The Embryology Research On Students’ Classroom Learning Behavior

After the analysis of the nature of "learning" from the etymology, psychology and philosophical level, the student’s classroom learning behavior is defined as:the external appearance of the mental model changes in the process of interaction between learner and classroom learning environment, where learning content as an intermediary through a specific learning process.The embryology study on students’classroom learning behavior draws Marx’s embryology analytical framework of genetic epistemology, and the research paradigm combined by reverse retrospective study and sequential narrative. The reverse retrospective study is mainly start from the factors affecting the occurrence of students’ real classroom learning behavior in reality to explore the historical forms of classroom learning behavior occurs in human history, and then, found the initial shape and original condition of students’classroom learning behavior occurrence and then, formed a upstream traceable way. Such research style can clearly describe the various historical stage and its conditions and factors of students’classroom learning behavior, and then, more clearly describe the occurrence mechanism of students’classroom learning behavior. This is the reverse retrospective study. Sequential narrative means it must be reversed when describing the results of the study, namely, sequential narrative, starting from the initial state of things, carried along the trajectory of historical development, namely from the early history form and through a complex history occursence process formed a complete state of reality, which is a positive express way to conducted in accordance with the historical stage.Introduce the impact dimensions affected student’s classroom behavior found in the reality:the effectiveness dimensions, the student body capacity dimension, social history and cultural dimension into the process of students’ classroom learning behavior. Reproduces the vertical vein of students’population classroom learning behavior occurs. From the "chaos form" classroom learning behavior in primitive society to "can be transformed form" classroom learning behavior in ancient society to "symbolic form" classroom behavior in modern society. In the real classroom, the occurrence of students’ individual classroom behavior also follows the roughly similar vein of student population in human history, which is called "a repeat of the law" in the field of biology. That is the occurrence and development process of individual students in its expanded form, stage of development and order, repeat or reflect the history of its groups formation and system germline evolution to some extent and in a certain way.In the real classroom, the occurrence of students’individual classroom learning is not the similar to stimulus-response style of behavior change itself. But then, a Reality in the classroom, a behavior occurs style of, but experienced a outside-inside-outside circulation occurrence mechanism. In this occurrence mechanism, the relationship between learner and the information provided by classroom learning environment constitutes extrinsic mechanism of classroom learning behavior occurs, and the the change of students’ internal psychological after receive the information provided by classroom learning environment constitutes the internal mechanism of classroom learning behavior occurs. In the external occurrence mechanism of students’in the classroom learning behavior, the relationship between learner and information (in this study can be divided into three types:first, textbooks, curricula, the knowledge teached by teachers, and second, the temperature of the classroom, light, space and time, such physical environment, the third is the relationship between teacher and student, peer relationship in learning environment, between) provided by classroom learning environment can be divided into three types:chaos form, convertible form and symbolic form. In the internal occurrence mechanism of students’classroom learning behavior, the students’psychological changes experienced perceptual information, abstract internalization, innovation generation and action application four stages. Learners in the chaos form can not perceive the information of classroom learning environment, can not produce internal mental models changes, and the classroom learning behavior can not really occurs. Learners in convertible form, their internal psychological experienced stages of perceptual information and abstract internalization, innovation generation may occurs or not in this stage, and therefore, the occurrence of in the classroom learning behavior in a specific state in the convertible form. Stuednts’internal psychologica in symbolic form experienced perceptual information, abstract internalization, innovation generation and action application four stages. In symbolic form, the learner’s mental model has changed, classroom learning behavior occurred in this process.Three conditions to promote students’ classroom learning behavior occurrence: physical order, life order and spiritual order are proposed based on three forms between learners and classroom learning environment:chaos form, convertible form and symbolic form. Physical order is mainly provide conditions for students’ classroom learning behavior’s occurrence from the material level; Life order is mainly provide conditions for students’ classroom learning behavior’s occurrence from the orderly level of classroom learning environment; spiritual order provide conditions for students’ classroom learning behavior’s occurrence from the spiritual level of "meaning" constructivism in classroom learning environment.After discussing the occurrence mechanism of students’ classroom learning behavior and three levels of conditions to promote the students’ classroom behavior occurrence, the teaching strategy to promote students’classroom learning behavior occurrence is proposed. The disscussion in expanded from the six parts:students’ free, conscious and life activities oriented teaching values, students’ mental models based teaching objectives, the overall selection and structural integrity of the teaching content, the building of learning community in the teaching organization form, the self-management organization in the teaching management, the teaching evaluation promote students’ harmonious development.