Study On The Dynamical System Of Geography Teaching And Learning

The dynamic of teaching and learning is a kind of education power which makes students engaged in learning activities. The type of teaching motivation is closely related to the interaction between teachers and students. Geography classroom teaching dynamical system refers to the combination of teachers’teaching and students’learning in the classroom teaching of geography. The full paper is divided into five parts of six chapters.The first part (chapter one) briefly clarifies the causes and significance of the topics,and make an introduction of the meaning of the relevant concepts, the main problem to be solved in this study and research methods, and the framework of thesis.From the perspective of ontology, the second part (chapter two) has clarified the dynamical system of geography classroom teaching. The model of the dynamical system is a "two-dimensional three-step" structure.The "two-dimensional" tension, which includes teachers’"teaching" and students’"learning", is the source of dynamic. The"two-dimensional" tension field with the principal part of teaching to adapt to the dynamic mechanism of organic combination, it is formed to promote the teaching process of running system, namely "adapting","working","producing""three-step" subsystem. The geographical classroom teaching under the mode of the dynamical system has three basic types of the force of traction type, the split type of the internal friction and the type of interaction to generation. Dynamic-strategy is a "two-ring" nuclear structure focused strategy and motivation strategy, the motivation strategies have three types of basic strategies, and each dynamic strategy has "primary-medium-high" performance standard.The third part (chapter three and four) has discusses the historical evolution and present situation of dynamical system of the geographical classroom teaching. The third chapter has revealed the basic characteristics of the geography classroom teaching of the dynamical system historical evolution and the existing problems, such as the overall structure of the dynamic consciousness growing, adaption and ability increasing, operation mode developing. There are sereral problems lie in the present situation. the learning motivation of the students needs to be strengthened, the extremely differences of operation model and dynamic mechanism, and the new curriculum dynamical system operating mode needs to be rebuilt.The fourth chapter analyzes the geography classroom teaching present situation and influence factors.The "early-stage" geography teacher, his teaching dynamic is expressed by "single-point discrete" structure, the motivate mechanism is a kind of "laissez-casual", and the operation mode of the dynamical system is a kind of "split-internal friction". The teacher of the focusing-on teaching situation, his dynamic performance of classroom teaching is expressed by the single-wing structure of "teacher-teaching",his dynamic mechanism is a kind of "control-obedience", and the operation mode of the dynamical system is expressed by the "forced-traction".The teacher of the focusing-on students, his dynamic performance of classroom teaching is expressed by the double-wing structure of "teacher-teaching+student-learning", its incentive mechanism is a kind of "participation-cooperation", and the operation mode of the dynamical system is expressed by the "interactive-generate". The key factors to make the geography teaching motivation strategy weak is that the teachers are low in the strategy consciousness and the inadequacy of ability of implementation.The "early-stage"geography teachers, His dynamic strategies are not only less types, but also lower efficiency level. The teacher of the focusing-on teaching situation, his dynamic performance of classroom teaching, although he can use most of the dynamic strategies, the strategy of performance levels are relatively lower. The teacher of the focusing-on students, his dynamic performance of classroom teaching are being operated in the high level. The dynamic strategies implementation problems are:the overall design is weak, the teaching does not adapter to learning, which is lack of policy enforcement skills.The fourth part (chapter five) discusses the optimization of the dynamical system design of the geography teaching and learning. This expresses the basic principles of the design and explores the dynamical system optimization combining with the lesson cases of the three modules in school geography. The basic Optimization design is:to explore intersubjectivity in the Dialogue Teaching Pattern, to stimulate the subjective motivation in the "default-generated" teaching, to motivate cognitive-driving in problem solving teaching. The basic principle is the overall individuality principle and principle of internalization.The optimization design of general paradigm is as follows.Firstly, to present the principles of general principle, analyze the "two-dimensional" tension field, then the overall design of the "third-order" dynamical system, and finally the specific design of the dynamical system.The fifth part (chapter six) is a summary and reflection on the main points of all chapters and innovation and deficiencies on the paper. The thesis attempts an research perspective shift and explore the probable approach which leads toeffective geography teaching and learning, to highlight the theoretical interpretation and practice of study from the research methods, from research conclusion to establish the dynamical system of geography classroom teaching the basic structure and operation mode, and finally to build the geography classroom teaching motivation strategy and optimize the design scheme of dynamical system. However, the inadequacies of this study still exists, such as analysis of the research data is not enough, the value perception of these materials needs to be improved, research on the integration of the teaching theory and practice needs to be strengthened, and the design of the teaching dynamical system needs to be further optimized.