupproblemsituations.Effectivequestioningcancreateproblemsituations,openthedoorsofstudents'hearts,andencouragethemtousetheirbrains,thinkindependentlyandsolveproblems.Thebasicrequirementistomobilizestudents'initiative,inspirestudentstothinkindependently,developstudents'logicalthinkingability,letstudentspractice,cultivatetheirabilitytosolveproblemsindependently,andpromoteteachingdemocracy.Socratessaid:Themethodofimpartingknowledgeandmoralitydoesnotdirectlyimpartscientificknowledgewhichhebelievestobetruthtostudents,nordirectlytellstudentstheready-madescientificprinciplesandconclusions,butusesthemethodof"askingandanswering"toeducateandinspiretheaudiencetofindthecorrectanswer.Heuristicteachingmethodputsforwardstrictrequirementsforteachers.Withoutprofoundprofessionalknowledgeandexcellentclassroomcontrolability,theclassroomcanonlygostraightonthepre-designedtrackwithoutanydeviation.Inheuristicteachingclasses,teachersneedtoconstantlyguidestudentstothehallofknowledgeintheinteractivecommunicationbetweenteachersandstudents,andneedteacherstograspthewisdomandinspirationofstudentsinthewonderfulgenerationofclasses,sothatstudentscanexperiencethefunoflearningandthecharmofknowledge.Heuristicteachingischaracterizedbyemphasizingthatstudentsarethemainbodyoflearning.Teachersshouldmobilizestudents'learningenthusiasmandrealizethecombinationofteachers'leadingroleandstudents'enthusiasm.Thewayemphasizesthefulldevelopmentofstudents'intelligenceandrealizesthecombinationofsystematicknowledgelearningandfulldevelopmentofintelligence.Itemphasizestheconnectionbetweentheoryandpractice,andrealizesthecombinationofbookknowledgeanddirectexperience.1.1.2TheImportanceofHeuristicTeachingHeuristicteachingisanobjectiveruleforteachersaccordingtotheteachingprocessinclassroomteachingtoadoptvariouseffectivewaysandmeanstoguidestudentstothinkindependentlyandactivelyinordertoacquirenewknowledgeoftheteachingsystem.Itsessenceistomobilizestudents'initiative,inspirestudents'thoughts,guidestudentstothinkforthemselves,stimulatestudents'enthusiasmandcreativityinlearning,taptheirinternalpotential,achievemasterythroughacomprehensivestudy,makeexternaleducationproduceaninternalizationeffect,andfacilitatetheimprovementofstudents'abilitytoanalyzeandsolveproblems.Teachers'explanationiscertainlynecessaryinlearning,butitismoreimportanttostimulatestudents'positivethinkingandguidestudentstousetheirbrains,mouthsandhands.Heuristicteachingisthebestwaytostimulatestudents'thinking.Firstly,heuristicteachingliesinusingstudents'desireforknowledgetoaskquestions,tostimulatestudents'interestinlearning,andthenteacherstoinstructandinduce,totriggerthinking,tohelpstudentsmasterknowledgethroughtheirownefforts,andtopromoteknowledgetransfertoability.Secondly,heuristicteachingcanguidestudentstobegoodatthinkingandfeedbackintime.Itnotonlyreflectsstudents'dominantposition,butalsoprovidesvaluablefeedbackinformationforteacherstoteachknowledge,thuspromotingthebilateralactivitiesofteachingandlearning,makingteachingandlearningcomplementeachotherandhavingpositivesignificanceinimprovingteachingqualityandclassroomefficiency.Differentfromtraditionalteachingmethods,heuristicteachingmethodenablesstudentsnotonlytopassivelyacceptknowledgeandskills,butalsotomasterlearningmethodsandcultivateself-learningandself-developmentmethodstoadapttothechangesintoday'ssociety.Itchangesthetraditionalteacher-centeredindoctrinationteachingandemphasizestwo-waycommunicationonthebasisofequalitybetweenteachersandstudents.Itrepresentsascientificanddemocraticteachingidea,stimulatespeopletoexploreknowledgeconsciously,helpstoimprovestudents'innovativeconsciousness,improvesteachingquality,andplaysapositiveroleinthedevelopmentofeducation.1.2ResearchStatusofHeuristicTeachingatHomeandAbroad1.2.1ResearchStatusofHeuristicTeachinginChinaHeuristicteachinghasbeenproposedasearlyastheendofspringandautumninancientChina.Theword"heuristic"originatedfromtheancienteducatorConfucius’s"Don'tenlightenthestudentsuntiltheyhavetriedhardtounderstandbutstillcan'tfigureitout.Don'tenlightenthestudentuntilheknowsitinhisheartbuthecan'texpressitperfectly".Hethinksthatifstudentsdonottaketheinitiativetothinkdeeply,itismeaninglesstorelyonteacherstoteach.Inspecificteachingpractice,Confuciususuallyteachesormakesstudentsthinkdeeplyfirst,andthencreatesconditionsforstudentstoenterastateofself-thinking.ZhuXialsomadeaclearexplanation.AnarticleinthebookofRitesproposedthat"studentsshouldbeinspiredandguided,buttheyshouldnotbeled.Strictrequirementsforstudents,butnopressure.Indicatethepathoflearning,butdonotreplacetheminreachingconclusions.",furtherelucidatingtheideaofheuristicteaching.Menciusmadesuchanincisivestatement:"Leadwithouthair,jumpaswell",whichmeansthatthemasterwhomasteredthearcheryskilldoesnotreleasethearrowafterpullingthefullbow,butonlymakestheactionhewantstoshoot,sothathecanreserveenoughobservationtimeforhisdisciplestobetterappreciatethearcheryskill."Leadbutnotsend"cankeeplearnersinsuspense,thusstimulatinglearners'interestinexploring.EducatorTaoXingzhiisalsoamodelofheuristicteaching.Heproposedtochangeallteachingmethodsintoteachingmethods,advocatingautomaticmethods,enlighteningmethodsanddemocraticmethodstocultivatestudents'automaticabilityandself-educationspirit.Hestressedthatstudents'automaticabilityisnotformednaturally,butcanonlybeformedbycorrectcultivation.Hesaid,"Automationisnotopposedtocultivation,butratherdependsoncorrectcultivation."TaoXingzhiputforwardavarietyofmethodsandpropositionsintrainingstudentstobeautomaticandtoimplementheuristicteaching.Therefore,TaoXingzhi'sheuristicteachingisthecoreofthescientificdevelopmentconceptandpeople-orientedheuristicteaching,whichisapositivetwo-wayteachingmethodforteachersandstudents.Thefundamentalpurposeofadoptingheuristicteachingistobetterplaytheleadingroleofteachersandthemainroleofstudents,soastofullymobilizevariousfactorsinteachingtoplayapositiverole,improvethequalityofteachingandmaketheclassroomteachingprocessachieveoptimalresults.1.2.2ResearchStatusofHeuristicTeachingAbroadInEurope,Socrates,anancientGreekideologistlateronConfucius,usedthe"questionandanswermethod"toinspirestudentstothinkindependentlyinordertoseektruth.Socratesoftenstartswithsimplethingsorsimpleprinciplesthatareseenindailylifeandarewellknowntoall.Heasksthestudentsquestionsandpretendsthatheknowsnothingaboutthem,sothatthestudentscanfullyexpresstheiropinions.Thenheusescross-examinationtomakethestudentsfallintothedilemmaofself-contradiction,thuspromotingthemtothinkactively.Thenheissupplementedbyvariousrelevantexamplestoinspireandinducethemtoapproachthecorrectconclusionstepbystep.Itisgenerallyacknowledgedinthehistoryofwesterneducationthatthisistheearliestheuristicteachingmethodinthewest.Socratesbelievesthatthepurposeofeducationisnottotellthetruthdirectlytostudents,buttoinspirestudentstothinkanddiscoverthetruth,withmoreemphasisonit."Thinking".Throughthequestion-and-answerteachingbasedonlayer-by-layerreasoning,students'thinkingabilityhasbeenbettertrained.Socrates'cross-examinationforcedthestudentstothinkforthemselvesincomplicatedperplexities,andstimulatedthestudentstohavetheirownindependentjudgmentinthepainof"thinking"withoutanysolution.Inthe17thcentury,CzecheducatorJ.A.Comeniusaccusedthethenpopularinjectionteachingofforcingstudentsto"lookwithotherpeople'seyesanduseotherpeople'sbrainstomakethemselvessmart"and"theresultisthatmostpeoplehavenoknowledge".Therefore,headvocatedthat"allmattersthathavenotbeenthoroughlycomprehendedbyunderstandingcannotbelearnedbymemorizingthem."SwisseducatorJ.H.Pesteloqiopposedinjectionandstressedthatteachingmust"focusonimprovingintelligence,notjustonincreasingconceptsingeneral".GermaneducatorJ.F.Herbartadvocatesenlighteningchildren'sexperienceandknowledgeasthestartingpointoflearning,whichiscalledenlighteningteachingmethod.Heputforwardthetheoryof"formalstage"inteaching.Thistheoryisinthehistoryofmoderneducation.Firstofall,theteachingprocessisclearlydividedintofourstages:clear,united,systematicandmethod.1.3TheoreticalBasisforHeuristicTeaching1.3.1ConstructivistLearningTheoryManycognitivepsychologistsregardcognitionastheprocessingofinformation.Neisserthinks:"Cognitionreferstoalltheprocessesofconversion,simplification,processing,storage,extractionanduseofsensoryinput."Oneofthemostimportanttermsincognitiveinformationprocessingtheoryis"construction",thatis,cognitiveprocessisconstructive.Thinkinghasamechanismforexecutingcontrol,justasacomputerprogramhasanexecutingprogram.Constructivismadvocateslearner-centeredlearningundertheguidanceofteachers.Thatistosay,itemphasizesboththecognitivesubjectiveroleoflearnersandtheguidingroleofteachers.Teachersarethehelpersandpromotersofmeaningconstruction,notthetransmittersandindoctrinatersofknowledge.Studentsarethesubjectofinformationprocessingandtheactiveconstructorsofmeaning,notthepassiverecipientsofexternalstimuliandtheobjectstobeinstilled.Piaget,J.putforwardthestagetheoryofcognitivedevelopment,whichhasveryextensiveandfar-reachinginfluence.Hebelievesthattheprocessofformingpeople'scognitionisthatsomeintuitiveconceptsfirstappear.Theseoriginalconceptsformthebasisofthinking.Onthisbasis,newconceptsareformedandnewstructuresareconstructedthroughcomprehensiveprocessing.Thisprocessgoesoncontinuously.Thisisthemainmethodofformingcognitivestructures.AccordingtoJ.S.Bruner,themainpurposeofeducationistoprovidestudentswithareal-worldmodelthroughwhichtheycansolveallproblemsinlife.Thismodelinvolvesinternalsystemsthatstoreinformation,whichisobtainedthroughtheinteractionbetweenpeopleandtheirsurroundings.Itisbelievedthatknowledgestructureisthebasicconceptinacertainsubjectarea,whichincludesnotonlymasteringgeneralprinciples,butalsolearningattitudesandmethods.Understandingthebasicprinciplescanmakethesubjecteasiertounderstand,isconducivetomemory,issuitableformigration,andcannarrowthegapbetweentheinitialandadvancedlevelsofknowledge.Constructivistlearningtheoryemphasizestheinitiativeandconstructivenessoflearnersinthelearningprocess.Itmakesadistinctionbetweenprimarylearningandadvancedlearning.Itcriticizestheunreasonableextensionoftheteachingstrategyofprimarylearningtoadvancedlearningintraditionalteachingandputsforwardcooperativelearning.Itisanimportanttheoreticalbasisinheuristicteachingandhasfar-reachingsignificanceindeepeningthecurrenteducation.2.AnalysisandDiscussiononHeuristicTeaching2.1CurrentSituationofEnglishTeachingWiththeincreasinginternationalcommunication,Englishlearninghasbecomeanimportantpartofthecurrentsociety,andtheresearchonEnglishteachingisalsoofgreatsignificance.Englishteachinginourcountrymostlystaysontraditionalteachingmethods.Inrecentyears,Englishteachinghasreceivedgoodresultsthroughcontinuousreformandsummary,buttherearestillsomeproblems.Firstofall,thereareoftensituationsinEnglishclasseswhereteacherstalkendlesslyandstudentsaresleepy.Themoreteacherstalk,thelessopportunitiestheyofferstudentstothink,digestandabsorb.Thisleadstotheclassroomatmosphereistooboring,studentscannotgraspthemainpointsofknowledge.Second,someteachersareunabletomastertheteachingmaterialsthoroughly,lackflexibilityindealingwiththetexts,andtheteachingmethodsaretooinflexibleandinflexibletobeflexibleandinnovative.Repeatedteachingmethodsformanyyearsarenotconducivetotheimprovementofstudents'learningability.Third,foralongtime,foreignlanguageteachersandforeignlanguageworkershavealwaysattachedimportancetothestudyofteachingmethodsandneglectedthestudyofmethods.Uptonow,manyforeignlanguageteachersstillbelievethatlearningaforeignlanguagedependsonrotelearningandthereisnootherway.Therefore,studentslackscientificlearningmethods.Forexample,thecurrentteachingmaterials,whether"Oxford"or"thenewcentury",haveaverylargevocabulary.Manystudentsareunabletospellandreadwordsskillfullyandaccurately,andtheirabilitytorememberwordsispoor.Thedifficultyinlearningwordsmakesthemstoplearningandevenfallbehindinlearning,graduallylosinginterestandconfidenceinlearningEnglish.Itcanbesaidthatteachersregardthecultivationandguidanceofstudents'learningmethodsasanimportantreasonforstudents'learningdisabilitiesandpolarization.2.2TheApplicationofHeuristicTeachinginEnglishTeachingApplyingheuristicteachingmodeinEnglishteachingisoneoftheimportantmeasurestoimproveEnglishteachingefficiencyandstudents'learningefficiency.Heuristicteaching,asamoderneducationmode,haspositivesignificanceforimprovingEnglishteachingeffect.Intheprocessofusingheuristicteaching,basiclawsandconceptsshouldbefollowedtorealizetheimprovementofteachingefficiency.Englishisabstract,humanisticandinstrumentaltoacertainextent.ItisverydifficultforstudentstolearnEnglish.TherearecertaincognitivebarrierstocomplexandabstractEnglishknowledge,andfeariseasytooccurinthelearningprocess.Tothisend,itrequiresEnglishteacherstomakefulluseofheuristiceducationmode,stimulatestudents'inquiryinterestwithheuristicteachingmode,andpromotestudents'autonomouslearning.InEnglishteaching,thepremiseforheuristicteachingisthebilateralnatureofteachingactivities.Inteachingactivities,teachersshouldgivefullplaytotheirleadingroleandalsorespectstudents'dominantposition.Theyshoulddesignandorganizevariousteachingactivitiesthroughscientificmethodsofinspirationsothatstudentscanmastertheinitiativeinclassroomlearning.Teachersshouldpaymoreattentiontostudents'thoughtsandfeelings,andcombinewithreality,communicatewithstudentsmore,sothatteachersandstudentscancarryoutheuristicteachingactivitiesinrelaxedsituations,givefullplaytotheenthusiasmofteachingandlearning,andrealizethemutualbenefitsofteaching.InspecificEnglishteachingpractice,inordertohelpstudentsfullyunderstand,students'attentioncanbeattractedbyintuitivemeanssuchasbodymovements,physicaldisplay,picturemusic,etc.Forexample,teacherscanusesimplestrokesandpicturestodemonstrateEnglishprepositions.Theexplanationoftermsintimecanbeexplainedbytimemodel.Forcommonsingleandpluralnumbers,chalkandbookscanbeusedasexamples.WhendistinguishingsynonymsinEnglish,youcanuseChineseexamplesentencestoexplain.TeachersLetStudentsFeelitsdifferentemphasesanddeeplyunderstandthedifferencesbetweensimilarwordsinEnglish.2.3AdvantagesandDisadvantagesofHeuristicTeaching2.3.1AdvantagesofHeuristicTeachingFirstly,heuristicteachingmethodhasalonghistoryandmaturetheory.Underthewitnessofhistory,heuristicteachingtheoryhasalsobeendevelopingandmaturingwiththeeffortsofgenerationsofeducators.Ithasbeenpassedontothe21stcenturyandhasbecomeoneoftheteachingmethodscommonlyusedbycountlessteachers.Thesystematicmaturityandstrongoperabilityofitstheoryhavebeentestedbynumerousteachingpractices,soheuristicteachingmethodhasuniqueadvantagesinmathematicsclassroom.Secondly,heuristicteachinghasobviousadvantagesindevelopingstudents'thinkingability.Heuristicteachinghasobviousadvantagesindevelopingstudents'thinkingability.Wehavebeenteachingaccordingtothetraditionalteachingmodeandcannotshowtheclassroomeffectwell.Accordingtothedegreeofdifficultyofknowledgepoints,combiningthetraditionalteachingmodewiththenewheuristicteachingisthebestteachingidea,whichcanachievehigherteachingefficiency.Third,thepracticeofheuristicteachingisaprocessofmutualrunning-inandcommunicationbetweenteachersandstudents,whichisbeneficialtotheharmoniousdevelopmentoftherelationshipbetweenteachersandstudentsandagoodteacher-studentrelationship,whichisundoubtedlythekeytoensuretheorderlyprogressofteaching.Inthequestion-and-answerandinteractivecommunicationbetweenteachersandstudents,theclassroomatmospherenotonlyappearsmoreinterestingandenergetic,butalsothelearningenthusiasmofstudentswillsteadilyincrease.2.3.2DisadvantagesofHeuristicTeachingHeuristicteachingmethodcameintobeingunderthebackgroundofdeepcriticismoftraditionalinjectionteachingmethod,andhasachievedmanyachievementsinteachingresearchandpractice.However,heuristicteachingmethod,moreimportantly,asateachingidea,hasnotyethadasetoffixedmodelstoguideinpracticalapplication,thustherearestillsomedeficienciesinteachingpractice.First,thetraditionalteachingmethodcanberegardedasaresultheuristictoalargeextent.Thatis,intheprocessofteaching,theteacherhasthecorrectanswerinhismindforaspecificquestion,butnotinthestudent'smind,sotheteacherthinksheisusingheuristiceducationbyaskingthecorrectanswerthroughaseriesofquestions.Infact,althoughthismethodcanalsoimpressthestudents,itisboundtocausethephenomenonthatteachersarethecenterandstudentsarecompletelyledbythenose.Inthisway,itisdifficultforstudentstounderstandandthinkdeeplyaboutthemselves.Second,theheuristicteachingmethodhasdevelopedsofar,therearestillsomethatrefertoitsimplyasaskingquestions.Whetherthequestionsaresimpleornot,askingquestionsinclassisthepracticeineveryclass.Blindpurposethinksthat"askingquestions"istherealinspiration.Thisiscertainlynotdesirable.Third,manypeopleunderstandheuristicteachingmethodas"speaklessandpracticemore",andevenmanyteachersdivide"speak"and"practice"accordingtoacertainproportionoftimeineachclass.Iftheteachertalksthroughthislessonanddoesnotsetasideacertainperiodoftimeforstudentstopractice,itwillberegardedas"fullhousefilling".Whetheritis"irrigation"ornotismeasuredbywhetherstudentshavetheinitiativeandpolarityoflearning.Aslongasthestart-upiswelldoneandtheinductioniswelldone,aproblemthinkingsituationcanbecreatedincombinationwiththeactualsituationofstudents.Evenifaclasslastsfor45minutes,itisstillagoodmethod.Onthecontrary,only20minutesofirrigationfollowedby25minutesofpractice,whichisalsoaformalpractice,butisonlyacontinuationofirrigation.3.SolutionsandStrategiestotheDefectsofHeuristicTeachingMethod3.1ImplementingtheBasicRequirementsofHeuristicTeachingInordertoavoidtheaboveproblemsinthepracticeofheuristicteaching,wemustimplementthebasicrequirementsofheuristicteaching.Whatshouldbeknownisthatstudentsarethemainbodyoflearning.Teachersservestudents.Theyshouldnotregardstudentsascontainersandjuststuffthingsintothem.Teachersshouldfullymobilizestudents'initiative,cultivatestudents'learningconsciousness,guidethemtoparticipateactively,askquestions,answerquestions,traintheirskillsanddeveloptheirintelligence.Teachersshouldfirsthelpstudentstosetupcorrectlearningobjectives,sothattheycanhavegreatmotivationandencouragethemselvestoworkhardandpersevere.Secondly,weshouldhelpstudentsdevelopstronginterestinlearning.Teachersshouldskillfullysetupsuspense,stimulatestudents'desiretoexploreknowledge,andonthisbasisletstudentsthink,understandanddigest.Thenextstepistohelpstudentsdevelopgoodstudyhabits.Thisiswhyteachingpeopletofishisnotasgoodasteachingthemtofish.Teachersshouldproperlycreateanopportunityforstudentsto"thinkhardandstillthinkimpassably"byaskingquestionsandsettingdifficultproblems.Hereareafewpointstonote:First,thedifficultyshouldbemoderate,andtheproblemshouldbebrokendownintoaseriesofsmallproblemsfromshallowtodeepandfromeasytodifficult,sothatstudentscangraduallybreakthroughthedifficulties,grasptheessentialsandmastertherulesbysolvingtheproblems.Second,teachersshouldbegoodatcreatingthebesttimetoaskquestions,sothattheproblemscanbesolvedwhilearousingstudents'inneryearningforsolvingproblemsandactivelydevelopingtheirthinking.Thethirdistopayattentiontowhetherthequestionsaskedareenlightening,whichisaverycriticalitem.Iftheproblemsdesignedbyteachersaretoosimple,studentsdonotneedtothink;tooabstruse,studentshavenowaytousethink;tooweak,studentshavenointentiontothink.Fourth,teachersmusthaveenoughtimetothinkafteraskingquestions.Ittakestimeforpeopletothink,especiallythosevaluableproblems.3.2CreatingConditionsforHeuristicTeachingTheestablishmentofheuristicteachingconditionsisthebasisfortheapplicationofheuristicteachingmethods.Oneoftheconditionsforheuristicteachingistoadheretotheprincipleofemotion.Teachersshouldbefulloftrustandtolerancetowardsstudents,andwordsshouldnotmeantohurtstudents.Asthesayinggoes:"Aninchisshort,butitcanbeused.Althoughafootislong,therearestillsomeshortcomings."Eachindividualhashisownuniqueplace.Teachersshouldbefullofexpectationandaffirmationforstudentsandletstudentsfeeltherespectandkindnessofteachers.The