The Design, Analysis And Assessment Of Class Interatctions In Reflection Of Synergetic Learning Ideas

In order to enhance the interaction interactivities, it has been a popular issue and hot spot in the field of education how to apply information technology nowadays. Under the background of interactive technical vicissitude and in the perspective of synergetic learning ideas, instructional interaction design, analysis and assessment are discussed, the interaction barriers between teachers and students are analyzed, the integrations of technology into classroom are also explored, and in this dissertation, the concept of action research community is brought forward for overcoming the interaction difficulties in the classroom. By building learning community in the classroom, teachers and students could improved themselves. An action research community was designed to facilitate professional development in this dissertation.In the views of synergetic learning and the group dynamics, this dissertation correspondingly excavated the information of instruction interactivities. Through the seepage of order parameter (for example, psychology, philosophy new theory or new technical education application innovation, etc) of instruction system, some thoughts were introduced for building learning community in the classroom, which could make up more teaching ideas and less biased methods, pour vigor into the study process, melt "the student differences" for the individual supplementary, form the order of group power, realize the organization's movement towards this learning system, and also achieve the performance target of synergetic learning.In the aspect of class interaction design, instruction design could not ignore the emotions of teachers and students. There would be different focuses with different emotional designs, interaction designs and knowledge representation methods. The class interaction is not a simple transmission process of knowledge from teachers to students, because there are learners' likes and dislikes who choose information intentionally. Moreover, these kind of distinctions and judgments often have very complicated relations with learning emotion, and pass to diversified instructional activities, actions and behaviors. In the aspect of class interaction analysis, interactions between teachers and students need to depend on the sign of posture, language and introspection. Symbolic interactionism provides the comprehensive theoretical foundation for instructional behavior analysis, and the PAC analysis of personality structure supplies more psychological nourishment on intercourse between teachers and students. The design of CSLIAS based on symbolic interactionism is a kind of instruction behavior interactional analysis system on the basis of synergetic learning in the classroom. And the PAC analysis theory of personality structure may be used to direct the behaviors of information communication between two individuals in the classroom.In the aspect of class interaction assessment, subjectivity between teachers and students embodies the post-modern education ideological trend, which powerfully changes "two-pole" unstable condition of choosing "take the teacher as leadership" or "take the student as subject", and "threw off the center" of which find the new foundation for the development relationship between teachers and students. Yet, under the field theory of synergetic learning, synergetic learning evaluation is an important method in the development assessment views to judge intersubjectivity between teachers and students.During this research, the dissertation focuses on synergetic learning and intersubjectivity between teachers and students all along. Throughout the whole action research, teachers, students, researchers and educational experts built the community together, and improved themselves simultaneously. Action research community will converge multiple ideas and motivate the action, which will be a long-term and corporative process.