课堂情境中学生深度学习:基本特性与实现路径  

In-depth Learning of Students in Classroom Situation:Basic Characteristics and Implementation Paths

作　　者：潘新民 张燕[2] PAN Xin-min;ZHANG Yan(School of Elementary Education,Hebei Normal University;School of Education,Shijiazhuang College)

机构地区：[1]河北师范大学初等教育学院,河北石家庄050024 [2]石家庄学院教育学院,河北石家庄050000

出　　处：《教育理论与实践》2021年第19期60-64,共5页Theory and Practice of Education

摘　　要：教育实践中,以源于人工智能研究且基于认知学习理论的深度学习理念指导学生的深度学习实践具有片面性。真实课堂中,学生的深度学习不只是个体学习,而且是一种社会性学习;不只指向学生认知能力的发展,而且聚焦于学生核心素养的培育;不能只聚焦于学生的深度学习,也要研究教师的教导作用。教师转变教学行为,以符合课堂情境中深度学习理念的"主题—活动"教学的规程是教师教导学生走向深度学习的可能路径。具体规程包括:明确单元主题,把握学生学情;确定教学目标,设计真实情境;设计多维教学活动,渗透教学活动规则;借助可视化学习工具,开展持续性教学评价。In the educational practice,the in-depth learning concept based on the cognitive learning is the theory derived from the research of artificial intelligence,and it is one-sided in guiding students’ deep learning practice. The deep learning of students in real classrooms is a kind of social lear ning,but not just anindividual learning;it focuses on the cultivation of students’ key competences,but not just the development of students’ cognitive abilities;and it not only focuses on the in-depth learning of students,but also studies how teachers perform their teaching roles. Teachers adjust their teaching behaviors to conform to the "theme-activity"teaching rules of the in-depth learning concept in the classroom situations,which is a possible path for teachers to guide students in their in-depth learning. The specific procedures include: clarifying the themes of the units and learning about the students’ learning conditions;determining the teaching goals and designing the real situations;designing multi-dimensional teaching activities and involving the rules of teaching activities;and using visual learning tools and continuously carrying out teaching evaluation.

关 键 词：课堂情境 学生深度学习 教师教育 “主题—活动”教学规程 

分 类 号：G420[文化科学—课程与教学论]