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While complexity thinking features increasingly in the education and physical education literature, there remains a paucity of research presenting evidence of the influence that complexity principles have on learning. We further advocate that more work with complexity thinking is required to investigate how teacher educators engage with key complexity principles in their work with students and teachers. Accordingly, in this paper we investigate how one group of teacher educators, the Developmental Physical Education Group (DPEG), have grappled to develop their own knowledge of complexity thinking while concurrently attempting to support students and teachers in their efforts to apply these principles within local schools. Employing methodology from self-study, the paper provides data from two focus group interviews carried out in 2012 and 2014 in which six members of the DPEG discuss how they wrestled to understand, share and support the application of complexity thinking in practical contexts. In particular, the paper explores how the group members worked with complexity principles such as self-organisation, emergence and ‘the edge of chaos’ to develop innovative pedagogical strategies with children, students and teachers. Findings from the study reveal how all members of the DPEG, in their initial engagement with complexity principles, raised questions about their personal approaches to the teaching and learning process but also struggled to use the principles to inform their practice. Two years later, however, as the group’s confidence with complexity thinking grew, the members had created a shared understanding and language around complexity thinking, were more comfortable debating issues around complexity and also describing how key principles had impacted upon their pedagogical strategies in practical settings. 相似文献
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This article explores Complexity Theory and applications of nonlinear dynamics in physical education (PE). The authors of this article discuss Complexity Theory and its applications to students and student learning. Additionally, there will be discussion of how the networking learning process associated with socio-coordinated mimicry creates a “movement conversation” between learners rooted in the relational complexity of students within a PE lesson. Finally, the authors discuss research opportunities within PE, allowing for a close collaboration between pedagogical researchers and biomechanists to examine the emergent qualities within the “movement conversations” between students. Overall, this article seeks to illustrate the possibilities of utilizing Complexity Theory within PE pedagogy and research. 相似文献
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企业技术跨越过程的系统整体观 总被引：1，自引：0，他引：1
企业技术跨越过程的研究是技术跨越研究的核心内容。技术跨越是一个系统的过程,首先利用复杂系统理论方法分析了技术跨越过程及其系统特征,即非线性、突变性和振荡性。并在建立企业技术跨越过程整体观模型基础上,用具体实例对技术扫描、技术跨越的突破点选择、技术创新和积累后的临界点突破等企业技术跨越过程的核心问题,进行了较为深入的研究。 相似文献
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复杂性科学提供了一种全新视角来审视大学发展规划。大学作为一个复杂系统,决定了大学发展规划相应具有复杂性特征。这种复杂性特征,一方面表现为大学发展规划所涉及的性质、环境、目标、过程等要素无不具有复杂性;另一方面,大学发展规划作为一个特殊系统,其自身也具有非线性、不可还原性、自组织性、偶然性、动态生成性等复杂性特征。中国大学发展规划存在着绝对理性模式、计划管理倾向和缺少必要弹性等简单思维。为此,从复杂性科学出发,大学发展规划应超越线性,体现非线性;关注策略,策略优于程序;通过“涨落”,促成“涌现”;告别绝对理性模式,树立有限预测观。 相似文献
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二十世纪九十年代以来,对外语教师观念的研究已经成为语言教学研究的重要领域,其中对外语教师教学观念和教学行为之间关系的研究也逐渐成为了研究者关注的焦点,然而以往这类研究总是从观念和行为的一致性或不一致性入手,研究局限在二元论的传统中。近年来,对教师教学观念的研究揭示了教师教学观念与行为之间存在更为复杂的动态关系,因此,利用复杂系统的理论框架,对英语教师进行深入的个案研究可以打破传统的二元论,揭示英语教师教学观念的多维性、交互性和矛盾性,以及其与教学行为之间的复杂动态关系。 相似文献
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Similarity calculations and document ranking form the computationally expensive parts of query processing in ranking-based text retrieval. In this work, for these calculations, 11 alternative implementation techniques are presented under four different categories, and their asymptotic time and space complexities are investigated. To our knowledge, six of these techniques are not discussed in any other publication before. Furthermore, analytical experiments are carried out on a 30 GB document collection to evaluate the practical performance of different implementations in terms of query processing time and space consumption. Advantages and disadvantages of each technique are illustrated under different querying scenarios, and several experiments that investigate the scalability of the implementations are presented. 相似文献
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思想政治教育领域正经历着研究范式的转折,亟待出现一个百家争鸣的环境,以改变传统的缺乏活力的社会生态现状。本文立足于开放性、远离平衡特性、非线性和涨落机制等自组织系统的生成性特点,来探讨现代思想政治教育社会生态系统的自组织演化规律,以期为思想政治教育社会生态的健康发展提供新的思路,促进学科建设的发展。 相似文献
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Lucas J. Youngvorst 《Communication quarterly》2017,65(5):549-564
More than 30 years of research shows that highly person-centered (PC) supportive messages that validate and acknowledge the feelings of others are consistently viewed as more beneficial than less PC-based messages. There are, however, differences in how well people can distinguish high and low PC messages. We argue that the combined influence of motivational factors (i.e., empathy) and cognitive factors (i.e., cognitive complexity, mindfulness) significantly impacts how people process and evaluate support messages that vary in PC. Participants (n = 331) completed a survey, and structural equation modeling analyses revealed that both cognitive complexity and empathy predicted the extent to which people are able to differentiate more and less PC messages. Interestingly and in line with past research, mindfulness directly predicted empathy but not cognitive complexity. 相似文献
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