人本–多元–混沌三位一体框架下学生心理混沌能力的教育学理论构建
The Educational Theoretical Construct of Students’ Psychological Chaos Ability under the Trinity Framework of Humanism, Multiple Intelligence, and Chaos Theory

随着社会环境的变化，学生的心理状态受到教育各个层面的关注。基于对学生心理健康长期性、根源性的思考，本研究借用自然科学中熵的理论，推进“心理熵增”的概念，认为学生心理问题的来源是教育中的线性系统和量化主义。本研究构建以人本主义教育学、多元智能和混沌理论三位一体的框架，培养学生的混沌能力，对抗心理熵增。研究认为，想要培养学生的混沌能力，教育系统应以人本主义教育哲学为指导，发挥教育的非功利性，关注情感需求和成长需要，培养内在驱动力。家庭则以多元智能理论为基础，尊重培养孩子能力和情感的多元，联合教育系统以多元评价促进孩子多元的自我实现，培养学生的破界互动、动态防御、多元扰动、熵增遗忘和正向创造能力。
With the change of social environment, students’ psychology will be concerned by all aspects of education. Based on the reflection of long-term and original students’ mental health, this study borrowed the theory of entropy in natural science and put forward the concept of “psychological entropy increase”, which believes that the core source of students’ psychological problems is the isolated linear system and quantitative thinking in education. This study attempts to construct a trinity framework of humanistic pedagogy, multiple intelligences and chaos theory to cultivate students’ chaos ability which could counter psychological entropy increase. According to the research, in order to cultivate students’ Chaos ability, the education system should be guided by the humanistic educational philosophy, give full play to the non-utilitarian education, pay attention to students’ emotional needs and growth needs, and cultivate students’ inner driving force. Families should respect and cultivate the pluralism of children’s abilities and emotions based on the theory of multiple intelligences, and promote the pluralism of children’s self-realization through pluralistic evaluation with the education system. From the perspective of students, it can cultivate their abilities of thinking boundary-breaking, defense transfer, chaos perturbation, entropy increase forgetting and psychological creation.