The Study On Rethinking And Establishing The College Courses For Undergraduates Based On The Chaos Theory

In 21st century, human and our education will face more challenges than before. In terms of curriculum, it is not only the base of education, not also the essential nutrient for development of hunan. In recent years, the reform of college courses has been a vital part of the reform of the China's higher education, which been paid attention by the China's government, our society, college and almost every ordinary people. However, there are a number of long-stand troublesome problems in the set of college courses, which leading the fact that the reform lacked of a systematical theoretical direction. Theoretical innovation of college curriculum could be promoted by this study which facilitating, at the same time, the analysis to the existing problems of college courses in the view of chaos theory.In 1975, Li Tianyan and his supervisor York first defined the chaos state using a mathematic way, clarifying how a certain equation produce a uncertain outcome. Chaos theory defines the development of things as random, disordered and chaotic, and the developing direction as an uncertain, wholeness and complexity. The chaos gradually evolved into a new culture metaphor in the presence of the postmodern culture, affecting the thinking of human beings. College courses for undergraduates from the chaos theory are a kind of complex which comprise of knowledge, scientific development, social change, the rise and fall of culture, it is not only the carrier of knowledge, but also gives life to grow into fertile soil, inheritance and carry forward the history and culture of the media, encourage students' character cultivation and the improvement of aesthetic consciousness.This study on the college courses for undergraduate used the chaos theory as the analytic tool, finding that there are a number of problems in the undergraduate courses. First, curriculum value orientation overstated the practicability of knowledge while neglected the growth of life; next, the structure and content of courses overemphasized the professional knowledge, whereas disregarded the liberal arts. Furthermore, inheritance and acceptance were overestimated in the progress of teaching and learning at college classes, while ignored autonomy and creation. Last but not least, Curriculum evaluation and management overstated grade and standard, while lightened reflection and dialogue. Therefore, we reestablished the college courses for undergraduate based on the chaos theory. The theory harbored the wish that in value orientation, creating the courses with life; in the structure and content, integrating the courses with culture; in the teaching and learning, regarding the undergraduates as the main body of the courses; in the management and evaluation, constructing the people-oriented.