动态系统论视域下英语专业课堂生态的分析与构建
发布时间：2022-01-10 00:59
随着时代的发展,现代科技的进步,尤其是移动智能设备的出现改变了人们的生活方式和思维习惯。相对应的也改变着课堂生态和教学方式,二十一世纪头一个十年现代信息技术尤其使多媒体技术逐步走进了大学课堂,第二个十年移动智能化设备走进了大学课堂。在前一个时间十年里,虽然基于计算机的现代教学模式早就在全国得到了推广和发展,然而在教学上出现了不少问题,有些问题至今得不到有效的解决。在后一个十年里,移动智能化设备的出现,让课堂教学出现了一些新问题,同时在现代信息技术教育模式下的一些原有弊端和问题在移动智能化设备的情境下得到了放大,甚至加重。这让原本平衡的课堂生态系统脱离了平衡的轨道,进入了一种不平衡的状态。课堂生态是一个多元复杂的统一体,主要由教师、学生和课堂环境组成,具有教育功能和社会功能。在一定的时间内,在相对稳定的条件下,课堂生态系统各部分的作用可以得到很好地发挥,相互协调,从而实现社会功能和教育功能。生态系统也容易受到外部干扰。一般来说,生态系统可以在一定范围内自动调整,使自己回到正轨。但是,当外部干扰超过其调节能力时,生态系统的结构和功能将失去调节能力,整个生态系统的平衡将被打破,系统将进入不平...
【文章来源】：山东师范大学山东省
【文章页数】：116 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
Chapter One Introduction
1.1 Background of the Research
1.2 Research Significance
1.3 Purpose of the Research
1.4 Outline of the Thesis
Chapter Two Literature Review
2.1 Literature Review of Dynamic System Theory
2.1.1 Foreign Researches
2.1.2 Domestic Researches
2.2 Literature review of classroom ecology
2.2.1 Foreign Researches
2.2.2 Domestic Researches
2.3 Summary
Chapter Three Theoretical Basis
3.1 Dynamic System Theory
3.2 Affordance Theory
3.3 Concept Definition
Chapter Four Research Methodology
4.1 Research Questions
4.2 Research Methods
4.2.1 Formative Research
4.2.2 Literature Research and Induction
Chapter Five Performance of Ecological Imbalance under Dynamic System Theory
5.1 Imbalance in the Proportion of System Components
5.2 Imbalance in the Relationship of System Components
5.2.1 Imbalance between Ecological Subjects
5.2.2 Imbalance of Ecological Subjects and the Times
5.2.3 Imbalance between Teaching Mode and Content
5.3 Functional Imbalance
5.3.1 Imbalance of Self-Repair
5.3.2 Imbalance of Structural Optimization
5.3.3 Imbalance of Promoting the Growth of Ecological Subjects
5.4 Imbalance of Gender and Cultural Differences
5.5 Summary
Chapter Six Cause Analysis under Dynamic System Theory
6.1 Overall Cause
6.1.1 The System is in the Repeller
6.1.2 The System does not Trigger Emergence
6.2 The Influence on Ecological Subjects
6.2.1 Influence on Students
6.2.2 Influence on Teachers
6.2.3 Environment Itself
6.3 Defects of Traditional Evaluation System and Curriculum
6.4 Summary
Chapter Seven The Reconstruction of Classroom Ecology in English Major
7.1 Ecological Optimization model of Classroom Ecology in English Major
7.2 Reconstruction Principle
7.2.1 Dynamic Integration Principle
7.2.2 Systematization Principle
7.2.3 Classroom Community Principle
7.2.4 Effectiveness Principle
7.3 Reconstruction Frame
7.3.1 Let the Content Dominate the Class
7.3.2 Repositioning Control Variables Affecting Classroom Ecology
7.3.3 Notice the synergistic Change of the Soft Assembly
7.3.4 Avoid the Negative Effect of Attractor
7.3.5 Treasure Interaction among the Elements of the System
7.4 Teachers' Practice Strategy
7.4.1 Rich Teaching Content, Get Rid of Inertia of Thinking
7.4.2 Use Multiple Interactive Teaching Mode and Methods
7.4.3 Adjust the Teachers' Roles in Class
7.4.4 Develop a Dynamic and Harmonious Teacher-Student Relationship
7.4.6 Establish a Diversified Dynamic Evaluation System
7.4.7 Promote Teachers to Curriculum Enactment
7.5 Practice Strategy of Universities and Relevant Government Departments
7.5.1 Build and Use Intelligent Device for Mobile Learning
7.5.2 Establish a Market-oriented Development Mechanism
7.5.3 Support Cooperative Development among Teachers
7.5.4 Strict Selection of Teaching Materials and Teaching Contents
7.6 Summary
Chapter Eight Conclusion
8.1 Major Findings and Measures
8.2 Limitations and Suggestions for Further Study
Bibliography
AppendixⅠ:Outline of Teacher Interview
Publication
Acknowledgements
本文编号：3579765
【文章来源】：山东师范大学山东省
【文章页数】：116 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
Chapter One Introduction
1.1 Background of the Research
1.2 Research Significance
1.3 Purpose of the Research
1.4 Outline of the Thesis
Chapter Two Literature Review
2.1 Literature Review of Dynamic System Theory
2.1.1 Foreign Researches
2.1.2 Domestic Researches
2.2 Literature review of classroom ecology
2.2.1 Foreign Researches
2.2.2 Domestic Researches
2.3 Summary
Chapter Three Theoretical Basis
3.1 Dynamic System Theory
3.2 Affordance Theory
3.3 Concept Definition
Chapter Four Research Methodology
4.1 Research Questions
4.2 Research Methods
4.2.1 Formative Research
4.2.2 Literature Research and Induction
Chapter Five Performance of Ecological Imbalance under Dynamic System Theory
5.1 Imbalance in the Proportion of System Components
5.2 Imbalance in the Relationship of System Components
5.2.1 Imbalance between Ecological Subjects
5.2.2 Imbalance of Ecological Subjects and the Times
5.2.3 Imbalance between Teaching Mode and Content
5.3 Functional Imbalance
5.3.1 Imbalance of Self-Repair
5.3.2 Imbalance of Structural Optimization
5.3.3 Imbalance of Promoting the Growth of Ecological Subjects
5.4 Imbalance of Gender and Cultural Differences
5.5 Summary
Chapter Six Cause Analysis under Dynamic System Theory
6.1 Overall Cause
6.1.1 The System is in the Repeller
6.1.2 The System does not Trigger Emergence
6.2 The Influence on Ecological Subjects
6.2.1 Influence on Students
6.2.2 Influence on Teachers
6.2.3 Environment Itself
6.3 Defects of Traditional Evaluation System and Curriculum
6.4 Summary
Chapter Seven The Reconstruction of Classroom Ecology in English Major
7.1 Ecological Optimization model of Classroom Ecology in English Major
7.2 Reconstruction Principle
7.2.1 Dynamic Integration Principle
7.2.2 Systematization Principle
7.2.3 Classroom Community Principle
7.2.4 Effectiveness Principle
7.3 Reconstruction Frame
7.3.1 Let the Content Dominate the Class
7.3.2 Repositioning Control Variables Affecting Classroom Ecology
7.3.3 Notice the synergistic Change of the Soft Assembly
7.3.4 Avoid the Negative Effect of Attractor
7.3.5 Treasure Interaction among the Elements of the System
7.4 Teachers' Practice Strategy
7.4.1 Rich Teaching Content, Get Rid of Inertia of Thinking
7.4.2 Use Multiple Interactive Teaching Mode and Methods
7.4.3 Adjust the Teachers' Roles in Class
7.4.4 Develop a Dynamic and Harmonious Teacher-Student Relationship
7.4.6 Establish a Diversified Dynamic Evaluation System
7.4.7 Promote Teachers to Curriculum Enactment
7.5 Practice Strategy of Universities and Relevant Government Departments
7.5.1 Build and Use Intelligent Device for Mobile Learning
7.5.2 Establish a Market-oriented Development Mechanism
7.5.3 Support Cooperative Development among Teachers
7.5.4 Strict Selection of Teaching Materials and Teaching Contents
7.6 Summary
Chapter Eight Conclusion
8.1 Major Findings and Measures
8.2 Limitations and Suggestions for Further Study
Bibliography
AppendixⅠ:Outline of Teacher Interview
Publication
Acknowledgements
本文编号：3579765
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