深度学习视域下教师学习力提升路径研究  

Approaches to Improvement of Teachers’ Learning Ability from Perspective of Deep Learning

作　　者：黄孝山[1] 蒋立兵 周自波[2] HUANG Xiao-shan;JIANG Li-bing;ZHOU Zi-bo(Central China Normal University,Wuhan 430079,China)

机构地区：[1]华中师范大学终身教育研究所,湖北武汉430079 [2]华中师范大学职业与继续教育学院,湖北武汉430079

出　　处：《黑龙江高教研究》2022年第7期82-88,共7页Heilongjiang Researches on Higher Education

基　　金：华中师范大学中央高校基本科研业务费项目“学科核心素养的教、学、评青年学术创新团队”(编号:CCNU19TD006)的研究成果。

摘　　要：教师学习力是学习型社会教师应具备的重要能力。教师学习力具有教师职业性向、批判性学习知识、促进教师发展等内涵特质,由基础层、转化层、高级层等三个层次构成。当前,教师学习力存在学习基础力不足、知识转化力不强、知识创生力薄弱等问题。文章在分析深度学习的本质与特征的基础上,从深度学习视角,以促进教师专业发展为目的,提出教师学习力提升的有效路径,即以问题导向为基点提升教师学习基础力、以文化实践为支架提升教师学习转化力、以创生知识为目标提升教师学习创新力。Teachers’ learning ability is an important ability that teachers should have in a learning society. It has the characteristics of teachers’ professional orientation, the ability of learning knowledge critically and promotion of teachers’ development. It is composed of three layers: basic level, transformation level and advanced level. At present, there are some problems in teachers’ learning ability, such as insufficient basic learning ability, weak knowledge transformation ability and weak knowledge creation ability. Based on the analysis of the essence and characteristics of deep learning, this paper puts forward an effective way of improving teachers’ learning ability for the purpose of promoting teachers’ professional development, that is, based on problem orientation, improving teachers’ basic learning ability;taking cultural practice as the support to improve teachers’ learning transformation ability;setting the goal of creating knowledge to improve teachers’ learning innovation ability.

关 键 词：教师学习力 深度学习 知识 

分 类 号：G645[文化科学—高等教育学]