Research On Construction Of Wisdom Classroom Model

Wisdom is the unremitting pursuit of learning practice,and information technology has a revolutionary impact on educational teaching.With the rise of the concept of wisdom education,the new curriculum reform for core literacy,the promulgation of the Education Informationization2.0 Action Plan and the clarification of the “Class Revolution”,taking care of the product of class—the wisdom classroom,under the theme of the era of education reform and development,and exploring how to effectively promote the development of students’ wisdom and core literacy by creating a wisdom classroom has become the focus of the majority of researchers and practitioners in the field of education.Under the perspective of system theory,this study aims to explore,reveal,and characterize the key elements and internal structure of the wisdom classroom system by constructing a wisdom classroom model,in order to provide reference for constructing a wisdom classroom and carrying out the teaching practice of the wisdom classroom.Rooted in the realistic context of classroom teaching,focusing on the practical connotation of wisdom and wisdom education concept,on the basis of summarizing practice and textual experience,this study adopts the research strategy which combines qualitative and quantitative research,and integrates various research methods,such as literature research method,classroom observation method,questionnaire survey method,structural equation modeling method,etc.It constructs and validates the wisdom classroom model from the perspective of “dimension”.First of all,this study explores the connotation of wisdom in the context of life practice,and the theoretical basis and source of the construction of the wisdom classroom model.Based on it,focusing on the “dimension” perspective,the theoretical framework of the wisdom classroom dimension model is constructed on the theoretical level.In order to verify the model,according to the model framework,the data acquisition tool is designed and developed to collect the verification data;then,based on the data,using the structural equation modeling method,the quantitative relationship between the wisdom classroom model elements is calculated,quantitatively analyzed and verified.It also determines the specific influence and path of the wisdom classroom on the development of students’ wisdom,and then establishes the wisdom classroom dimension model.Finally,according to the model elements and the logical rationality between them,the specific strategies of constructing a wisdom classroom are proposed,and the teaching cases of wisdom classroom are designed for multiple disciplines.The entire research process can be roughly divided into four parts:1.Putting forward the connotation and theoretical basis of the wisdom classroomBased on the literature analysis method,it is proposed that wisdom is the fundamental pursuit of learning practice.To develop students’ wisdom is to comprehensively cultivate students’ tools thinking,value thinking and meaning thinking.it summarizes and analyzes the concept of wisdom classroom aims to give full play to the revolutionary role of information technology in classroom teaching,and the guiding role of wisdom as a educational purpose orientation for classroom transformation.Furthermore,the concept of wisdom classroom is put forward,that is,teachers create teaching elements through effective application of information technology,construct a“student-centered” teaching structure,organize and support problem-solving learning activities,and effectively promote the teaching system of the coordinated development of students’ tools thinking,value thinking and meaning thinking.On this basis,the theoretical basis of wisdom classroom research is proposed,including problem-solving learning theory,situational learning theory,meaning analysis theory,classroom environment theory and deep integration theory of information technology and teaching,in order to provide a basis for understand the inner logic and construct the wisdom classroom.2.Constructing the theoretical framework of the wisdom classroom dimension modelIn order to portray the inner structure of the wisdom classroom system and provide reference for the teaching practice of the wisdom classroom.From the perspective of “dimension”,this study uses literature analysis method,classroom observation method,induction method and other research methods to collect the components of the classroom system,and puts forward the time and space view of the wisdom classroom,and then layers the elements.Based on problem-solving learning theory,situational cognition and learning theory,meaning analysis theory,classroom environment theory and information technology and teaching integration theory,the tools for extracting classroom elements were developed,and the key elements of the wisdom classroom were extracted.Analyze the logical relationship between the elements of wisdom classroom environment and the development of wisdom elements,and construct a theoretical model of wisdom classroom.In detail,the wisdom classroom model can be divided into three levels:physical layer,activity layer and purpose layer;the physical layer is composed of technical support elements,and the activity layer is composed of three elements: creation,situation creation and inspiration evaluation.The purpose(wisdom)layer consists of three elements: tool thinking,value thinking,and meaning thinking.In terms of the relationship between elements,there are generally two kinds of relationships,namely,generating relationships and promoting relationships.3.Verifying,establishing and elaborating the wisdom classroom dimension modelIn order to demonstrate the wisdom classroom dimension model,verify the influence relationship between the various elements in the wisdom classroom dimension model and explore its quantitative relationship.Based on the connotation of the key elements of the wisdom classroom,this study has compiled a data collection tool for verifying the wisdom classroom dimension model;Taking the students in the junior high school as the object of investigation,collecting the verification data,preprocessing the questionnaire data to verify the validity of the questionnaire,and correcting the questionnaire;Based on the collected and preprocessed verification data,the structural equation model method is used to analyze and verify the measurement indexes of each element and the regression relationship between the elements.Finally,the quantitative relationship between the various elements of the wisdom classroom dimension model is determined,and then the wisdom classroom dimension model is established.Specifically speaking,problem creation and situation creation directly affect the generation and development of tool thinking;Situation creation directly affects the generation and development of value thinking;Inspiration evaluation and problem creation directly affect the generation and development of meaning thinking;The application of information technology can positively optimize and adjust the influence of activity factors on the wisdom elements,such as helping to optimize the impact of problem creation on tool thinking,optimizing the impact of situation creation on tool thinking and value thinking,and optimizing the impact of inspiration evaluation on meaning thinking;In addition,the research finds that the application of information technology can not directly affect the development of value thinking and meaning thinking,but it can directly influence the development of tool thinking.4.Elaborating the construction strategy of the wisdom classroom and designing casesIn order to give full play to the guiding role of the wisdom classroom dimension model in the teaching practice of the wisdom classroom,according to the components of the wisdom classroom dimension model and its internal logical connections,the specific strategies for constructing a wisdom classroom are proposed,including the overall principle and specific methods of constructing a wisdom classroom.Specifically,the article expounds the principles of multi-level high-level class objectives,the task of learning activities,the multi-dimensional dynamics of learning process,the individualization of teaching guidance,the enrichment and intelligentization of technical support,that should be grasped in the construction of wisdom classroom.The specific methods of constructing the classroom elements of developing students’ tool thinking,value thinking and meaning thinking;Finally,based on the theoretical results such as the wisdom classroom dimension model and construction strategies,the wisdom classroom teaching programs are designed for the typical subjects such as “literature,science and art” to provide practical method support and case reference for the wisdom classroom teaching practice.In summary,this study focuses on the construction of the wisdom classroom model in the context of educational informatization,and mainly discusses two important era themes facing the current educational reform practice,namely,“the orientation of educational purposes” and “how information technology promotes educational teaching and the realization of educational goals."This study believes that the deep application of information technology,inciting school education reform,deepening the classroom context,and realizing class transformation must be an important way to promote the modernization of education.