The Tension Of Learning:a Study Of Integrative Learning

Learning problem is a classic problem in the field of pedagogy,and it is also a realistic problem in the reform of basic education curriculum and teaching.What kind of stand to understand learning,how to view the limitations of learning and the relationship between learning and individual development,how to deal with the corresponding teaching problems,which require us to constantly reflect and treat with caution.This study adheres to a situational way of thinking,focuses on the embarrassment and stagnation of students’ learning,and firmly believes that the awakening of limitations can open up the possibility of students’ development.Starting from the learning boundary facing the learning center,focusing on the interaction between the learning boundary and the learning center,focusing on the leapfrogging of the learning boundary,and putting forward the idea of integrated learning,in fact,it is to capture the tension of unity of opposites between the metaphorical limitation of the learning boundary and the infinity sought by the learning value center,and to magnify and transform this tension into the students,so as to promote the students’ efficient learning authenticity.So what kind of study is the"learn" in the "to teach for learning"?How’s it going?What is the gap with other learning patterns?Why are you teaching for school?What do you teach for learning?How to teach for learning?This is actually an exploratory answer to these questions.The full text is divided into six parts and seven chapters.The first part of the thesis(introduction)is a comprehensive exposition of the background of integrative learning.The proposition of the thesis is based on three aspects:the rational examination of the reconstruction of the learning view in the context of the educational reform;the realistic response to the current learning"dissimilation";and the theory of the endogenous development of the learning philosophy.At the same time,from both domestic and foreign aspects,this paper summarizes the existing research results on learning boundary and integrated learning,grasps the relationship between related research results and the inheritance and development of this study,and clarifies the possible direction of this study.In addition,the significance,ideas and methods of this study are also clear.The second part(the first chapter)is to explain the boundary of learning and the center of learning.Beginning with the original meaning of the boundary,puting forward the boundary of learning,making it educated and truly an acceptable concept in the field of learning,and based on the position of learning,this paper discusses the connotation and essence of the learning boundary oriented to the learning center,and points out the dialectical positioning of the learning boundary.At the same time,the formation and change of learning boundary are analyzed,the concept of learning boundary and"borderless learning"is distinguished,the characteristics and types of learning boundary are detailed,and the value effect of learning boundary is pointed out.Finally,the paper discusses the learning tension between learning boundary and learning center,and holds that the grasp of learning tension starts from crossing learning boundary.The third part(the second chapter)points out the current situation of students’learning.This paper investigates the behavior of students’learning cognition and thinking through empirical investigation,and sums up the tendency of learning-centered thinking and learning-differentiated thinking,so as to judge the real situation of students’cognitive and thinking development.Combining with the survey results,this paper examines the learning style,the value orientation of classroom teaching reform and the direction of school reform,and analyses how they cause the disappearance of students’learning tension layer by layer.At the same time,it is pointed out that the manifestation of learning tension requires the faithful expression of the essential attrnbutes of learning,the rational dilution of the awareness of learning boundaries,and the orderly transformation of the way of thinking in learning.The fourth part(Chapter III)is about the essence of integrated learning.Starting from the understanding and definition of integration,this paper points out that integration is the essential stipulation of learning,analyzes the”integration" in integrated learning,understands the connotation and characteristics of integrated learning,and discriminates the related concepts so as to confirm the essence of integrated learning.At the same time,this paper discusses the theoretical basis of integrated learning from the perspective of learning philosophy,the transformation of knowledge view and the theory of human liberation,probes into the intrinsic logic of integrated learning from epistemology,ontology and existentialism,and confirms the concept of learning.As for leapfrogging,learning for relevance,learning for growth.The crossing of the learning boundary is the key to the realization of the integrated learning,which is possible through the crossing of the learning boundary,and is realized in the recognition,crossing and subsequent processing of the learning boundary.The fifth part(Chapters Four and Five)describes the tension of integrated learning.Starting from the understanding and definition of integration,this paper points out that integration is the essential stipulation of learning.It analyses the"integration"in integrated learning,understands the connotation and characteristics of integrated learning,and differentiates the related concepts,so as to confirm the essence of integrated learning and explore the tension of learning.At the same time,from the perspective of philosophy of learning,the transformation of knowledge view and the theory of human emancipation,this paper discusses the theoretical basis of integrated learning,explores the internal logic of integrated learning from the perspective of epistemology,ontology and existentialism,and affirms the concept of leapfrogging,relevancy and growth.The occurrence of leap frontier leapfrogging is the key condition for the realization of integrated learning.Integrative learning can only be achieved by leapfrogging learning boundaries.It must be realized in the two-way expansion of maintaining the unity of leaning boundaries and learning centers.The sixth part(Chapter VI)is the discussion of integrated learning.The logical premise of realizing integrated learning is to fully respect students’ subject identity in learning,and to emphasize the experience and irreplaceability of students’ learning.The classroom of integrated learning is the"incubator" of learning motivation,the"glow field"of learning vitality and the"growth place"of subject ability.Meaning expression of students’ integrated learning emphasizes the acquisition of metaphor behind knowledge,the extension and growth of experience,the critical remodeling of life and the improvement of quality.The realization of integrated learning requires teachers to have the teaching thinking corresponding to the integrated learning thinking,to clarify its educational value,to give full play to the teacher’s educationa:l function,to create conditions for the activation and maintenance of learning tension.Thus,we can grasp the logical relationship among the construction of integrated learning classroom,the scientific exploration of integrated learning,and the development and design of integrated learning resources.The logical relationship is from micro to macro,gradually spreading to the outer layer,which can promote the appearance of the resultant force between them.