摘要
复杂性思想是研究和阐述复杂事物或系统间多因素、多层次的相互作用和转变深化过程的科学。复杂性思想具有整体性和系统性、自组织性和非线性、不确定性和偶然性、开放性和动态性等特征。培养复杂性思想的思维模式可以从"鸟巢编织"、"双向适应"、"多点不可逆"等概念着手。构建复杂性课堂教学模型,应树立整体的大系统课堂教学观,构建开放式、立体化的课堂人际关系,搭建自组织的网络式课堂实践平台,实施自主性、动态化的教师教育模式,树立"整体人"发展观,以促进教师和学生的共同成长。
Complexity thinking is a science which studies and expounds the mutual interaction among different factors and levels of complicated things or systems as well as the process of change and deepening. Complexity thinking has the characteristics of wholeness and systematization, self-organization and nonlinearity, uncertainty and contingency, openness and dynamics, etc. To train the complexity thinking model, we can start with the concepts of ＂nested＂, ＂mutual adaptive＂, and ＂irreducible＂. To construct the model of complexity classroom teaching, it is necessary to establish the whole and macro-system view on classroom teaching, build the open and three-dimensional classroom interpersonal relationship, create the self-organized and network classroom practice platforms, conduct the autonomous and dynamic teacher education model and develop the developmental view on the whole-person so that the teachers and students will grow together.
出处
《教育理论与实践》
CSSCI
北大核心
2013年第10期57-60,共4页
Theory and Practice of Education
关键词
复杂性思想
课堂教学改革
教师
学生
complexity thinking
classroom teaching reform
teacher
student
