It proceeds from unknown to known. The word analysis means separating a thing into its component parts. Analysis of a mathematical problems means “breaking up” of the problem in hand so that it ultimately gets connected with something obvious or already known.
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The study of science can properly be applied to the laboratory study of the subject. In order to know what the facts of science are, they must be seen and handled directly on the laboratory tables. The text books and other books are not science, but literature.
It is the opposite of the Analytic Method. Here one proceeds from known to unknown. In practice, synthesis is the complement of analysis. To synthesize is to place together things that are apart.
By nature children are fond of stories. Children have genuine interest in listening to stories. History was originally presented in stories and it is felt that students, particularly at the early school stage, should be taught history through a series of stories.
As the story-telling method is specifically suitable for junior stage pupils, the Narration and Discussion Method is particularly appropriate for the higher class students. It is regarded as one of the useful and effective methods of teaching history.
The word “heuristic” is derived from the Greek word heurisco” meaning “I find out” and the “Heuristic Method” is one in which the pupils are left to find out things for themselves. Children are placed, as far as possible, in the position of discoverers and instead of being told the facts; they are led to […]
In this method, practically pupils learn by doing everything. The pupil should behave like a researcher and he endeavours to find answers to questions put by his teacher.
The Heuristic Method in science education is based exclusively on laboratory work, the lecture room being abolished. Lecture method tries to do away with laboratory work. But in demonstration method, both lecture room and laboratory works are taken into account.
In the beginning Translation-Method was followed in the teaching of English as a foreign language. Emphasis was laid on translation and grammar in teaching the language. No provision was made for training in speech.
It makes the learning of English interesting and lively by establishing direct bond between a word and its meaning. There are many abstract words which cannot be interpreted directly in English and much time and energy are wasted in making attempts for the purpose.