指向学科育人的深度学习:生成机制与实践逻辑  

Deep Learning Oriented to Disciplinary Education:Generation Mechanisms and Practical Logics

作　　者：崔振成[1] 杨子怡 CUI Zhencheng;YANG Ziyi(Faculty of Education,Henan Normal University,Xinxiang 453007,China)

机构地区：[1]河南师范大学教育学部,河南新乡453007

出　　处：《现代教育论丛》2024年第5期47-57,共11页Modern Education Review

基　　金：2021年度河南省高等教育教学改革研究与实践项目“大学生学科竞赛等级分类的数学建模与认定研究”(2021SJGLX097)。

摘　　要：深度学习是学生思维参与下将认知过程与知识生产过程耦合共进的学习生态。学科育人是将学科知识系统、逻辑系统、文化系统整合作用于人的核心素养达成的学科功能设计。深度学习在挖掘课程资源、开发知识系统与促进人素养形成三方面与学科育人的运行机制呈现高度契合性。指向学科育人的深度学习基于对课程资源的综合加工,引领学生对知识系统的主体性建构,引导学生思维逻辑的探究生成。因此,以学科育人为逻辑主脉,设计情境性学科实践活动,建设学科学习共同体,贯通“教—学—评”育人环节,是培育深度学习生态,进而实现学科育人目的的内在要求与实践路径。Deep learning is a learning ecology that couples the cognitive process and the knowledge production process with the participation of students’thinking.Disciplinary education is a discipline function design that integrates the discipline knowledge system,the logic system,and the cultural system into the core competencies of people.Deep learning is highly compatible with the operation mechanism of disciplinary education in three aspects:excavating curriculum resources,developing the knowledge system and promoting the formation of people’s competency.Based on the comprehensive processing of curriculum resources,the deep learning of disciplinary education leads students to construct the subjectivity of the knowledge system and guides exploration and generation of students’thinking logic.Therefore,taking disciplinary education as the logical backbone,designing situational discipline practice activities,building a discipline learning community,and connecting the“teaching-learning-evaluation”education link,are the internal requirements and practical paths for cultivating a deep learning ecology and realizing the purpose of disciplinary education.

关 键 词：深度学习 学科育人 核心素养 学科实践活动 

分 类 号：G420[文化科学—课程与教学论]