HEURISTIC TEACHING IN SPECIAL SCHOOL

Abstract

The aim of the paper is to analyze the heuristic model of teaching which implies the implementation of a developmental conversation by which a disabilities learners are directed to research, find and adopt new teaching contents. In that way, a learner with disabilities develops into the essence of the phenomenon he is studying. On the basis of theoretical analysis, the authors conclude that heuristic teaching is not only a question of the teaching system, but also a particular understanding of the teaching process based on the connection of tradition and contemporary pedagogical principles. In that sense, it is problematizing the turning point from the tradition to the modern approach to teaching and the context in which it arises. The essence of the heuristic teaching model is based on the emphasis that only the knowledge that the students fully understands is valuable. Also, the authors cite the didactic organization of heuristic teaching, and consider that it should be such that the students engage in thought and guidance, encouraging self-discovery and research, to the understanding and understanding of teaching content.