深度学习促进学科核心素养的生成  

Deep Learning Promotes the Formation of Core Quality of Discipline

作　　者：高俊霞[1] 朱立明 GAO Junxia;ZHU Liming(School of Education, Tangshan Normal University, Tangshan, Hebei 063000, China)

机构地区：[1]唐山师范学院教育学院,河北唐山063000

出　　处：《宜宾学院学报》2020年第3期1-7,34,共8页Journal of Yibin University

基　　金：河北省社会科学基金项目“高中生数学关键能力与课程标准一致性研究”(HB18JY053)。

摘　　要：学科核心素养是学生借助某学科的学习而获得的学科关键能力、必备品质与价值观念,学科核心素养教学目标的超越性、教学内容的复杂性、教学设计的浅层性、教学评价的局限性是其教学落实的主要困境。深度学习可以实现学科核心素养的教学,具体表现为深度学习指向高层次的教学目标,聚焦主题式的教学内容,引领思维性的教学设计和实现多元化的评价范式。在深度学习视域下,学科核心素养的生成机制表现为“内外兼修”,外显行为表现涵盖学科知识与关键能力,内隐心理倾向包括学科思维与学科情感,由此构成“两翼四要素”的学科核心素养生成机制。The core quality of a subject is the key ability,essential quality and value concept of a subject that students obtain by virtue of learning of a subject.The main difficulties in the implementation of teaching are the transcendence of the teaching objective of the core quality of a subject,the complexity of the teaching content,the shallowness of the teaching design and the limitations of the teaching evaluation.Deep learning can achieve the teaching of the core quality of the discipline,which is embodied in the following aspects:deep learning points to the high-level teaching objectives,focuses on the thematic teaching content,leads the thinking teaching design and realizes the diversified evaluation paradigm.From the perspective of in-depth learning,the formation mechanism of discipline core quality is“internal and external cultivation”,the explicit behavior includes discipline knowledge and key ability,and the implicit psychological tendency includes discipline thinking and discipline emotion,thus forming the health formation mechanism of discipline core element of“two wings and four elements”.

关 键 词：学科核心素养 深度学习 行为表现 心理倾向 

分 类 号：G420[文化科学—课程与教学论]