Treffer: 复杂性科学视阈下课堂行为分析: 能为逻辑与可为路径.

The key focus of the digital transformation of education lies in the analysis and optimization of classroom behaviors. Traditional analytical approaches fall short of capturing the nonlinear and emergent nature of teaching begaviors and learning interactions, whereas complexity science offers a new prespective for analyzing classroom behaviors. Based on this, this paper adhered to the principles of classroom behavior analysis that incorporated multi-dimensionality, faced complexity squarely, and maintained systemic integrity, and constructed a functional logic model for classroom behavior analysis from the perspective of complexity science, featuring three nested layers at the micro level, how individual teacher-student behaviors facilitate content understanding; explores, at the micro, meso, and macro levels. Subsequently, the paper applied simulation methods to conduct classroom behavior analysis, including presenting the analysis logic of classroom behavior using the VaSSTra method and showing the change trajectory of classroom behavior with the help of the simulation software Netlogo. Accordingly, relying on the functional logic model, the paper proposed feasible paths for classroom behavior analysis from the perspective of complex science, including dialectically viewing the diversity and unity of behaviors, stimulating students’ autonomy and creativity through interaction, and ensuring the smoothness and effectiveness of teaching through regulation. From the perspective of complexity science, the functional logic and actionable path of classroom behavior analysis can be used to diagnose teaching problems, optimize decision support, and generate personalized intervention plans, providing methodological references and practical guidance for deepening classroom teaching evaluation reform and promoting high-quality educational development. [ABSTRACT FROM AUTHOR]

教育数字化转型的关键着力点, 在于对课堂行为的分析与优化。传统分析方法难以捕捉教学行为的非线性与涌 现性本质, 而复杂性科学理论为分析课堂行为提供了新视角。基于此, 文章首先遵循置入多维性、正视复杂性和构筑 整体性的课堂行为分析原则, 构建了微观、中观、宏观三层嵌套的复杂性科学视阈下课堂行为分析的能为逻辑模型。 之后, 文章应用仿真模拟法进行课堂行为分析, 包括采用 VaSSTra 方法呈现课堂行为的分析逻辑, 并借助仿真软件 Netlogo 呈现课堂行为的变化轨迹。在此基础上, 文章依托能为逻辑模型, 提出复杂科学视阈下课堂行为分析的可为 路径, 包括以辩证看待行为的多样性与统一性、以交互激发学生的自主性与创造性、以调控保障教学的顺畅性与有效 性。复杂性科学视阈下课堂行为分析的能为逻辑与可为路径可被用于诊断教学问题、优化决策支持、生成个性化干预 方案, 为深化课堂教学评价改革、促进教育高质量发展提供方法论参照和实践指导。 [ABSTRACT FROM AUTHOR]

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