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基于非线性动力学原理和“新手—熟手—专家”研究范式,建构了以教学监控能力、教学效能感、教学动机、教师人格特征、教学风格5个子系统作为能力采集点的中小学教师教学监控能力发展的非线性动力学模型,旨在探讨中小学教师教学监控能力的发展机制及其演化。通过伊辛模型和福克普朗克模型描述了272名中小学教师教学监控能力系统的动态演化特点,考察了动力学参数所支配的不同系统发展状态的概率分布和动力学特征。结果:(1)非线性动力学模型中的伊辛模型和主方程、福克普朗克方程是探讨教学监控能力系统的演化与发展的一个有效的工具。(2)在新手教师发展成熟手教师的过程中,教学监控能力演化的动力学参数显示教学监控能力系统的要素间协同作用还未形成。对此可通过持续系统变化的临界点予以分类指导。在超过临界点前,新手教师适合进行普适性的教学监控能力培训;当超过临界点后,可根据具体的系统概率分布来找到教学监控能力发展的最佳作用点。(3)熟手教师向专家教师发展过程中教学监控能力演化的动力学参数显示系统的发展有多种可能性。
Based on the principle of nonlinear dynamics and “novice-proficient-expert ” research paradigm, primary and secondary school teachers are constructed based on five subsystems: teaching monitoring ability, teaching efficacy, teaching motivation, teacher personality and teaching style The non-linear dynamic model of the development of teaching monitoring abilities aims at exploring the development mechanism and evolution of the teaching monitoring abilities of primary and secondary school teachers. By means of Ising model and Fok-Planck model, the dynamic evolution characteristics of 272 primary and secondary school teachers’ teaching monitoring and controlling ability system are described, and the probability distribution and dynamic characteristics of different system development states dominated by kinetic parameters are investigated. Results: (1) Ising model and main equation in non-linear dynamic model, Fok-Planck equation are an effective tool to explore the evolution and development of teaching monitoring and control ability system. (2) During the process of the novice teacher developing the mature hand teacher, the kinetic parameters of the evolution of the teaching monitoring ability show that the synergistic effect between the elements of the teaching monitoring ability system has not been formed yet. This can be guided by the classification of critical points that continue to be systematic. Before crossing the critical point, novice teachers are suitable for general teaching monitoring ability training. When the critical point is exceeded, the best point for the development of teaching monitoring ability can be found according to the specific system probability distribution. (3) There are many possibilities for the development of kinetic parameters of the teaching monitoring ability evolved by expert teachers to the development of expert teachers.