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Research On Transformation Of Biological Knowledge In High School Based On Dissipative Structure Theory

Posted on:2019-10-26Degree:MasterType:Thesis
Country:ChinaCandidate:L J YangFull Text:PDF
GTID:2417330566475367Subject:Subject teaching
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After Polanyi proposed the concept of "tacit knowledge",people's knowledge theory has undergone a major shift.When people realize the important educational value of tacit knowledge,they also begin to realize that the effectiveness of knowledge teaching should try to guide the students to transform knowledge through multiple learning activities and establish the "personal knowledge" of the students,so that knowledge will have the value of development.Constructivism emphasizes that learning is not the transfer of knowledge from teachers to students,but rather the process of students' knowledge building.The traditional concept of teaching is obviously contrary to the physiological laws of students' learning.In the new curriculum reform of our country,we also put forward the idea of promoting students' constructive learning.The purpose of this study,based on the theory of dissipative structure,is to explore students 'self-organizing learning strategies,and to promote and transform the study of teaching methods from external to individual students.Through a great deal of literature review and combing,from the theory of tacit knowledge education,implicit learning theory,SECI model and so on,the author sum up the links and paths of knowledge transformation in the teaching process.Based on the study of the theory of constructivism,it elaborates the mechanism for the transformation of knowledge.It is an innovation point and a key point in this thesis to try to integrate the theory of dissipative structure with the knowledge transformation model of SECI.The research methods of this paper include literature research method,multidisciplinary theory integration method,case analysis method,action research method,interview method.The literature research method and the multidisciplinary integration method mainly propose the appropriate theory and strategy basis for this research.This article uses the case analysis method to elaborate the teaching strategy,and the action research method to carry on the teaching practice and test to the strategy.Before and after the action research,the Spss software is used to analyze the data difference between the experiment group and the control group respectively.The two groups of students conducted a questionnaire survey and interviews,and conducted a comprehensive analysis of the results of the practice.The results of the experiment show that the knowledge transformation strategy based on the dissipative structure theory can effectively improve the achievement of high school biology and improve the students' learning ability and learning autonomy to a certain extent.The study proves that the application of the dissipative structure theory to the teaching practice is feasible and adaptable to the concept of the new curriculum standard.It also proves that the application of the SECI model can promote the students' biological learning effect through the interaction and transformation of implicit knowledge and explicit knowledge.In addition,in the study,the author also found that students are not suitable for teaching methods and are too dependent on teachers.In view of this phenomenon,this study suggests that the reform of teaching should not emphasize the change of "teaching",but should pay more attention to the correct guidance of the students' view of learning.In addition,teachers should have a flexible "Presupposition" to the teaching process,and a flexible grasp of the rhythm of teaching so that the students can adapt to the changing teaching methods.In the end,although some achievements have been achieved in this study,the author hopes that this study will continue to expand the study,and the practical research will be deep into the stage of learning,in order to explore the wider application of teaching strategies.
Keywords/Search Tags:Knowledge transfer, Dissipative structure, Tacit knowledge, Implicit learning, Constructivism
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