Complexity Theory, As The Threshold Of Language Teaching

Education is a quite complex social phenomenon. With thedevelopment of complex science and the penetration of people'sknowledge on complexity which educational practical activities contain,many scholars both at home and abroad are trying to study and explorethe complex problems in educational system with theories and methods ofcomplexity. Education is not only the indispensable key point for humansocial development and individual life but also joints history, reality andfuture of human civilization. Education is a specific renewableregenerative system of human society. In this sense, it may be the mostcomplex problem in the world. The complexity of education embodiesnot only complexity and variety of educational subject, and variouschanges of internal system, but also the complex changes of externalenvironment which is closely related to the educational system. Therefore,it is necessary to study education at an angle of complexity.For the expression of educational complexity, many scholars haveanalyzed it at different angles, such as variety of education purpose,relativity of education function, subjectivity of educational evaluation,variety and changeability of educational activities' composing factors,nonlinear interaction between structures and functions of educationalactivities and systems and parts, and dynamic of educational activities'process and dynamic of education results. Furthermore, the internal keyelements of education process show their various uncertain nonlinearrelations, which makes an educational system become a nonlinearfeedback system. It has obvious chaos nature and embodies the complexsystem's uncertainty, nonlinearity, coordination and imbalance, etc.This thesis studies Chinese teaching with complexity theory. Thepurpose is trying to tap the essence of complexity and making Chineseteaching become more complete and perfect, the traditional Chineseteaching takes certainty of teaching target, systematization of teaching,modeling of teaching methods and standardization of teaching evaluationas its features. This teaching model is beneficial to cultivating students'mental set and ability of logical thinking, but at the same time, it caneasily result in the lack of humanization and that of students' thinkingability, and even contains students' creative thinking ability. Theintroduction and application of complexity thinking for Chinese teachingis beneficial to fostering students' comprehensive ability, aesthetic taste,and cultivation of their innovative ability and the development of theirindividuality.This thesis probes into the application of complexity for Chineseteaching form four parts, which are the following: complexity and newconcepts of Chinese course;complexity impels the appearance of newconcepts;the main tendency of complexity for Chinese course;theapplication of complexity in Chinese teaching practice.This thesis emphasizes the complexity of Chinese course and itsapplication. The writer thinks Chinese is a complex thing in essencewhich is made up of a language. However, besides the articles made bywords and essential factors of Chinese knowledge, it also includespeople's lives, cultures, feelings and concepts of value, and so on, whichare more complex. Chinese is a basic explanation and expression forpeople's view of life, living and development. Chinese is not only anknowledge but also our life's nutrition. Once it is lacked, the life willbecome pale. Chinese is not only a science, but also an element for ourhealth. Once it is weakened, we will be short of the essential viability.The above study brings in the exploration of complexity'sapplication in Chinese teaching. The values between self-organizededucation and others-organized education of complexity are quitedifferent. The postmodern paradigm self-organized education based onculture puts more emphasis on individuals, so it takes freedom andequality seriously;while the modern paradigm others-organizededucation based on science attaches more importance on popularity anduniversality. Self-organized education will truly achieve the change fromteachers' own post to students' own post, which approves students'essential position during education process. Concerning teachers' positionand students' position, there are "subject theory and leading theory ","dual subject theory ", complexity subject theory, etc. but self-organizededucation believes students are the first subject of education, and also thefirst subject from teachers to recurrence of the first subject from teachersto students, self-organized education lays the stress on life, and makeseducation function on the basis of students' self-growing, and makesstudents' living world become a part of education. It emphasizes processbased on the result, which achieves the fundamental change of educationconcepts and has the great impact on the traditional education. The thesissums up the application of complexity in Chinese teaching in six parts:1.the open teaching thought;2.three-dimensional teaching target;3.life-like teaching contents;4.subject-oriented learningprocess;5.dynamic of educational activities' process 6. uncertainty ofeducation result;7.multivariant teaching evaluation.The innovative point of this thesis is that it reexplains Chineseteaching with new theories. Leading by complex thoughts, it studiesChinese education with complex scientific theories and methods, which isfit to Chinese teaching's own complex phenomenon. The knowledge ofcomplexity is beneficial to putting our study ideas into shapemacroscopically, seizing the complexity of Chinese educational systemon the whole, and analyzing and inducing efficient countermeasures andmethods, and instructing Chinese innovation and doing various concreteChinese teaching practical activities.