隨著時(shí)代的發(fā)展,現(xiàn)代科技的進(jìn)步,尤其是移動(dòng)智能設(shè)備的出現(xiàn)改變了人們的生活方式和思維習(xí)慣。相對(duì)應(yīng)的也改變著課堂生態(tài)和教學(xué)方式,二十一世紀(jì)頭一個(gè)十年現(xiàn)代信息技術(shù)尤其使多媒體技術(shù)逐步走進(jìn)了大學(xué)課堂,第二個(gè)十年移動(dòng)智能化設(shè)備走進(jìn)了大學(xué)課堂。在前一個(gè)時(shí)間十年里,雖然基于計(jì)算機(jī)的現(xiàn)代教學(xué)模式早就在全國得到了推廣和發(fā)展,然而在教學(xué)上出現(xiàn)了不少問題,有些問題至今得不到有效的解決。在后一個(gè)十年里,移動(dòng)智能化設(shè)備的出現(xiàn),讓課堂教學(xué)出現(xiàn)了一些新問題,同時(shí)在現(xiàn)代信息技術(shù)教育模式下的一些原有弊端和問題在移動(dòng)智能化設(shè)備的情境下得到了放大,甚至加重。這讓原本平衡的課堂生態(tài)系統(tǒng)脫離了平衡的軌道,進(jìn)入了一種不平衡的狀態(tài)。課堂生態(tài)是一個(gè)多元復(fù)雜的統(tǒng)一體,主要由教師、學(xué)生和課堂環(huán)境組成,具有教育功能和社會(huì)功能。在一定的時(shí)間內(nèi),在相對(duì)穩(wěn)定的條件下,課堂生態(tài)系統(tǒng)各部分的作用可以得到很好地發(fā)揮,相互協(xié)調(diào),從而實(shí)現(xiàn)社會(huì)功能和教育功能。生態(tài)系統(tǒng)也容易受到外部干擾。一般來說,生態(tài)系統(tǒng)可以在一定范圍內(nèi)自動(dòng)調(diào)整,使自己回到正軌。但是,當(dāng)外部干擾超過其調(diào)節(jié)能力時(shí),生態(tài)系統(tǒng)的結(jié)構(gòu)和功能將失去調(diào)節(jié)能力,整個(gè)生態(tài)系統(tǒng)的平衡將被打破,系統(tǒng)將進(jìn)入不平... 

【文章來源】：山東師范大學(xué)山東省

【文章頁數(shù)】：116 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
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



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