Research On The Organization Form Of The Class Chain Supported By Technology

The progress of human education is inseparable from the invention of class organization and the wide application of technology.Since the birth of the class organization form,the class and technology have formed a certain entanglement structure.With the technological revolution,especially the rise of information technology,there is an extremely complex interaction between technology and class organization.Therefore,the research on the interaction mechanism between technology and class organization has important theoretical and practical value.The goal of this article is to explore the interaction mechanism between technology and class organization from four perspectives: philosophy of technology,education philosophy,education history,and empirical investigation,and explain the future development of classes in the new technology era—class chain organization.The perspective of philosophy of technology is used to examine the educational application of technology,while the perspective of philosophy of education is used to analyze the demand direction of education toward technology.Both educational history and empirical investigation belong to objective observation studies.The former focuses on the rise and development of the intertwining structure between classes and technology,while the latter shows the limited acceptance of technology by classes from a micro level.This study consists of five chapters.The first chapter mainly explores the rising course of the interaction between technology and class from the perspectives of philosophy of education and philosophy of technology.From the perspective of educational philosophy,education has the function of intergenerational transmission of experience,knowledge and belief.Therefore,education has two temporality dimensions:one is the intergenerational mobility contained in education itself,the other is the effective education time of the object of education.Temporality means that the intergenerational transmission of education is limited by the best period of mental development of the educated.For example,if language teaching misses the best period of mental development of the educated,its educational effect will be extremely limited.Only the intergenerational transmission of experience,knowledge and belief at the optimum stage of mental development of the educated can be effective.As a result,education has always been subject to the problem of time originating from the educated.From the perspective of philosophy of technology,the educational application of technology can effectively solve the time limitation problem faced by education,that is,the rise of the application of technology education is related to the effectiveness dimension of educational implementation: how to realize the intergenerational transmission of experience,knowledge and belief more effectively.On the other hand,from the perspective of educational philosophy,the intergenerational transmission of education needs to be carried out in group life.This is because humans are social animals and need to complete the shaping of humanity in social life relationships.However,there is a problem of continuity in time and a problem of expansibility in space.Similar to the above,the expansive boundary of the interpersonal relationship space required for education is the spatial problem of education.The class can effectively solve the spatial problem of education,because the class can not only construct the interpersonal space required by intergenerational transmission,but also define its boundaries.Of course,the class needs to use specific technology to stabilize this interpersonal space.The second chapter examines the development history of technology and classes from three perspectives: philosophy of technology,history of technology and history of education.In order to avoid the research perspective being too broad,this chapter is based on "changes" and explains the diachronic influence of technology on the form of class organization,as well as the various historical interaction modes between the two.The "change" discussed here refers to two periods: the tool period(before the industrial revolution)and the machine period(after the industrial revolution).In the tool period,the interaction between technology and class is a teacher-centered connection,while in the machine period,they are interlocked.The machine period is divided into two historical periods: the steam industry era and the electrical industry era,which put forward different requirements for education.The former proposes that education should be scaled and standardized,and emphasizes "order"-based education,and visual technology has a special supporting role in class teaching;The latter proposes the requirements of professional and scientific education,emphasizes the educational transformation of people through "freedom",and audio-visual technology plays a special supporting role in the form of class organization.After the technology and the class entered the automatic device period at the same time,a new relationship between the two was diffuse and parallel.At this stage,the information technology itself is advancing by leaps and bounds,but the class has not absorbed it at the same speed as the technology itself.The third chapter is based on empirical investigation and analysis,and aims to explain the technical support limits and problems within the class framework.In order to understand the application of information technology in class teaching and the input of schools in information technology,the researchers used questionnaires and unstructured interviews to sample surveys of 21 primary schools and 28 schools in 6provinces(municipalities directly under the Central Government)in China,and interviewed 75 educators.Through the combination of quantitative and qualitative methods,it is found that there is a non-synchronization between the class and the technology.In the class operation cost,technology application cost accounts for no more than 20%.There are two reasons for the asynchronous interaction between technology and class: first,the class’ s own cost control determines the maximum amount of technology that can be absorbed by class teaching,because from the perspective of educational economics,there is a decreasing law of "Marginal Utility of Technology" in class.Second,technology itself contains a risk of alienating human nature,which is resisted to a certain extent by traditional class teaching.The fourth chapter constructs,dialects and reflects on the theory of the interaction mechanism between class and technology.In the traditional cognitive structure,the first thing to do is to start with the concept of the research object.Therefore,the prerequisite for the study of the interaction mechanism between class and technology is to define the concept of "class".However,the sociologist Max Weber discovered that when we need to grasp objects in historical flux,conceptualized is not perfect.For this reason,he proposed the typological theory.This article believes that Weber’s theory can be introduced into the study of the interaction mechanism between class and technology.According to the conceptual thinking model,when studying the interaction mechanism between the class and technology,we will first define the class concept,and then judge whether the object belongs to the class based on this.However,there is a new mode of thinking,which is to classify classes and determine the core elements contained in the class.Once the class concept is typed,we have a flexible thinking tool— "typed class".The significance is that,on the one hand,we can use "typed class" to analyze and solve the problems of the future integration of technology and class teaching;on the other hand,we can take "typed class" as the theoretical support to further explore the practice trend of class organization under the technological change.The goal of chapter 5 is to explore the future form of class organization supported by technology.This article does not believe that the class organization under technological change should be replaced.The class supported by future technology is an evolutionary and flexible form of teaching organization— "class chain organization".At the macro level,the study believes that the organizational form of the class chain can respond to the value demands of effective transmission,time-space leap,and humanity regression contained in the "typified class",and use this as a practical creed.At the median level,the class chain organization can create a goal path for the learning community,support learning changes,and expand teaching resources.Finally,at the micro level,this research proposes technical strategies,model strategies,and ecological strategies in response to the rise of the class chain organization form,and realizes the breakthrough and optimization of the traditional class organization form through technological change,all of which are the integration of future technology and class organization form direction.The final conclusion of the research is that the organizational form of the class chain is becoming the development form of the new technology era in the future.The class chain organization is not centered on courses and teaching methods,but centered on learning resources.It is a distributed and three-dimensional network structure compatible with real and virtual teaching.The structure covers a five-tier activity system of individuals,teams,groups,classes,and chains,and a four-tier management mechanism.The chain organization form retains the core elements of the traditional class organization form,while paying attention to personalized knowledge needs,and presents an Internet-based,intelligent,and socialized teaching and learning form,which is evolutionary,typified,and self-driving.