—— Reflections on Reading Class Culture Construction from the Perspective of Complex Science (draft 1)

From the beginning of studying "A Study of Head Teachers in China", I have a wonderful feeling of reading repeatedly, which makes my thoughts wander between the lines. I read the Construction of Class Culture from the Perspective of Complex Science by Lu Yanqin, a researcher at Minhang District Education Evaluation and Research Center in Shanghai, and read it again and again for fear of missing a word. Both theoretical research and practical reflection are worth chewing and thinking about.

First, from "reductionism" to "scientific complexity view"

At present, the theoretical achievements of class culture construction mainly involve the connotation, characteristics, constituent elements, functions and construction approaches of class culture. When describing the path of class culture construction, most researchers discuss the material, system, spirit and other components of class culture according to reductionism, and cut class culture horizontally in static research, but rarely mention the integration of various elements of class culture in this specific field.

The author thinks that class culture should be holographic permeated in all aspects of class life, and all elements interact and depend on each other, which needs overall layout and organic promotion. Looking at the construction of class culture with the unique methodology of complexity science, a cultural construction vein composed of class self-organization, horizontal integration among cultural elements, cyclic recursion in vertical development stages, determined cultural direction and uncertain emergency handling has gradually formed.

On the other hand, I want to sort out some so-called teaching experience accumulated in the past 20 years, including "class culture and class characteristics", but it often stays at the practical level. As for the combination of practice and theory or rising to the level of theoretical research, I haven't found an effective channel for the close combination of theory and practice. Now, Mr. Lu has opened a door for me, a methodological door for the study of class culture construction. Teacher Lu did not hesitate to teach and scientifically interpret such highly specialized keywords as "reductionism" and "unique methodology of complexity science (holism, relational theory and uncertainty theory)". Appreciate Mr. Lu's selfless dedication, let "why, what and how to do it" be integrated into "combining theory with learning, advancing with literature and thinking", and reflect on the effectiveness and scientificity of practice from a theoretical perspective.

Second, from "class culture" to "cultural education"

From class image design (class name, class slogan, class logo and class song) to class self-organization construction (class organization construction, class series activities design and promotion, class system establishment and process evaluation), and then to the handling of class uncertain events, it shows that class culture construction is a dynamic systematic project, which represents class personality and cannot be simply copied. It is the wealth created by teachers and students together. Class culture is not only a static, explicit and simple presentation, but also a creative process full of rational thinking, emotion and growth motivation. It is elegantly and beautifully rooted in the cycle of scientific creation, practical understanding, new quality generation and so on.

Class culture is a cultural gene based on the theory of class integrity and relationship, rather than a cultural representation serving individuals. I feel that when I am building class culture, integrity, sociality and democracy are still not enough. I can't help but get goose bumps when I think of Dr. Zhang Chunlan's evaluation of "democratic management of class life" in China Normal University.

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First of all, the construction of class life is also a way of learning.

Although the construction of class life objectively has the function of developing behavior norms (that is, habits), its real value is not limited to this, but a learning way to promote students' all-round development and cultivate modern democratic citizens. From the perspective of lifelong learning, the purpose of learning is not only to discover laws and master knowledge, but also to promote understanding and dialogue; All activities beneficial to people's growth and development are learning, such as practical activities, thinking activities, leisure activities and communication activities. Therefore, the construction of class life is not only to create a suitable learning environment for students, but also to provide a feasible path for students' all-round development.

1, learn to live (learn the concept, attitude and skills of a happy life)

2. Learn to practice (learn to plan, organize, implement, adjust and evaluate activities)

3. Learn to communicate (learn to express, understand, cooperate, tolerate and care)

4. Learn to serve and contribute (linking self-development with social development, national development and human progress)

Second, the current problems in the construction of class life

1, students' learning concept has not been updated, and the value of class life construction is not clear.

2. The construction of class organization and the cultivation of students' leadership are not ideal, and class cadres have not played a leading role.

3. The study of class students needs to be deepened (family, personality, hobbies, specialties, experiences, career expectations), and the relationship between teachers and students needs to be improved.

4. The institutionalization of class life needs to be improved. (Objectives, contents, methods, processes, results, evaluation and promotion)

Third, strategies to improve classroom life

1, change the concept of learning, and clarify the educational value of class life construction.

2. Open a lecture hall for parents to broaden their horizons and enhance parent-child feelings.

3. Carry out cultural activities, feel the cultural atmosphere and enhance the ideological realm.

4. Apply for research topics, experience the research process, and improve the overall quality.

5. How to cultivate the leadership and service spirit of class cadres?

6. Systematic design of class life construction?

7. Systematically study the students in the class.

After Dr. Zhang Chunlan made a professional diagnosis of "democratic management of class life", I learned from a painful experience and thought about it one by one from the aspects of the educational value of class life construction, the cultivation of students' leadership, the study of students' situation, the adjustment of teacher-student relationship and systematic design, which greatly improved the democratic management of class life.

Now, combined with teacher Lu's revolutionary practical research on the class construction of "new basic education" in Minhang District of Shanghai for more than ten years, taking the practical research of specific classes as an example, I find that there are still many problems in our class culture construction. Generally speaking, multicultural construction is unified, and cultural construction is less independent; There are many elements of cultural construction, but less integration of cultural construction; Multicultural construction has been cut and less cultural construction has been promoted; Multicultural construction path, less cultural construction context.

Question 1: Class rules weaken students' subjectivity.

Since the sixth grade, I have racked my brains to design a three-character classic. Because it was designed unilaterally by teachers without students' participation, the Three-Character Classics Song became a corner decoration, a dogma set for school inspection, rather than a cultural atmosphere created based on students' needs.

Question 2: Value identification weakens subject participation

The number of participants in the special activities of study trip carried out by the class has gradually increased, but the subjectivity and participation of the activities are not satisfactory. Mobile game is that individual students leave their parents' supervision, race against time, leave everything behind, find a quiet place to play quietly until the battery of their mobile phones is zero, and then wake up from a trance.

Problem 3: Collaborative education is weaker than post education.

In junior high school, the study of the main subject is the most important, and there are countless heroes who talk about scores. It is unacceptable to pay too much attention to small topics or to be too scattered. It is difficult to create a situation in which school leaders, class teachers and classroom teachers cooperate to educate people. For the head teacher, the construction of class culture of "building a unified class" requires not only professionalism, but also personality charm and even wisdom and foresight.

Question 4: The result test is weaker than the process experience.

In the process of promoting the "Hello, Summer Holiday" project, I found that primary school students have a strong desire to perform and care more about the results of the awards. Junior high school students' desire to be competitive is weakening day by day. They may be more aware of what they want to do, what they are doing and what they can do. They pay more attention to the experience of the process rather than the presentation of the results. Therefore, it is relatively difficult to test and evaluate the effectiveness of class culture construction.

Question 5: Cultural identity is weaker than subjective feelings.

The identification of class culture needs to be based on the class image such as class name, class song, class slogan and class logo, or the design and practice of class life. Any idea that is divorced from students' reality or replaces students' decision-making is not desirable. "Gathering is a fire, scattered like stars all over the sky" is the highest realm of class culture. However, the actual situation is that in order to cope with the exam or proceed from experience, teachers simply cut out the complexity, and most of them directly replace it, ignoring the participation, initiative and enthusiasm of students. As a result, students are ignorant, dissatisfied and unacceptable, and of course, the expected educational effect cannot be achieved.

Third, from "inside" to "outside"

This paper takes the transformative practical research of "New Basic Education" class construction carried out by Mr. Lu in Minhang District for more than ten years as an example, and expounds the practical research of specific classes as an example. Class culture is spiritual. If it is too empty, it will not take root in the daily life of the class. It needs to be transformed into concrete and expressive image design. Various class image designs are independent of each other and confirm each other. No matter from which angle, we can see a colorful cultural world, at the intersection of various image designs.

(1) Class name: "Seven-colored Flower Squadron"

Named after "Seven-color Flower Squadron", it is because half of the students in our class are new Shanghainese and half come from Kochi families. Students have distinctive personalities, sharp edges and corners, wide interests and comprehensive abilities, just like "red, orange, yellow, green, blue and purple" in the spectrum, hence the name of the class. However, because there are class names in the activity report, just like parents naming their children, they directly put their children's names into their accounts without their consent. Fortunately, the students still recognize this class name. Some students consciously use this class name in the production of American movies. With the development of activities again and again, this class name has gradually become a tacit symbol, representing the collective color, competition, vitality and prosperity of our class.

(b) Class slogan: "A journey of a thousand miles begins with a single step."

The class slogan is put forward by students in the early stage of class construction, then raised their hands to vote, and finally recognized collectively, which becomes our class slogan. At that time, it was put forward by Liu Yizhou, who also wrote calligraphy and posted it in front of the classroom as the slogan of our class. Unexpectedly, our municipal moral education practice topic "Walking and Thinking-Practice and Reflection of Junior Middle School Students' Cultural Journey" coincides with this slogan. "Read thousands of books and follow Wan Li Road", "Actions speak louder than words" and "Wan Li Road begins with your feet". Therefore, "a journey of a thousand miles begins with a single step" has become our class slogan of practicing class culture with actions.

(C) class logo: "Meiju" gentleman culture

Although our urban moral education practice project has been successfully completed, our journey of exploring culture is not over yet. Taking "the practice and exploration of gentleman's culture" as a new starting point, we carry out the free grouping of Meilan bamboo and chrysanthemum, the design of Meilan bamboo and chrysanthemum emblem, the planting experience of Meilan bamboo and chrysanthemum, the practical exploration of Meilan bamboo and chrysanthemum, the exploration of Meilan bamboo and chrysanthemum culture and the exploration of Meilan bamboo and chrysanthemum spirit. With the comprehensive, orderly and in-depth development of the activities, Mei Xiang, Lan Yun, Zhu Yun and Ju Soul are gradually taking root in people's hearts, and finally hope to achieve the behavioral culture of "being modest and gentleman, being self-sufficient". (From the Book of Changes, Shangjing, Modesty, the general idea is that people with high morality always practice their body and mind with humility. )

(4) Class song: Not yet.

(5) Ban Qi: a journey of exploring culture.

From the beginning of class construction, we began to brew cultural exploration activities. Yangshan Deepwater Port, exploring the former residence of celebrities, exploring Shaoxing culture, searching for roots and ancestors, Shanghai Museum, exploring Shanghai world intangible cultural heritage, Tianmu Mountain, Anji and other activities have all left us with near or far memories and shallow or deep influences. Especially after the class activities, Mei Troupe convened, planned, organized and implemented cultural exploration activities. More importantly, I will explore the theme culture with my parents or alone. The benefits vary from person to person. Judging from the participation and effect of the activity, the "Cultural Exploration Tour" is still very popular among students, who are willing to invest time and energy in it and constantly improve and popularize it in order to achieve more remarkable educational effects.

Class image design is only a part of class culture construction. Only by transforming the cultural images in these designs into the real class life style can the class culture construction really enter the "deep water area". Professor Ye Lan pointed out that "culture in school education should also be understood as a verb, and culture will be activated in school education." If cultural images want to take root in class construction, they really need to be systematically constructed in the self-construction of classes, so as to realize horizontal correlation and vertical progression.

(A) the implementation of the class organization.

(B) the design and promotion of grafting class activities

(3) The establishment and process evaluation of the admission system.

Fourth, from "in" to "out"

Walking into Teacher Lu's "Practical Research on the Transformation of Class Construction in Minhang District", I found that class self-organization construction is also a beautiful scenery. The so-called "self-organization" means that the subsystems in the system can form certain structures or functions according to certain rules without external instructions. Class self-organization construction means that the organization, system, culture and activities of the class can operate independently according to certain rules, thus giving full play to the overall educational function of the class and highlighting the cultural personality of the class. Class post construction, class series activities, class evaluation system, etc. All of them have obvious cultural characteristics, which produce educational power and thus affect the development of students.

Practice 1: Warm classroom environment layout.

Who is the classroom decorated for? Who is it for? If it is clear that the classroom is an important learning field for students in school life, then everything is for students, for all students, for all students. All educational materials come from students, books and periodicals read by students, paintings and calligraphy works of students, display of students' specialties and creative arrangement of students, all of which are student-oriented. It is precisely in consideration of students' preferences, psychological changes, growth characteristics and spiritual needs that the theme, content and form of classroom layout are considered from the students' point of view to meet students' needs. The construction of class culture based on students' position can be deeply rooted in people's hearts and achieve the educational effect of "I love my class" and "cultural edification".

Exercise 2: Improve everyone's post setting in the class.

The construction of class organization includes the construction of small posts in class, the construction of groups (teams), the training of class committees and the establishment of non-administrative associations. It is one of the important links in the process of class construction of "new basic education" and an important carrier for students to creatively participate in class daily life.

How to implement class culture in this link? After investigating the growth mechanism of dandelion, all members of Dandelion Squadron renamed the traditional class organization department, propaganda department, health department and learning department as "sunshine department", "wind department", "rain department" and "fertile soil department", and redefined the responsibilities of each department. The responsibilities of each department are clear, and they are aggregated under the unified cultural image of the class, which is very class-specific. On this basis, each student also applied for a position that he is interested in and competent for according to the responsibilities of the department, and established his own connection with the class through the position. This connection allows students to feel the class culture and realize their growth in such situational practice.

"Everyone in the class has a position". First of all, what positions can a class have? Who will be in charge of these positions? What kind of job requirements should be achieved? Is there a job evaluation mechanism? How to make internal adjustments when encountering unsuitable or unsuitable positions? Behind this series of problems is the post cognition and responsibility for the setting, identification, adjustment, improvement and promotion of class posts.

Practice 3: Define the theme of the four-year moral education sequence.

If my previous four years of junior high school teaching experience is "standardized education, ability improvement, balanced development and target management", it is still fruitful in practice. Looking back at these so-called experiences now, it seems that the previous class construction is more about class management than cultural construction. Now, I take the environmental culture, planting culture, experience culture, exploration culture and behavior culture in class culture construction as the starting point, and take study and travel activities as the carrier to gradually form class culture and class characteristics, so that students can touch the cultural pulse, feel the cultural atmosphere and forge civilized people and cultural people in modern society.

Five, from "teaching people tangible" to "educating people without trace"

The school has the educational goal of "green growth", and I have been trying to understand the connotation of "green growth". Today, I read "Twenty Years for My Son" by Peng Zhaoping, deputy editor-in-chief of Hunan New Curriculum Review, which mentioned "the stretching of the mind and the desire to grow". In my opinion, "green growth" should mean "natural life and free growth". If there are too many restrictions and constraints, the vitality and tension of life will be suppressed, which is not conducive to the long-term growth of individual life.

What is the purpose and significance of our class culture construction? How do we construct our class culture with systematic and holistic thinking? What uncertain factors will be encountered in the process of class culture construction? How can we find the connection and balance of class culture construction between certainty and uncertainty?

Now, I once again learn from Mr. Lu's sharing of complex scientific methodology about "class culture construction".

Reductionism: It is believed that phenomena can be formed by the superposition of many deeper and simpler parts, regardless of quantitative change to qualitative change. Class culture is understood as a linear superposition of material culture, spiritual culture, behavior culture and other parts and functions, and it is not believed that each part will undergo qualitative changes, so that some parts will have an impact on each other. Contrary to reductionism, it is holism.

Self-organization: Without external instructions, the subsystems within the system can form certain structures or functions according to certain rules. Class self-organization construction means that the organization, system, culture and activities of the class can operate independently according to certain rules, thus giving full play to the overall educational function of the class and highlighting the cultural personality of the class.

Holographic infiltration:

Class culture is everywhere.

Holographic Unity of Class Culture and Class Life

The breadth and depth of class culture infiltration, as well as its regularity and non-trace.

The unique methodology of complexity science;

1, holism (reflecting the overall description of class culture in the nuances of class image design)

2. Relationship theory (or coordination theory, integration theory, there is mutual influence and cooperation between class culture construction, class organization construction and activity promotion, which is also the methodological basis for me to complete the vertical and horizontal integration of class culture in class self-organization construction).

3. Uncertainty theory (the construction of class culture is a complex process, and many uncertainties and freezing accidents will be encountered. The class teacher does not passively accept the influence of the environment, but actively exerts influence on the environment. The construction of class culture from the perspective of complexity science needs the complexity of the subject itself-scientific and complex thinking quality, integrated organization and planning activities, sensitivity and consciousness of cultural construction. )

After studying for more than ten days, I found that both practical reflection and theoretical research can not be completed overnight. Teacher Lu and his team have developed such rich and solid theoretical research to inspire and lead the latecomers of class culture construction with more than ten years of in-depth development and thoughtful thinking of transformative practical research. The theoretical depth, wisdom and professional accuracy between the lines can be seen.