混合学习环境下师范大学生深度学习理据、问题与对策  

Rationales, Problems and Strategies of Normal College Students’ Deep Learning Based on Blended Learning

作　　者：沈喜云[1] Shen Xiyun(College of Education,Lanzhou City University,Lanzhou,Gansu,730070,China)

机构地区：[1]兰州城市学院教育学院,甘肃兰州730070

出　　处：《教育科学探索》2022年第4期4-10,共7页THE SCIENTIFIC EXPLORATION OF EDUCATION

基　　金：甘肃省哲学社会科学规划项目“混合学习环境下大学生深度学习模式研究”(编号:20YB085)阶段性研究成果。

摘　　要：在指向学生发展核心素养的教学变革中,强调师范大学生深度学习,既是对基础教育领域课程教学改革深化的回应,也是提升教师专业素养的必然选择。由于对中小学教学工作的专业性认识不足,师范大学生存在学习目的窄化、学习动力低下、学习投入不足等问题;师范教育课程的教学方式和早期受教育经验也影响着师范大学生深度学习。混合学习环境下师范大学生深度学习模式呈现以下特点:学习空间由单一走向多样;学习方式由被动走向自主;学习内容由机械记忆走向深度理解;学习结果由考试再现走向问题解决。树立正确专业意识、深化课程与教学改革、构建良好学习文化是促进师范大学生深度学习的有效策略。The revolution of education aims to develop students’ key competencies. It emphasizes normal college students’ deep learning, which is not only a response to the deepening of the curriculum teaching reform in the Elementary Education, but also an inevitable choice to improve teachers’ professional quality. Due to the lack of understanding of teaching in primary and secondary schools, normal college students’ learning intentions are narrow, they are lack of learning motivation. In addition, teaching methods students’ prior school experience also influence their deep learning. In blended learning, normal college students’ learning style has following features: learning space becomes diverse, learning style becomes autonomous from passive, learning content becomes deep understanding from rote memory, and learning results become problem solving from reproduction in exam. Here are some efficient strategies to promote normal college students’ deep learning: establishing proper professional perceptions, deepening curriculum and teaching reform, building a good learning culture.

关 键 词：混合学习 师范大学生 深度学习 学习文化 

分 类 号：C652[社会学]