A Case Study Of Classroom Teaching Generation On Self-organization Theory

With the deepening of the classroom teaching reform,the researches on"generative teaching" become more and more abundant.It requires us to focus on learning,which has not only been the consumption and inheritance activities on knowledge,but also become the production and creation activities on knowledge.But it always turns out the mechanization and vulgarization on interpretation of teaching practice in some ways,which means to clarify the method of analyzing the process of generative classroom teaching becoming the focus question.In order to be much fitter for the characteristics of dynamic classroom teaching,this study adopts the research ideas of using the Self-organization Theory to analysis the process of classroom teaching.First,through the method of literature analysis,the core concept of self-organization,the Self-organization Theory and teaching generation is defined;and the Self-organization Theory application in classroom teaching research process is summarized;and the lack of the analysis method of the Self-organization Theory in classroom teaching research is analyzed.Secondly,using the Dissipative Structure of Prigogine,the Synergy Theory of Haken and the Catastrophe Theory of Thom to establish the analysis framework from three perspectives on condition,power and path of teaching generation.Finally,the qualitative analysis of the cases which are obtained through the actual survey is completed,combined with the current cases about classroom teaching generation which is absent and which is achieved.And then the causes and improvement suggestions are to be raised from the analysis which is reflected on the cases.First,it's necessary to analysis the complexity of composition in the classroom teaching system,such as information,knowledge of students and classroom teaching and complexity of the process which is present as time openness in classroom teaching process.It clarifies that classroom teaching system is a complex system,which is the premise of analysis from the Self-organization Theory perspective.Secondly,the analysis framework is established from the perspective of the Self-organization Theory,so as to explain the conditions,power and path of the generation of classroom teaching system.At the same time,the analytical framework established is to better study the effect of classroom teaching generation,and this effect is reflected as the degree of students' understanding,the self-organization analysis framework is an analysis method and way rather than the uniqueness result.More specifically,the classroom teaching generation should be in the form of the self-organizing conditions,which showing as the open conditions of reiteration on known and appearance unknown;disturbance conditions of the recognized cognitive conflict and the difference conditions of information multiplicity and membership heterogeneity.The classroom teaching generation should also be in the form of the self-organizing power,showing as the study motivation of the learners themselves which is from the competition and collaboration among different hopes and the dialogue and negotiation among the members in learning community.Classroom teaching generation should also be in the form of self-organization path,to achieve the understanding of thinking in the way of gradient thinking,which means continuous change can lead to discontinuous-results.And then through the clear of the above analysis framework,the interpretation and thinking of the loss of self-organizing conditions,motivation and path in three cases and a positive case are aim to figure out specific teaching suggestions combined with classroom teaching practice.The result leads to it's feasible and reasonable to analyze the conditions,power and path of classroom teaching generation by the Self-organization Theory in practical teaching.At the same time,teachers can optimize the process of teaching students from the following three aspects:with the open degree of teaching materials in the discipline knowledge structure,to create a classroom with thinking spatiality for students;teachers need to improve the thinking quality of interaction,combine the competition and cooperation in interaction,rather than tilt one party;finally,the teacher should pay attention to the breakpoints in thinking of the students which should be dealt with the thinking path of specific subject patiently and purposefully.