素养导向下深度学习课堂实践样态探析——以地理课堂教学为例  

Analysis on the Classroom Practice of Deep Learning under the Guidance of Literacy:Take Geography Classroom Teaching as an Example

作　　者：黄雷[1,2] 沈新荣 杨益芳[1] HUANG Lei;SHEN Xinrong;YANG Yifang(Tianyi High School,Wuxi,Jiangsu 214101,China)

机构地区：[1]江苏省天一中学,江苏无锡214101 [2]无锡市名师工作室 [3]江苏省高中学生自主学习研究所,江苏无锡214101

出　　处：《创新人才教育》2023年第5期47-50,共4页The Education of Innovative Talents

基　　金：江苏省教育科学“十四五”规划2021年度重点资助课题“资优教育‘丰富教学理念’视域下的深度学习研究”(课题编号:B/2021/02/212);江苏省教育科学“十四五”规划2021年度课题“基于学生社团的地球科学校本课程开发研究”(课题编号:C-c/2021/02/168);江苏省教育学会“十四五”教育科研规划2022年度重点课题“指向高阶思维发展的初中地理深度学习策略研究”(课题编号:22B02DLWX86)研究成果。

摘　　要：深度学习是落实立德树人根本任务的重要路径。教师可以深度学习的“深”为切入点,探讨深度学习地理课堂实践基本样态。深度学习要“深”在情感层,触及灵魂深处,从具身参与到身心俱在;深度学习要“深”在思维层,深入知识内核,从表层知识到内核知识;深度学习要“深”在意义层,直抵真实世界,从知识获得到实践参与。Deep learning is an important path to implement the fundamental task of strengthening morality and cultivating people.Teachers can use the"depth"of deep learning as the starting point to explore the basic patterns of geography classroom practice in deep learning.Deep learning should be"deep"in the emotional layer,touching the depths of the soul,from physical participation to being both physically and mentally present.Deep learning should be"deep"in the thinking layer,delving into the core of knowledge,from surface knowledge to core knowledge.Deep learning should be"deep"at the level of meaning,directly reaching the real world,from knowledge acquisition to practical participation.

关 键 词：核心素养 深度学习 情感层 思维层 意义层 

分 类 号：G633.55[文化科学—教育学]