引向深度学习的课堂理答及其实践策略  

Responding in Class that Leads to Deep Learning and Its Practical Strategy

作　　者：程良宏[1,2,3] 白珊 Cheng Lianghong;Bai Shan

机构地区：[1]新疆师范大学教育科学学院,乌鲁木齐830017 [2]新疆师范大学,新疆高等教育发展研究中心 [3]喀什大学南疆教育发展研究中心,乌鲁木齐830017

出　　处：《课程．教材．教法》2023年第4期67-74,共8页Curriculum，Teaching Material and Method

基　　金：国家社科基金一般项目“新疆高校教师文化润疆的使命认同及实践路径研究”(22BMZ090);新疆师范大学教育科学学院博士生创新基金“深度学习视阈下小学教师课堂理答行为研究”(XJNUJKYA2114);新疆社科基金委托项目“南疆青少年‘筑基’教育路径”(22&JYX001)。

摘　　要：课堂理答是教师通过对学生回答问题后的针对性回应以达成教学目标的重要手段,是将学生学习引向深入的重要抓手。在实际教学中,部分教师的课堂理答停留于正误判断性回应,较少从知识迁移运用、思维训练提升、学习情绪情感的激励投入等层面进行引导,这与将学生引向深度学习的目标存在一定落差。以课堂理答将学生引向深度学习的实践落地,需要教师积极倾听学生的表达和养成将学生引向深度学习的理答意识,搭建三步递进的认知脚手架引导学生进行知识的迁移运用,创设平等包容的应答氛围引导学生运用批判性思维多角度地思考问题,洞察学生在学习中的情感体验以激发学生学习投入的情感能量。Responding in class is an important way to achieve teaching objectives through targeted feedback to students'answers,and it is an effective means to lead to deep learning.In teaching practice,some teachers'responses are confined in right-or-wrong judgment,seldom guiding students from the aspects of knowledge transfer and application,thinking improvement,and incentive of learning,which fails to realize deep learning.In order to lead students to deep learning,it is suggested that teachers attentively listen to students'expression and cultivate consciousness in terms of deep learning,build three-step cognitive scaffolding to assist students in the transfer and application of knowledge,create equal and inclusive atmosphere to encourage students to think critically,and arouse students'emotional energy invested in learning.

关 键 词：深度学习 课堂理答 行为偏误 

分 类 号：G423.04[文化科学—课程与教学论]