深度学习视域下的阅读教学标识及其实现路径  

Reading Teaching Objectives and Their Realization Paths from the Perspective of Deep Learning

作　　者：陈尚达[1] 刘仁金 毕美娟 CHEN Shangda;LIU Renjin;BI Meijuan(Department of Culture and Communication,West Anhui University,Lu’an,Anhui,237012,China;Anhui Technical College of Industry and Economy,Hefei,Anhui,230051,China;Lu’an Special Education School,Lu’an,Anhui,237299,China)

机构地区：[1]皖西学院文化与传媒学院,安徽六安237012 [2]安徽工业经济职业技术学院,安徽合肥230051 [3]六安特殊教育学校,安徽六安237299

出　　处：《江苏第二师范学院学报》2024年第3期25-31,124,共8页Journal of Jiangsu Second Normal University

基　　金：安徽省质量工程教学研究重大项目“新时代应用型院校青年教师教学发展的探索与实践”(项目编号:2021jyxm1660);安徽省质量工程教学研究项目“地方应用型大学质量文化建设研究:以皖西学院为例”(项目编号:2020jyxm2155)。

摘　　要：深度学习的三个视点即主体性、对话性和协同性,深度学习视域下的阅读教学标识包括主体意识挺立、思辨能力生长与人际关系和合。浅度学习视域下的阅读教学反思指涉主体意识消解、思辨能力缺乏和人际关系疏离三个维度。主体性回归、对话性理解和协作性共生,是深度学习视域下的阅读教学标识实现路径。The three perspectives of deep learning are subjectivity,dialogism and collaboration.The reading teaching objectives from the perspective of deep learning include the steadfast subject consciousness,the growth of critical thinking ability and interpersonal harmony.The reading teaching reflection from the perspective of surface learning involves such three dimensions as the dispelling of subject consciousness,the lack of critical thinking ability and the alienation of interpersonal relationship.Subjectivity regression,conversational understanding and collaborative symbiosis are the realization paths of reading teaching objectives from the perspective of deep learning.

关 键 词：深度学习 阅读教学 阅读教学标识 实现路径 

分 类 号：G633.33[文化科学—教育学]