摘要

中国学生发展核心素养体系的提出对中国当代学科教学产生了较大的影响，人们对“注入式”传统教学的失望之余，启发式教学再次进入人们的讨论范围。

孔子和苏格拉底是东西方启发式教学的首倡者，他们都采用对话式教学，重视对学生思维的引导。但二者在启发式教学的具体实施细则方面存在着差异。本文将通过对比研究以及文献综述等方法对孔子和苏格拉底“启发式”教学的异同进行研究，探讨二者启发式教学对当代教学的启示与意义。

孔子与苏格拉底的启发式教学各有特色：孔子善待问，弟子敏而好问，注重学思行并重，强调因材施教；苏格拉底以“无知”促进学生的思考，基于师生问答的方式进行教学。通过对比研究，孔子和苏格拉底的“启发式”教学有着异曲同工之处：二者均将启发诱导作为指导核心，均采用问答的教学方式，均坚持着“有教无类”的教育理念，并且都重视道德教育。

孔子和苏格拉底的“启发式”教学也存在着差异：孔子更加注重学生的主动思考，积极发问，而苏格拉底则主动提问，引导学生思考；孔子教学方法多样，苏格拉底则较为单一；孔子以“六经”作为教学内容，苏格拉底则以实用知识为教学内容；孔子主张通过旁敲侧击的方式启发学生，苏格拉底则是通过不断追问、讥讽启发学生。

关键词：孔子 苏格拉底 启发式教学 启发诱导 产婆术

Contents

1. Introduction 1

1.1 Research Background 1

1.2 The Purpose and Significance of the Research 3

1.3 The Structure of the Thesis 4

2. A Brief Survey on the Educational Ideas of Confucius and Socrates 5

2.1 Confucius and his Ideas 5

2.2 Socrates and his Ideas 7

2.3 Comments 8

3. The Similarities and Differences in Heuristic Teaching Between Confucius and Socrates 9

3.1 Confucius and his “Inspiring and Inducing” 9

3.1.1. Goodness at “questioning” and “answering” 10

3.1.2. Combination of Learning and Thinking 11

3.1.3. Teach students in accordance with their aptitude and inspire them appropriately 11

3.2 Socrates and his “Midwife Method” 12

3.2.1 “Ignorant” Socrates and “Self-righteous” Students. 13

3.2.2 Constant Questions and Sarcasm 13

3.3 The Similarities 14

3.4 The Differences 15

4. The Contemporary Values and Revelations of Confucius and Socrates Heuristic Teaching 18

4.1 Teacher-student Relationship 18

4.2 Teaching Methods 18

4.3 Students-oriented Teaching 19

4.4 The Training of Students’ Thinking 19

5. Conclusion 20

Bibliography 23

Acknowledgements 25