The Embryology Research on Students’ Classroom Learning Behavior



The inherent behavior transition of students’ classroom learning behavior is a process of transition from outside to inside and from the inside to the outside. Perceptual information is the starting point of classroom learning behavior inherently occurs. Abstract internalization is the basis of classroom learning behavior inherently occurs. Innovation generation is the key to classroom learning behavior inherently occurs. Firstly, the consciously degree of students’ learning cogitation restricts the processes of innovation generation learning behavior. Secondly, the learning cogitation type restricts the quality of innovation generation of learning behavior. External action is the practice of learning behavior inherently occurs. Firstly, the change of students’ learning behavior at any time should be observed and recorded. Secondly, students continuous reflect on the process of classroom learning behavior. Finally, classroom learning behavior should be constantly improved and modified according to the questions found by students after their reflections. These four aspects are not a simple “flat loop” from perceptual information to external application, but a “spiral process.” External application also means the beginning of the next perceptual information. These four stages are relatively independent, though they are connected to each other and interlocking.


Student classroom learning behavior; Perceptual information; Abstract internalization

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Wang, Y. H. (2001). The research on Merleau Ponty’s social theory and ponty’s phenomenology. Seeking Truth, (11), 21-28.

Piaget, J. (1996). Piaget the principle of epistemology (p.17). Beijing, China: Commercial Press.

Ponty, M. (2001). Merleau - ponty phenomenology of perception (pp.28-29). Beijing, China: Commercial Press.



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