On The Uncertainty In Class

The classroom instruction activity, as an important part of school education, is an important link of school education. It is undertaking to pass national culture on, train the personality morals, teach the knowledge skill, cultivate nature of favor etc. It follows the corresponding education purpose, course standard and the teaching plan. Therefore, the classroom instruction has its deterministic aspect. However, it is a complicated education phenomenon, as it contains objective things, tutoring system, teachers and students. These factors take effect on teaching, making teaching unpredictable. So the classroom instruction also has its uncertain aspect. As those make the classroom instruction dialectically unified, we will play down the effect of classroom instruction when ignoring the deterministic aspect or uncertain one.However, through research and observation of the realistic classroom, I found people in the realistic classroom instruction pays attention to the deterministic aspect and ignores the uncertain one. After reading lots of articles, I find that the research on classroom instruction is from two ways. One is that theory, being lack of analysis on the uncertainty of classroom instruction from the theory and realistic aspect; the other is from some kind of theory only, being lack of the theoretical analysis on combining all uncertain factors. Investigating on insufficient analysis about the uncertainty of classroom instruction makes the research of this thesis feasible.By analyzing the origin of the uncertain thought and the meaning of the uncertain thought for the classroom instruction, the concrete behavior and reason of the uncertain, we put forward some suggestions on uncertainty in the class. The innovation of this research is that we analyze the uncertain in classroom instruction theoretically and practically in an all-round way from complex theory and life philosophy etc. This research pays attention to analyzing the theory and discussing about practicing of the uncertainty in classroom instruction. In view of theory, this research uses theories such as complex theory, life philosophy, etc. to analyze the uncertainty in the classroom. It has important meaning to the research of the uncertain theory of classroom instruction. In view of practice, by investigating and analyzing concrete behaviors and reasons why the uncertainty exists in classroom, we point out the concrete behavior on ignoring the uncertainty and excavate its concrete reason why it is ignored. Furthermore, we put forward corresponding suggestions on it. Thus it offers some references to the classroom instruction on uncertainty and is of important meanings for improving the efficiency in the classroom.The thesis is mainly divided into five parts:Part I: Introduction. In this part, it describes the origin of the uncertain problem of classroom instruction and makes a survey on this research. IT also introduces the purpose, meaning and research method on it and the definition of relevant concepts.Part II: The meaning of the uncertain thought in teaching. First, we describe the origin of the uncertain thought from the following four aspects: exploration on determinacy and uncertain in ancient Greece, mechanical determinism in modern science, probability and statistic counting, and the discussion in the contemporary science. Secondly, we analyze the meaning of the uncertain thought in teaching. It can update teaching thinking, rebuild the efficiency view of the classroom and bring out the innovative classroom.Part III: The objective existing of uncertain in classroom instruction. First, we summarize the concrete exhibition of the uncertain in classroom instruction, mainly from the changes in the course for the teaching goal, the producing dynamically of content of courses, the flexible teaching methods and the unpredictable incident. Then we analyze the reason why the uncertain existing objectively in the classroom instruction: (i) the objective things are complicated which is described from the basic property, randomness, contingency of objective things; (ii) teaching is complicated which is described from the properties of non-linear, globalism and opening on teaching; (iii) people are complicated which is described from the fact that people have uniqueness, creativity and people desire to experience and people get immature.Part IV: The neglect on uncertainty in class. We first sum up the concrete behavior that the uncertainty of realistic classroom instruction ignored such as overly paying attention to preserving, to teaching and to the accuracy of the LOGO of teaching; then we analyze the reason why the uncertainty of realistic classroom instruction are ignored from the following four points: overflowing of scientific doctrine, long-term influence of goal- orient teaching, overly emphasis on reason and the influence of Confucianism on unification.Part V: The measures on realization on the uncertain in classroom instruction: first, treating teaching by complexity thinking; secondly, handling the relation preserved and produced well; thirdly, paying close attention to the experiences of teachers and students; fourthly, strengthening understanding and dialogue between teachers and students; fifthly, use the LOGO appropriately.