为深度学习而教--基于美国研究学会“深度学习”研究项目的分析  

Analysis of America Institutes for Research Project on Deep Learning

作　　者：舒兰兰[1] 裴新宁[2,3] 

机构地区：[1]华东师范大学学习科学中心,上海200062 [2]华东师范大学课程与教学系,上海200062 [3]华东师范大学学习科学研究中心,上海200062

出　　处：《江苏教育研究》2016年第6期3-7,共5页Jiangsu Education Research

基　　金：全国教育科学“十二五”规划教育部重点课题“国际学习科学新进展及其对基础教育课程变革的影响--以发达国家或地区为例”(DDA120192)阶段性成果

摘　　要：在美国研究学会2014年实施的"深度学习"研究项目中,深度学习被定义为核心学业内容知识的掌握、批判性思维和问题解决、有效沟通、协作能力、学会学习、学术心志这六种能力的发展。在深度学习研究的实验学校中,聚焦于深度学习的教学具体表现为在日常教学中使用认知、人际、自我三个领域的教学策略和相应的学校制度和文化。研究结果表明,聚焦于深度学习的教学能够显著提升实验学校学生的学习效果。为实现深度学习而教,需创设学习环境为学生提供支持,整合任务、情境、问题进行活动设计,构建广泛参与的学习共同体,将学生元认知能力的培养作为教学常态。In the project of deep learning implemented by America Institutes for Research in 2014, deep learning is defined as the development of competencies in cognitive domain, interpersonal domain, and intrapersonal domain. These competencies are mastery of core academic content, critical thinking and problem solving, effective communication, ability to work collaboratively, learning how to learn, and academic mindsets. In the deeper learning network schools, the instruction focusing on deep learning shows several different instructional strategies of three domains, school structures, and culture in daily teaching. The findings indicate that the instruction focusing on deep learning can improve students’ efficiency of learning significantly. In order to teach for deep learning, it is essential to create learning environment to support students, integrate task, context and problem into activity design, organize extensive participatory learning community, and take the development of students’ meta-cognitive ability as routine instructional goals.

关 键 词：深度学习 教学策略 学习环境 活动设计 学习共同体 元认知 

分 类 号：G42[文化科学—课程与教学论]