深度学习内容的构成与重构策略  

The composition of deep learning content and its reshaping strategies

作　　者：胡航[1] 董玉琦[2] 

机构地区：[1]天津职业技术师范大学信息学院教育技术系 [2]上海师范大学教育技术系

出　　处：《中国远程教育》2017年第10期72-78,共7页Chinese Journal of Distance Education

基　　金：全国教育科学"十二五"规划2014年度教育部青年课题"‘复杂问题解决’学习的实证研究"(项目编号:ECA140369)研究成果之一

摘　　要：通过国际深度学习研究与实践框架对目前基础教育学习内容现状的审视,依据生态课程观和"实践与折中"课程开发模式,分析了实证研究中学习内容的要素、成分与特征,构建了"4S"深度学习内容架构和"生态流"课程操作范式,总结了"悟-议-行"深度学习内容重构的研究与实践框架,为课堂深度学习内容的选取、组织与实施提供了可操作的重构策略。This paper reviews learning content in current basic education, drawing on research in deep learning and implementation frameworks. Informed by the ecological curriculum theory and the practice and balanced model, it analyses the composition and features of learning content, develops a deep learning content framework featuring subject knowledge, strategies to knowledge, social skills and cognitive structure as well as establishes an‘ecological flow'curriculum operation paradigm. A research and implementation framework for reshaping deep learning content is also formulated which highlights the roles of individual teachers, community of teachers and teaching community. Reshaping strategies are also proposed to facilitate the selection, organization and implementation of classroom-based deep learning content.

关 键 词：深度学习 生态课程观 学习内容 构成 重构 实施研究 

分 类 号：G434[文化科学—教育学]