On Structuring A Dynamic And Generative Model Of College Physics Teaching Under Non-Linear Workingmechanism

With the college physics education and teaching reform furthered even more deeply and forward, physics teaching reform has been confronted with challenges unprecedentedly from both theories and practice. The current relatively simple teaching theory is not effective in solving complicated problems from teaching practice, which seem to be unsolvable. However, the teaching theory is supposed to explore such ill-structured issues of practice and find solutions respectively. Such issues include how to focus physics teaching on the development of students, and how to highlight prominent advantages of physics teaching and make full use of them to further the theoretical exploration. Under the instructions of methodologies developed in the systematic studies especially the methodology of self-organizations, which is the core of nonlinear science, this paper integrates the theories of knowledge, structuralism and teaching models into theoretical exploration on the nonlinear functional mechanism of college physics teaching system. After discussing the self organization and altruistic organizations of physics learning this paper puts forward four optimizing principles for college physics teaching, and structures a dynamic generative teaching model matching the theory developed. In addition, it discusses the composition, characteristics, functions and applying strategies of the model in question. It sets example as well for the proper practical application of this model by compiling an electronic teaching plan on mechanic waves. It finally reveals how to generate a dynamic teaching model through integrating theories into practice. The whole research is based on nonlinear ideology and is macro-structured by a logical sequence of significant points numbered with "one, two, three, four, five". By "nonlinear", the author means that the theoretical exploration and model structuring of the college physics teaching are under the instruction of nonlinear theory. The points numbered with "one, two, three, four, five" refer to "one center" (the development of students), "two bases" (issues and experiments), "three orientations"(learning ability, innovative potentials, and ability to practise), "four optimizations" (subjects and objects, study and development, theory and experiment, science and humanitarianism) and finally "five folds"(ideology, methodology, theory, technique, and application)...