摘要
复杂系统理论是一门研究复杂系统的科学,它以"系统"为研究对象,强调系统各要素间的相互作用,从而揭示事物性态的复杂性及事物发展的偶然性和非线性。近年来,对教师教学观念的研究揭示了教学观念的复杂性、动态性、非线性和情境性,然而至今没有一个理论能够系统地研究教师教学观念的这些特点。复杂系统理论打破了传统的二元论,把教师教学观念作为一个系统进行研究,揭示其与教学行为之间的动态关系,以及与教育环境间的互适性,从而为研究教师教学观念系统提供了一个全面系统的理论框架。
Complexity theory is used to study complex system and how the complex and non- liner systems in the natural world turn the complex and chaotic situation into ordered state. In recent years, research of teachers＇ teaching concept has revealed the complex, dynamic, non-lin- er and situated nature of teachers＇ teaching concept. However, there has been no theory that can systematically study these natures of teachers＇ teaching concept. By regarding teachers＇ teaching concept as a system and revealing the dynamic relationship between beliefs and practice, the co- adaptation between beliefs and contexts, complexity theory breaks away from traditional dualism and provides a powerful theoretical framework for the study of teachers＇ teaching concept sys- tems.
出处
《四川师范大学学报（社会科学版）》
CSSCI
北大核心
2013年第1期100-105,共6页
Journal of Sichuan Normal University(Social Sciences Edition)
基金
教育部2010年度"春晖计划"项目"西部地区中小学教师教学观念与教育环境互适性研究"(编号:S2010021)研究成果
关键词
复杂系统理论
教师教学观念系统
动态关系
互适性
complexity theory
teachers
teaching concept systems
dynamic relationship
co-adaptation
