从知识学习走向文化体认:深度学习的一种可能面向及实现路径  

From Knowledge Learning to Cultural Recognition:A Possible Orientation and Realization Path of Deep Learning

作　　者：张芳玲[1] 周玉忠 Zhang Fangling;Zhou Yuzhong(Ningxia University)

机构地区：[1]宁夏师范学院外国语学院 [2]宁夏大学教育学院

出　　处：《当代教育科学》2020年第8期46-51,共6页Contemporary Education Sciences

基　　金：宁夏高等学校一流学科建设(教育学)资助项目“宁南地区农村小学英语教师专业素质现状调查与发展对策研究”(项目编号:NXYLXK2017B11)的研究成果之一。

摘　　要：深度学习的知识论取向有助于学习者突破浅层学习的局限,实现对知识的深度理解和批判性运用,但也容易使学习活动蜕变为塑造“知识人”的单向度实践,遮蔽学习的社会文化属性。从知识学习走向文化体认是深度学习实现意义拓展和重构的一种必要视角,也是一种文化意义上的众望所归。这是打破知识论取向桎梏,批判、纠偏和克服工具性学习理性,使深度学习从学习之“形”向学习之“意”转变的应有之义,也是还原教育文化生态面貌,扩展深度学习的文化空间的重要契机。从文化立场出发,我们应不断深化深度学习的文化意向,思考文化与学习的关系以及文化之于学习的意义,进而在文化启蒙、文化交往以及文化实践中回归与彰显深度学习的文化意蕴。The epistemological orientation of deep learning helps learners to break through the limitation of shallow learning and realize deep understanding and critical use of knowledge.But it's also easy to transform learning activities into one-dimensional practice of shaping"Knowledge Man"and to obscures the social cultural attributes of learning.It's a necessary angle of view for deep learning to realize meaning expansion and reconstruction from knowledge learning to cultural recognition.In cultural sense,it's necessary for us to break the fetters of epistemology orientation,to overcome the instrumental learning rationality and to transform the deep learning from the"form"to the"meaning"of learning.From the cultural standpoint,we should continuously deepen the cultural intention of deep learning,think about the relationship between culture and learning and the significance of culture to learning and then return and highlight the depth of cultural meaning of learning.

关 键 词：深度学习 文化体认 知识论取向 深度教学 

分 类 号：TP18[自动化与计算机技术—控制理论与控制工程]