A Study On Instructional Network Organizing System

The cultivation of individuals as human beings in instruction is the cognitive development of individuals based on their personal traits , and the cognitive development is dependent on the enrichment and perfection of cognitive structure which is related to the instructional organizing system. Instructional organizing system is a network organizing system logically covering knowledge, teaching, learning, subject and cognitive. It begins with knowledge logic and focuses on cognitive logic with the aim to achieve "transferring knowledge into intelligence". Abandoning traditional design idea of external input mode to offer and receive knowledge with linear logic sequence, the design of instructional network organization applies internal input mode to internalize knowledge with nonlinear random logic sequence. Instructional network organization commences to the cooperation and sharing between teachers and students, centers random, abrupt change occurring in class instruction, addresses heavily the connect between real life related to knowledge growth and complex thinking, considers highly the direct link between knowledge network and the harmonious personality, and life growth of students. This kind of instructional organization exceeds the limitations of traditional teaching organization, such as highlighting only the flow of knowledge instead of the change of knowledge, emphasizing on only teachers' offering instead of students' understanding, stressing only the stagnated and unknown future instead of the vivid and real present, confining active thinking at the time of standardizing external behavior. It also changes the inefficient behavior style and thinking mode in traditional teaching organization which pay much attention on arranging each stage of organization and ignores the structure of organization. It indicates the birth of a new organization form which will facilitate the harmonious development of human, improve the instructional understanding, and strengthen the instructional introspection. In terms of instructional theory, cognitive psychology and network organizing theory, instructional network organizing system logically thinks knowledge of problem as the start to analyze the structuring element of instructional network organization, and looks evoking random, abrupt change behavior as focus to arrange the activities order of instructional network organization. With direct aim of deeply understanding and with ultimate objective of structure learning and more meaningful life, instructional network organization takes system theory as ontology basis, cognitive constructivism as epistemology basis and takes internalization of theory as axiology basis. It is essentially the instructional organizing design of learning process to "transfer knowledge into intelligence" based on solving the knowledgeability problem. "Transferring knowledge into intelligence" which leads to the generation of better class stresses the participation in environment creation on the internalizing organization, the evoking of learning interesting, the guidance to understand of learning and the training for learning introspection.Following these step: literature analysis, theoretical hypothesis, theoretical construction, empirical test, and principles conclusion, this study firstly systematically study the necessity, rationality and validity of network organizing system by theoretical research methodology and case methodology. Then, by suggesting five basic problem hypothesis (about knowledge, cognition, instruction and learning, teachers and students, and instructional material processing), this study deduces four basic theory hypothesis of network organizing system research. They are 1) The logic growth point of network instructional organizing system is the problem of knowledge, 2) knowledge logic is the soil of teaching logic, 3) teaching logic is the catalyst of learning logic, and 4) learning logic is the accelerator of cognitive logic. Based research above, two principles are suggested: 1) to design the node and boundary of network organization system according to the classification of knowledge belonging to. 2) To design the organizing transformation system in terms of the cross-border activities of the network instructional organization. Therefore, the network instructional organizing system is a network organizing system covering the node system of knowledge type, boundary system of knowledge, and the transformation system of knowledge network.The basic framework of this study includes: 1) Background research. By reviewing literature on knowledge network, non-linear instruction and network organization, it demonstrates the current research situation on network organizing and the urgency and necessity to do this study. 2) Hypothesis research. To provide guiding and axial validation materials for following study, it builds hypothetically a system of problem and theory of the network instructional organizing system. 3) Subjectivity research. Based on existing results and relative basic theory of instructional organizing study, it makes subjectivity research to construct the basic system of network instructional organization, protrudes network character of instructional organization, and provide theory frame for follow-up empirical study by knowledge structuring element of instructional horizontal organizing system, logical sequence of instructional longitudinal organizing system, and logical transformation of instructional organizing system. 4) Case comment research. By analyzing several cases about knowledge network, subject network, instructional network, learning network and cognitive network in the network instructional organization, it proves the rationality of the aforementioned hypothesis. 5) Underpinned by above research, this study theoretically concludes basic principles of the network instructional organizing system.Based on the theory hypothesis and the construction of the network instructional organizing system, and careful analysis on validation of network organizing in instructional practice, this study concludes five basic principles: 1) random accessibility of knowledge network, 2) self-organizing orderliness of network problem, 3) simplification of concept maps based on instructional network, 4)multi-level cooperation of subject network, 5) and expansion principle of cognitive network.