以深度教学促进深度学习——以“小数加减法”教学为例  

Promoting Deep Learning with In-depth Teaching——Taking the teaching of "decimal addition and subtraction" as an example

作　　者：张凤 ZHANG Feng(Minqing Teacher Training School, Minqing 350800, China)

机构地区：[1]闽清县教师进修学校

出　　处：《福建教育学院学报》2019年第9期71-74,I0002,共5页Journal of Fujian Institute of Education

摘　　要：基于黎加厚教授“深度学习”的理念,笔者认为小学计算教学的深度学习应是在理解算理的基础上,学生能够批判地学习新的法则和运算律,并将它纳入原有的认知结构中,根据法则和运算律正确地进行计算,并寻求合理简洁的运算途径解决问题的学习。然而,学生的学离不开教师的教,以建立在完整而深刻地处理和理解知识的基础之上的“深度教学”来促进“深度学习”,是提升学生学习质量和效率的保障。笔者以小学四年级计算教学“小数加减法”(人教版)为例,从教师的“深入研究教材,厘清知识脉络”“深度思考设计,把控教学方向”“深刻处理生成,机智调控课堂”等方面如何促进“深度学习”进行论述。Based on the concept of“deep learning”by Professor Li Jia-hou, the author believes that the deep learning of primary school calculating should be based on the understanding of mathematics and that the students are able to critically learn new rules and algorithms, and incorporate it into the original cognitive structure, so as to calculate correctly according to the law and calculating rules and seek reasonable and simple calculating methods to solve problems. However, the students' learning is inseparable from the teacher's teaching, and the "in-depth teaching" based on the complete and profound processing and understanding of knowledge to promote "deep learning" is the guarantee for improving the quality and efficiency of students' learning. Taking the fourth-grade primary school calculation teaching of "decimal addition and subtraction method"(Edition by People's Education Press) as an example, the author expounds how to promote“deep learning”from the three aspects of the teacher's "in-depth study of teaching materials and clarifying the knowledge context","deep thinking about design and controlling the teaching direction", and "deep processing of generation and managing the classroom skillfully”.

关 键 词：深度教学 深度学习 厘清脉络 把控方向 调控课堂 

分 类 号：G623.5[文化科学—教育学]