布鲁纳认为，当学生成为解决问题和探索，这是教师的任务的一部分，学习发生。作为学生测试假设和发展概括，他们与周围的环境和发现解决方案。当他们发现自己的解决方案，他们会更好地记住所教的东西（布鲁纳2006）根据布鲁纳（1960）在“发现学习”，教师的参与是小的，他们承担的一部分教师。学生用逻辑结论创造知识。他支持最有效的学习方法是通过发现而不是由老师告诉答案。布鲁纳还强调社会因素，这有家长和教育工作者的影响，斯万维克的音乐教学模式（1979）被称为卡环和基于五的音乐活动和对学生审美的增长目标。这些活动包括：作文，文学，听力，技能的获得和表现。
加拿大人权学代写论文:教师的任务
Bruner believed that learning takes place when students become problem solvers and by exploration, which is part of the teacher's task. As students test hypotheses and develop generalizations, they interact with the environment around them and discover solutions. When they discover their own solutions, they will better remember what was taught (Bruner 2006) .According to Bruner(1960) in "discovery learning", teachers' participation is small and they undertake the part of the instructor. Students create their knowledge with logical conclusions. He supported that the most effective way to learn is by discovering rather than by being told the answer by the teacher. Bruner also gives emphasis to social factors and the impact that parents and educators have on this.The musical teaching model of Swanwick(1979) is called CLASP and is based on five music activities and aims on students' aesthetic growth. These activities are: Composition, Literature, Audition, Skills acquisition and Performance.
