【作者】 刘徽；

【导师】 黄志成；

【作者基本信息】 华东师范大学 ， 比较教育学， 2004， 硕士

【摘要】 本文追根溯源，从世界观的层面上深入挖掘传统课堂管理的弊端，即在拉普拉斯确定论情结影响下的清晰课堂管理，文章在借鉴西方的混沌科学研究发现的基础上提出混沌课堂管理的理念及操作，在吸纳西方混沌理论的同时也融入了中国传统的混沌管理智慧，最后对东西方的课堂管理文化的差异和融合趋向作一评述。 全文除导言外，分为五部分。第一部分剖析了传统课堂管理问题的病源所在即拉普拉斯确定论情结在作祟，这种情结导致的是危机四伏的清淅课堂管理，清淅课堂管理的困境表现为过于精细的课堂管理常规；分割的课堂管理时间流程：全景敞开式的课堂管理格局；“猫”与“鼠”的敌对师生关系；假和谐的课堂气氛。第二部分介绍了混沌理论对拉普拉斯确定论的冲击，并由此带来的思维方式的转变，即强调多值逻辑、非线性、整体悬览的思维方式。第三部分借助混沌理论的重要概念和原理即奇异吸引子、初值敏感和蝴蝶效应、熵、耗散结构、内随机性、混沌的同步与控制、自组织系统，揭示了混沌理论对课堂管理的启示。第四部分对混沌和混沌课堂管理进行词义解释和内涵解读，提出混沌课堂管理施行的背景条件，并尝试构画混沌课堂管理的主体、实施要点、时空格局及气氛。第五部分通过反思“发展”揭示混沌课堂管理的意义，比较东西方的课堂管理差异的基础上提出了东西方课堂管理的发展趋向。更多还原

【Abstract】 Tracing back to the source, the article deeply excavates the drawbacks of traditional classroom management from the aspect of world outlook, namely the rigorous classroom management under the influence of Laplace’s certainty theory as a complex. The article proposes the idea and the operation of the chaotic classroom management on the ground of discovery of the western scientific research on chaos; meanwhile, the article also incorporates China’s traditional chaos wisdom. Finally, the article comments on the differences between the East and the West on the classroom management culture and the integration of them.The full text is divided into five parts besides the introduction. The first part analyzes the root cause of the problems happening in the traditional classroom management; that is, the complex of Laplace’s certainty theory .The complex results in crisis-ridden rigorous classroom management, whose straits are shown as over-meticulous routines practiced in the classroom management, the divided time sections during the classroom management, the panoptic pattern of the classroom management, the hostile teacher-student relationship like" cat" and " mouse", and the false-harmonious classroom atmosphere. The second part introduces the impact that the chaos theory exerts on the Laplace’s certainty theory, which brings the transition of the thinking modes. It means putting more emphasis on thinking poly-value-logically, non-linearly and wholly. The third part announces the enlightenments that the chaos theory gives to the classroom management with the introduction of some important concepts and principles of the chaos theory, like strange attractor, the amplification of small differences in initial conditions and the fortuitous phenomenon, fractals, entropy, dissipative structure, interior randomness, synchronism and control of chaos, and self-organization. The fourth part explains the meanings and the connotations of chaos and the chaotic classroom management. It also puts forward the background for the chaotic classroom management to be carried out, and talks about the subjects, the main points of the implementation, the space-time pattern and the atmosphere of management of the chaotic classroom management. The fifth part reveals the significance of the chaotic classroom management by reviewing the word of "development" and proposes the developing trend of the classroom management by comparing the classroom management between the East and the West.更多还原