發(fā)布時(shí)間：2019-06-04 00:00

【摘要】：基于復(fù)雜系統(tǒng)理論的教學(xué)設(shè)計(jì)研究是在復(fù)雜性科學(xué)理論研究日益深入和完善,并向各學(xué)科領(lǐng)域滲透后出現(xiàn)的。自20世紀(jì)80年代中期在世界上掀起復(fù)雜性科學(xué)研究的熱潮以來(lái),對(duì)復(fù)雜系統(tǒng)科學(xué)的研究和應(yīng)用就成為各有關(guān)學(xué)科領(lǐng)域研究的前沿和熱點(diǎn),因此復(fù)雜性科學(xué)又稱為“21世紀(jì)的科學(xué)”。由于教育系統(tǒng)本身作為社會(huì)大系統(tǒng)中的一個(gè)子系統(tǒng),因此對(duì)教育系統(tǒng)中復(fù)雜性的研究和應(yīng)用也受到了國(guó)內(nèi)外學(xué)者的普遍關(guān)注,具有復(fù)雜系統(tǒng)特征的教學(xué)系統(tǒng)也毫無(wú)疑問(wèn)成為了學(xué)校教育系統(tǒng)研究的中心內(nèi)容。復(fù)雜的客觀現(xiàn)實(shí)世界需要“復(fù)雜的學(xué)習(xí)”和“復(fù)雜的教學(xué)”來(lái)應(yīng)對(duì),過(guò)去的“簡(jiǎn)單教學(xué)”已無(wú)法適應(yīng)培養(yǎng)信息化時(shí)代具有創(chuàng)新精神和解決復(fù)雜真實(shí)性問(wèn)題能力的社會(huì)公民的時(shí)代要求,同樣,只能進(jìn)行簡(jiǎn)單線性教學(xué),不能應(yīng)對(duì)學(xué)生“復(fù)雜學(xué)習(xí)”要求的教師也必須向具有開(kāi)放涌現(xiàn)非線性等特征的“復(fù)雜教學(xué)”轉(zhuǎn)型�？茖W(xué)教育是學(xué)校教學(xué)內(nèi)容中直接面對(duì)紛繁復(fù)雜的客觀世界的學(xué)科教育,其培養(yǎng)的學(xué)生必須能從科學(xué)教育的復(fù)雜性教學(xué)和復(fù)雜學(xué)習(xí)方式中受到復(fù)雜系統(tǒng)科學(xué)素養(yǎng)的熏陶,掌握解決真實(shí)情境問(wèn)題的知識(shí)和技能,培養(yǎng)有創(chuàng)造性的具有豐富科學(xué)素養(yǎng)的社會(huì)公民,而這一切都離不開(kāi)具有復(fù)雜系統(tǒng)特征的教學(xué)改革和教學(xué)設(shè)計(jì)模式的創(chuàng)新,正是在這樣的趨勢(shì)和背景中,本研究對(duì)基于復(fù)雜系統(tǒng)理論的科學(xué)教育教學(xué)設(shè)計(jì)展開(kāi)了理論和實(shí)踐的探索。本文參閱了國(guó)內(nèi)外大量有關(guān)復(fù)雜學(xué)習(xí)、復(fù)雜系統(tǒng)、教學(xué)設(shè)計(jì)、系統(tǒng)科學(xué)、學(xué)習(xí)理論等方面的文獻(xiàn)資料,在分析和總結(jié)了當(dāng)前我國(guó)科學(xué)教育存在的問(wèn)題,有關(guān)科學(xué)教育教學(xué)設(shè)計(jì)理論與實(shí)踐所面臨的問(wèn)題,分析了問(wèn)題的成因,提出要將不利于培養(yǎng)學(xué)生發(fā)現(xiàn)問(wèn)題和解決真實(shí)情境問(wèn)題能力的簡(jiǎn)單學(xué)習(xí)和簡(jiǎn)單教學(xué),轉(zhuǎn)變?yōu)閺?fù)雜學(xué)習(xí)和復(fù)雜教學(xué),將復(fù)雜系統(tǒng)理論的思想引入到科學(xué)教育的教學(xué)設(shè)計(jì)過(guò)程中,初步構(gòu)建了一個(gè)復(fù)雜教學(xué)循環(huán)自組織模式,其中強(qiáng)調(diào)了現(xiàn)代計(jì)算機(jī)與網(wǎng)絡(luò)輔助等技術(shù)對(duì)復(fù)雜教學(xué)模式進(jìn)行技術(shù)支持的重要性。最后通過(guò)在中學(xué)數(shù)學(xué)教學(xué)中的案例教學(xué)對(duì)該模式進(jìn)行了初步的實(shí)證研究,為今后更好的解決科學(xué)教育教學(xué)模式設(shè)計(jì)問(wèn)題提供了新的思路。
[Abstract]:The research of teaching design based on complex system theory appears after the research of complexity science theory is more and more in-depth and perfect, and permeates into various disciplines. Since the mid-1980s has set off an upsurge in complexity science research in the world, the research and application of complex system science has become the frontier and hot spot of various related disciplines. Therefore, complexity science is also called the science of the 21 st century. Because the education system itself is a subsystem of the social system, the research and application of the complexity of the education system has also been paid more and more attention by scholars at home and abroad. The teaching system with complex system characteristics has undoubtedly become the central content of school education system research. The complex objective real world needs "complex learning" and "complex teaching" to deal with it. In the past, "simple teaching" can no longer meet the requirements of cultivating social citizens with innovative spirit and ability to solve complex authenticity problems in the information age. Similarly, only simple linear teaching can be carried out. Teachers who can not meet the requirements of students'"complex learning" must also transform to "complex teaching" with the characteristics of open emergence and nonlinear. Science education is the subject education which directly faces the complicated objective world in the teaching content of the school. The students it trains must be influenced by the complex system scientific literacy from the complex teaching and complex learning mode of science education. Mastering the knowledge and skills to solve the real situation problems and cultivating creative social citizens with rich scientific literacy can not be separated from the teaching reform with complex and systematic characteristics and the innovation of teaching design mode. It is in this trend and background that this study explores the theory and practice of science education teaching design based on complex system theory. This paper refers to a large number of domestic and foreign literature on complex learning, complex systems, teaching design, system science, learning theory and so on, and analyzes and summarizes the problems existing in science education in our country at present. With regard to the problems faced by the theory and practice of teaching design in science education, this paper analyzes on the causes of the problems, and puts forward that simple learning and simple teaching are not conducive to the cultivation of students' ability to find problems and solve problems in real situations. It is transformed into complex learning and complex teaching, and the idea of complex system theory is introduced into the teaching design process of science education, and a self-organization mode of complex teaching cycle is preliminarily constructed. It emphasizes the importance of modern computer and network aided technology to support the complex teaching mode. Finally, through the case teaching in middle school mathematics teaching, this paper makes a preliminary empirical study on the model, which provides a new way to solve the problem of the design of science education teaching mode in the future.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.98

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