走向深度学习的师生学习共同体建构研究——以北京市某高校创立跨学科师生学习共同体为例  

Study on Construction Framework of Teacher-student Learning Community Toward Deep Learning:Based on the Case of Interdisciplinary Learning Community

作　　者：董庆华 郭广生[2] DONG Qing-hua;GUO Guang-sheng(School of Economic and Management,Beijing University of Technology,Beijing,100022;Minzu University of China,Beijing,100081;School of Arts and Sciences,Beijing Institute of Fashion Technology,Beijing,100029)

机构地区：[1]北京工业大学经济与管理学院,北京100022 [2]中央民族大学,北京100081 [3]北京服装学院文理学院,北京100029

出　　处：《清华大学教育研究》2024年第2期144-151,共8页Tsinghua Journal of Education

基　　金：中国高等教育学会2022年度重点课题“高等理科教师发展与能力提升研究”(22LK0208)。

摘　　要：根据深度学习理论提出师生学习共同体建构框架:围绕“参与·成长”的共同愿景、以对话式认知模型为内层、以支持性学习环境为外层的双螺旋模式,实现了学习共同体的情感功能、认知功能和教学功能。北京市某高校创立基于关联课程群的跨学科师生学习共同体,为本科生提供“教师为主导,学生为主体,关注学习过程,重视学习成果”的教育体验,促进了学生的主动学习与合作学习,发展了解决复杂问题、批判、创新等高阶思维能力。According to the deep learning theory,this paper proposes a double helix construction framework of teacher-student learning community centered on a shared vision of“engagement and development,”with the conversational cognitive model as the inner layer and the supportive learning environment as the outer layer,so as to realize the emotional,cognitive and pedagogical functions of the learning community.A university in Beijing has established an interdisciplinary teacher-student learning community based on linked courses,offering undergraduates an educational experience that emphasizes teacher-led instruction,student-centered learning,and a focus on the learning process and outcomes.This type of community promotes students’active learning and cooperative learning,and improves their higher-order thinking abilities.

关 键 词：师生学习共同体 深度学习 高阶思维 

分 类 号：G642[文化科学—高等教育学]