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  本文關(guān)鍵詞：基于復(fù)雜適應(yīng)系統(tǒng)理論的教學(xué)設(shè)計(jì)研究　出處：《云南大學(xué)》2010年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 復(fù)雜適應(yīng)系統(tǒng)理論 教學(xué)設(shè)計(jì) 教學(xué)設(shè)計(jì)模式 系統(tǒng)理論

【摘要】： 20世紀(jì)80年代中期,隨著非線性科學(xué)研究的深入,在世界上興起了對復(fù)雜性研究的熱潮。自此,復(fù)雜性科學(xué)成為系統(tǒng)科學(xué)研究的前沿和熱點(diǎn),被科學(xué)家譽(yù)為“21世紀(jì)的科學(xué)”,而霍蘭于1994創(chuàng)立的復(fù)雜適應(yīng)系統(tǒng)(Complex Adaptive System,CAS)理論是復(fù)雜性科學(xué)的重要組成部分。CAS理論新穎的思想方法給人們以深刻的啟迪,為處理復(fù)雜性問題提供了廣闊的視野和獨(dú)特的思維方式,并在自然科學(xué)和人文科學(xué)等諸多領(lǐng)域得到應(yīng)用。 教學(xué)設(shè)計(jì)是以獲得優(yōu)化的教學(xué)效果為目的,以學(xué)習(xí)理論、教學(xué)理論及傳播理論為理論基礎(chǔ),運(yùn)用系統(tǒng)方法分析教學(xué)問題、確定教學(xué)目標(biāo)、建立解決教學(xué)問題的策略方案、試行解決方案、評價(jià)試行結(jié)果和修改方案的過程。教學(xué)過程是由許多教學(xué)因素構(gòu)成的,因此,教學(xué)過程中涵蓋了教師與學(xué)生、學(xué)生與學(xué)生、學(xué)生與外界環(huán)境等錯(cuò)綜復(fù)雜的相互關(guān)系,用一般的系統(tǒng)理論無法全面合理指導(dǎo)教學(xué)設(shè)計(jì),嘗試以復(fù)雜性科學(xué)中的復(fù)雜適應(yīng)系統(tǒng)理論來審視和分析教學(xué)設(shè)計(jì),以期構(gòu)建一個(gè)開放的、合理的教學(xué)設(shè)計(jì)模式,為教學(xué)設(shè)計(jì)提供一個(gè)新的研究視角,從而突破老三論指導(dǎo)的局限,修補(bǔ)對教學(xué)系統(tǒng)簡單性、封閉性的認(rèn)識(shí)。 本文參閱大量非線性科學(xué)、復(fù)雜性科學(xué)以及系統(tǒng)理論、學(xué)習(xí)理論、復(fù)雜適應(yīng)系統(tǒng)理論、教學(xué)設(shè)計(jì)理論等相關(guān)文獻(xiàn),總結(jié)教學(xué)設(shè)計(jì)的歷史和現(xiàn)狀,并發(fā)現(xiàn)教學(xué)設(shè)計(jì)理論與實(shí)踐的不足,從而引入復(fù)雜適應(yīng)系統(tǒng)理論作為方法論指導(dǎo),深入剖析復(fù)雜的教學(xué)系統(tǒng),提出基于復(fù)雜適應(yīng)系統(tǒng)理論的教學(xué)設(shè)計(jì)的特點(diǎn),同時(shí),在吸取前人所建模式的基礎(chǔ)之上,構(gòu)建了一個(gè)可行的教學(xué)設(shè)計(jì)模式。之后指出這種教學(xué)設(shè)計(jì)模式的應(yīng)用范疇以及與其他教學(xué)設(shè)計(jì)模式的不同,對基于復(fù)雜適應(yīng)系統(tǒng)理論的教學(xué)設(shè)計(jì)進(jìn)行實(shí)踐驗(yàn)證。以期對教學(xué)設(shè)計(jì)的理論提供了一個(gè)新的認(rèn)識(shí)視角,搭建模式并提供一個(gè)實(shí)踐指導(dǎo)。
[Abstract]:In mid 1980s, with the in-depth study of Nonlinear Science in the world, the rise of complexity research boom. Since then, the science of complexity become the research frontier of system science, scientists have been known as "the twenty-first Century science", and Holland founded in 1994 of the complex adaptive system (Complex Adaptive System, CAS) is the theory of complexity science is an important part of the theory of.CAS novel thinking method for people with profound inspiration, to provide a broad perspective and a unique way of thinking to deal with complexity, and is widely used in natural science and humanities, science and other fields.
The teaching design is to obtain the optimal teaching effect for the purpose of learning theory, teaching theory and communication theory, using the system analysis method to determine the teaching objective, teaching problems, establish strategies to solve problems in teaching, the implementation solution, evaluation results and modify the program process. The teaching process is composed of many teaching the factors, therefore, in the process of teaching includes teachers and students, students and students, the relationship between students and environment etc. the perplexing theory of system, the general can not be fully rational guidance to design teaching, try to complex adaptive system theory in the science of complexity to examine and analyze the teaching design, in order to build an open the model of instructional design reasonable, provides a new perspective for the teaching design, so as to break through the old theory on the limitation of the teaching system of simple repair, A closed understanding.
This paper reviews a large number of nonlinear science, complexity science and system theory, learning theory, complex adaptive system theory, instructional design theory and related literature, summarizes the history and present situation of instructional design, and finds the problems of theory and practice of instructional design, and introduces the complex adaptive system theory as a methodology guide, in-depth analysis of the teaching complex system, put forward at the same time, the complex adaptive characteristics, teaching design system based on the theory, on the basis of predecessors' model, build a feasible model of instructional design. This kind of teaching that the scope of application of design patterns and other design teaching mode, the teaching design of the system theory in practice based on complex adaptive in order to design teaching. The theory provides a new perspective, to build the model and provide a practical guidance.

【學(xué)位授予單位】：云南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2010
【分類號】：G434

【引證文獻(xiàn)】

相關(guān)期刊論文 前4條

1 張?zhí)?李子運(yùn);;復(fù)雜性思維視野中的教學(xué)設(shè)計(jì)框架重構(gòu)[J];電化教育研究;2013年02期

2 張艷紅;吳鑫德;姚建民;;化學(xué)教學(xué)設(shè)計(jì)的熱點(diǎn)及發(fā)展趨勢[J];重慶與世界(學(xué)術(shù)版);2013年09期

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4 歐陽明;龔萍;高山;;復(fù)雜性視野下的教育技術(shù)學(xué)研究方法論初探[J];中國電化教育;2012年09期

相關(guān)碩士學(xué)位論文 前1條

1 龔萍;教育技術(shù)“人—機(jī)”系統(tǒng)的研究[D];云南大學(xué);2013年

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本文編號：1357647