Complex Knowledge In Classroom From The Perspective Of Design Research

In the individual life-long learning process, classroom teaching, as one of the effective ways, plays an important role in acquiring knowledge. Classroom questioning, as an important part of classroom teaching, is a core role. Classroom question design, as one of the important elements of classroom questioning, is the focus of the classroom teaching. The traditional classroom question design only focus on the amount of knowledge imparting and ignore the subjectivity of learning, so the acquisition of knowledge is a metaphysical, no vitality, unable to cope with the complex world.In order to find the solution to the question, I enter into the classroom teaching,take part in the teaching task and have a friendly talking with some teachers. With the guidance of the concept of complex knowledge, we investigate、collect analysis and summary the teaching information. Based on the complex knowledge in classroom from the perspective of problem design connotation, characteristics and nature, we explore teachers questions design art, strategies and effectiveness under the background of the new curriculum classroom teaching reform. By putting forward the feasible and effective strategy, the teachers can stimulate the students’interest in learning, train the students’ language ability, improve the students’ thinking level and good rational communication skills, achieve the goal of teaching, realize the people-centered concept of modern education.There are five chapters in this paper which attempts to discuss this theme.The first chapter mainly sorts relevant classroom question design and complexity of the literature at home and abroad and finds out the previous research achievements and shortcomings, which directs my research.The second part mainly elaborates the meaning of complex knowledge. I try sorting knowledge view, study view and teaching view in the history, exploring the effect which is had on by different philosophical views and exploring the knowledge from the complexity perspective of knowledge view, study view and teaching view.The third part mainly elaborates the connotation of the complex knowledge. Because science begins with a problem, I try to explore the questions’characteristics and properties under the guidance of the complex knowledgeThe fourth part mainly elaborates the connotation of the complex knowledge problem design. The problem design has a direct concern to individual knowledge acquisition and construction. Based on the common theme, different individuals from the different dimensions of the design problems can have a certain effect on others’learning. I tried to describe the different dimensions and the possible effects.The fifth part mainly discusses the practice of problem designed by the complex knowledge in classroom teaching. I enter into the thoroughly classroom teaching thoroughly, enrich and improve it.