Research On Chemical Class "Instructional Behavior Composition" From The Perspective Of The Complexity Science

In order to describe the main characters, probe the laws and improve the effectiveness of chemical teachers class room instructional behavior, this research have done the following several main works.◎Analyzed three kinds of thinking modes“reductionism”、“holism”and“syncretism”of class instructional behavior research, proposed“behavior”、“instructional behavior”and“instructional behavior combination”core concepts on the basement of“syncretism”.◎Described the historical evolution of domestic and abroad instructional behavior research. Divided abroad instructional behavior research into“teacher effectiveness”、“teacher cognition”and“teacher ecology”three stages, revealed the main research paradigm of each stage. Analyzed the main reasons of declines of“process-product paradigm”and the revival of“cognition-interlocution paradigm”and“context-ecology paradigm”. Compared the three paradigms by“ontology hypothesis”,“values integrity”and“methodological rules”on the“basic questions”level. Counted the form of domestic instructional behavior research from“papers number”、“subjects ownership”、“research methods”and“author’s work”, analyzed the content of domestic instructional behavior research from“theory research”and“practice research”two aspects.◎Analyzed the complexity of chemical instructional system from the following four aspects“ingredients”、“structures”、“behaviors”and“functions”on the basement of complexity science, chemical instructional system is a complex system in nature, what’s more, this complexity isn’t epistemological but ontological. Analyzed the evolutional process of chemical instructional system from the perspective of“self-organization theory”, discussed the transitional types of chemical instructional status and the conditions and mechanisms for chemical instructional system’s self-organization.◎Constructed and explained“DIEI”research model and“CPCP”structure model. Under the discussion about“explain”by“hermeneutics”, divided the types of explanations to chemical instructional behavior and proposed four normal types of explanations to chemical instructional behavior by chemical teachers. Analyzed normal chemical instructional cases by“instructional plates”、“instructional chains”and“instructional pairs”. Proposed internal“terraced corresponding structure”and external“tree separate structure”for chemical instructional behavior chains on the existing research.◎Chose“lecture and listen”、“question and answer”and“experiment”these three normal classic chemical class instructional behaviors composition, constructed representative model respectively and made corresponding scoring rules, inspected model’s rationality, proposed respective characters for expert and new chemical teachers on these three behavior compositions and gave reasonable explanations by“self-organization theory”.