新教育时代的深度学习:迈克尔·富兰的教学观及启示  

Deep Learning in New Pedagogy Era:Michael Fullan's View of Instruction and Enlightenments

作　　者：詹青龙[1] 陈振宇[2] 刘小兵 

机构地区：[1]天津职业技术师范大学信息学院,天津300222 [2]江门市技师学院,广东江门529030 [3]江门市范罗冈小学,广东江门529000

出　　处：《中国电化教育》2017年第5期73-79,共7页China Educational Technology

基　　金：天津市教育科学"十三五"规划重点项目"京津冀一体化战略下中职学校兼职教师现状调查与协同发展研究"(项目编号:VE1501)研究成果

摘　　要：当今教育面临的最大挑战是提升教育的质量,这需要教育转换视界:从浅层学习转向深度学习,从而产生新教育,实现学习、创新、创业、创意和全球协作等新的目标。新教育强调在师生之间、学生之间建立触发内在动机的学习伙伴关系,使学生通过学习能成为一个健康全面的人,创造和贡献于世界,并使得利用泛在数字技术而成为可能。基于此,该文探讨了新教育时代深度学习的三大核心要素,即师生之间的学习伙伴关系、深度学习任务和数字化工具和资源,分析了深度学习的六大核心技能,即品格养成、公民意识、交流、批判性思维和复杂问题解决、协作、创造力,并建立了深度学习的连续统一体效能模型和关键指标。Abstract： The greatest challenge facing education today is to improve the quality of education, which requires educational shift horizon from shallow learning to deep learning, resulting in new pedagogy and its goals such as learning, innovation, entrepreneurship, creativity and global collaboration. New pedagogy is to build students and teachers as learning partners with intrinsic motivation, so that students can be all-round development to create and contribute to the world, and the use of ubiquitous digital technologies. On the above basis, this paper explores three core elements of deep learning in the new pedagogy era, namely students and teachers as learning partners, deep learning tasks, and digital tools and resources; the six core skills of deep learning are analyzed including character, citizenship, communication, critical thinking and complex problem solving, collaboration, and creativity. At last, the efficiency continuum and key indicators for deep learning are established.

关 键 词：新教育 深度学习 学习伙伴 数字化工具和资源 学习效能 

分 类 号：G420[文化科学—课程与教学论]