On Instruction Differential Equilibrium

Educational equilibrium is a multi-dimension and multi-subject system. In general, it can be divided into two categories:denotative equilibrium and connotative equilibrium. Denotative equilibrium, mostly concerning material, focuses on the resources allocation in the whole education system. It is the foundational condition of equilibrium development of education, which considers the conditional equilibrium of schools in the same region or among different regions. The key of denotative equilibrium is reconstructing the basic schooling conditions of poor schools. The responsible subjects are governments at all levels. Thus, the studies of denotative equilibrium are in the range of macro educational policy research. Denotative equilibrium clears obstacles for connotative equilibrium. The national government clearly claims that the key of development of education at the present stage will turn into connotative equilibrium from denotative equilibrium. The connotative equilibrium is upgrading the quality of education and fostering comprehensive-quality of students, which puts its focus on the development of human itself. The responsible subjects are teachers and students. The connotative equilibrium is the essence of the education. If the education equilibrium cannot turn into connotative from denotative, the significance of education equilibrium will lose eventually. "Beautiful campus but embarrassing education quality" will be the image of the schools that don't pay attention on the connotative development. Hence, the education equilibrium will come to the quality equilibrium of individual life of students at last. And the key approach to achieve the connotative equilibrium is the reform through the inner system of education, especially the reform from school level. This dissertation will focus on the instruction, a micro dimension of the education equilibrium, which has two points for: firstly, distinguishing from macro dimension of education equilibrium; secondly, taking instruction as key of schooling.The evidences of unequilibrium phenomenon existed at the instruction practice are presented as following:dual opposition of the instruction thinking, unequilibrium instruction resource distribution among instruction subjects, emphasizing intelligence and omitting affection in the instruction practice, focusing teaching and neglecting learning in the instruction behavior, stressing order and control and ignoring disorder and innovation in the organization forms of instruction. In order to solve these problems, it is necessary to achieve instruction equilibrium. Instruction equilibrium, based on the conformity with regularity and goal, is an optimized process of instruction by autonomy and cooperation, elaborating subjectivity and inter-subjectivity between teacher and student, and reconstructing instruction organization form. Instruction equilibrium is one kind of connotative equilibrium; hence it can't be standardized as denotative equilibrium. Rather, it is a differentiated process, which provides different instruction according to the difference of each student. At the mean time, instruction equilibrium is a specialized, dynamic and intellective process as well. It is a complex system, which is composed by basic and branch components. Basic components include ontological equilibrium and theoretical equilibrium, and branch components are constituted by purposed equilibrium, subjective equilibrium, behavioral equilibrium and assessed equilibrium. All of these six components are self-depended and dynamic association, combined into the instruction equilibrium system.Forms of instruction equilibrium are affected by multiple factors, which can be categorized into objective factor, human factor and institutional factor. Human factor is the key point. And an excellent institution can not just play a role as a equilibriumr, but also affect human agency. The balancing of instruction is a subjective process, which need teachers change thought of dual opposition, understand the idea of multiple instructions and establish collaborated instruction organization form. And the most important aspect, teacher need not only built an effective inspiring mechanism to achieve the agency of students, but also form the inter-subjectivity to institutionally constrain the excess of the subjectivity. This process changes from low level to high level, from exterior into interior, namely, external instruction equilibrium achieves first and then internal. External instruction equilibrium is the equity of instruction resources, including material resources, human resources and institutional resources which are the foundational conditions to achieve instruction equilibrium. Internal equilibrium is the equilibrium of value and quality of instruction, which are composed by forming core ideal, constructing practical mode and promoting comprehensive-qualities of teachers and students.Essentially, instruction equilibrium is a practical matter; therefore it must be practice in the daily instruction. Firstly, teacher should build multiple instruction purpose form the dimension of value harmony in order to construct a life-field for the life-community of teacher and student. Secondly, as life community, it is necessary for focusing on development of affection and intelligence and obeying rules of affection expression. Thirdly, it is crucial that changing passive individual single-subjective behavior of students into active cooperative and inter-subjective. At the same time, to empower students, instruction world will connect the life world by building game community. Finally, instruction equilibrium cannot be achieved without organization reform. Under the condition of fully utilizing advantage of class instruction, the establishing of learning group could equilibrium the development of the individuals and groups.Instruction equilibrium is a complex system, which obeys some kinds of rules. On this basis, this research tries to construct instruction equilibrium model at the foundation, self-learning and collaborating learning theories, and differentiated instruction theory etc. The model is constituted by two major parts. The first part is system preparation, including culture and resource system which play a role as value and material preparation. The second part is the dimensions of instruction equilibrium, which includes individual and group level. The interaction between individuals and group will develop themselves eventually.