Study On Classroom-Collective Thinking

The core of pedagogic theory is to explain and construct the operating mechanism of teaching activities,and to explore that how to promote students’ development in the classroom.Since Comenius put forward his teaching ideal "teaching all knowledge to all human beings",and exploring how "quickly,thoroughly and happily" transform external human scientific and cultural knowledge into students’ inner spiritual wealth,constitute the eternal proposition of modern classroom teaching research and practice.In order to realize this ideal of teaching,educators of all ages have made unremitting exploration,which not only greatly enriched human teaching theory,but also promoted the great transformation of teaching practice.Historically,educators’ understanding of classroom teaching process has focused on the relationship between "teaching" and "learning",or on the process and link of "teaching",or on the procedures and rules of "learning".The construction of classroom teaching operation mechanism is often limited to the general interaction and communication between "teaching" and "learning",and classroom teaching is materialized into atomic,one-to-one "teaching" and "learning".Ignoring the reality,concreteness of classroom teaching and its inherent contradiction of form and structure.Although teacher’s teaching and students’ learning are the basic and main contradiction of classroom teaching,classroom teaching is not an abstract and single process of teaching and learning.Classroom teaching is a learning collective composed of authoritative teacher and similar but different students.Its essence is the interaction,collision,dialogue and communication process of collective thinking between teacher,students and classmates who around certain problems or themes and contents."Collective teaching" and "individual learning" are not only the obvious objective facts of classroom teaching,but also constitute its form structure contradiction that can not be ignored: classroom teaching should not only face all students,so that "no one can be left behind",but also specifically stay in the development of each student,so as to promote the all-round development of students’ personality.Every student in the classroom is unique.How to promote the development of every student based on individual differences and build a 1+1 > 2 classroom teaching process and its operation mechanism is the key to deepen the classroom teaching reform and realize the transformation and development of classroom teaching in the new era.Collective thinking is a common thinking activity in human social life and production practice.People often carry out a series of thinking collision and interaction activities such as discussion,dialogue and exchange of opinions around a certain topic or problem.Because collective thinking contains different perspectives and levels of to understand the same problem,it can not only effectively promote the individual’s different understanding of something,enhance the individual’s grasp of relevant knowledge,but also provide different ways of understanding for solving complex practical problems,ultimately promote individual development and collective progress.Studen doesn’t enter the classroom with their heads emptily.Each student have different individual experience,understanding and understanding when they face the teaching topic.Individual understanding and thinking of differences is not only the basis of student’s development,but also an important resource of classroom collective interaction.Classroom collective thinking is to take different students’ individual thinking as resources,through the dialogue and blending of different levels and different individual understanding to realize the deepening of students’ individual understanding,the development of thinking and the common progress of the collective in the process of thinking collision,interaction and mutual inspiration between teachers and students.As a collective and social cognitive practice of teacher,students and classmates,classroom teaching has the natural advantages and realistic basis for the construction and development of collective thinking: the collectivism spirit and holistic thinking style in Chinese cultural tradition,the collective of class teaching system as the organizational form,and the teaching mode of "cooperation,exploration and dialogue"which advocated by the new curriculum reform.The foundation,organization foundation and interaction mode provide the realistic foundation for the realization and development of classroom collective thinking.It can even be said that collective thinking inherent in the current classroom teaching process in China.Therefore,to explore and construct the basic structure,general process and operation mechanism of classroom collective thinking,to transform inherent collective thinking into conscious classroom collective thinking,and to improve the subject consciousness and self-consciousness of teacher and students in collective thinking can not only effectively solve the inherent contradictions in the form and structure of classroom teaching,but also bring "teaching" and "learning" into consideration.At the same time,it provides a new theoretical paradigm for classroom teaching research and practice in the new era.Classroom collective thinking is not only a way of thinking and cognitive practice of teaching communication between teacher and students,but also a highly integrated teaching concept.Its essence is to respond to "how to promote students’ development through classroom teaching" and "how to transform human scientific and cultural knowledge into students’ inner spiritual wealth.Around the construction of classroom collective thinking teaching process and its operation mechanism,this paper mainly launches the related research on classroom collective thinking from three parts.Firstly,what is class collective thinking? Collective thinking is a common thinking practice in human social life and production activities.Due to the differences of disciplines,people have different opinions on collective thinking.Classroom teaching is a special cognitive practice and thinking activity of human society,so classroom collective thinking is bound to be quite different from other social practice activities.The first chapter mainly uses the genetic method,draws lessons from the relevant anthropology,sociology and evolutionary biology theories,refines the core connotation and basic characteristics of collective thinking from the historical process of the occurrence and development of human thinking,and provides a general theoretical framework for the ontological legitimacy of classroom collective thinking: classroom collective-teacher and students are the main subjuct of thinking,people with subjective initiative,not only teacher and students are the concrete people,people with individual differences,people with "class essence" and "class thinking",people who can understand other people’s thinking and intention,communicate with other people’s subject,and realize inter subjectivity of thinking collision,communication and dialogue.The second chapter reconstructs the essence of classroom teaching process based on the basic facts and the contradiction of form and structure of classroom teaching in China.Put forward the core proposition of this study: classroom teaching is the process of collective thinking,the essence of which is the process of teacher and students’ collective thinking around certain problems or teaching content and theme.Secondly,how is it possible to construct classroom collective thinking? As the operating mechanism of classroom teaching activities,collective thinking is a new theoretical perspective and interpretation of classroom teaching process and its essence.The construction of classroom collective thinking is not to push everything down,but has a profound theoretical basis and practical support.The third chapter mainly focuses on the explanation of theoretical basis: the theory of objective cognitive process in Marxism epistemology and the collective epistemological turn of modern philosophy provide epistemological principles for exploring the interaction of collective thinking between teacher,students and companion in the process of classroom teaching;Piaget’s cognitive conflict theory,Vygotsky’s cultural history theory and contemporary cognitive neural network science,philosophy of mind and other inter subject mental model theories provide a psychological basis for exploring the mutual understanding,blending and development of the collective thinking of teacher,students and companion in the process of classroom teaching.The fourth chapter mainly focuses on the discussion of the practical support level: the inherent collectivism tendency and its overall thinking mode in China’s cultural tradition provide the cultural foundation for the construction of classroom collective thinking;the teaching organization form of class teaching system provides the organizational foundation for classroom collective thinking;the teaching mode of "cooperation,exploration and dialogue" advocated since the new curriculum reform is classroom collective thinking provides an interactive way.Thirdly,how to construct the classroom collective thinking? The key of this study is the construction of classroom teaching process and operation mechanism of collective thinking.This part focuses on the contradiction between the form and structure of "collective teaching" and "individual learning" in the reality of classroom teaching,focuses on the contradiction and unity of homogeneity and heterogeneity in classroom teaching,adheres to the problem-oriented,emphasizes subject participation,explores how to transform students’ individual differences into the resources of classroom collective thinking,and on this basis,constructs the mode of "attract,participate,inspire,enlighten".The basic mode of classroom collective thinking of development forms the four stages of classroom collective thinking and its operation mechanism of "raising questions,collective aggregation,difference interaction,and shared growth".