| 深度学习:课堂转型的标识 |
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| 引用本文： | 钟启泉.深度学习:课堂转型的标识[J].全球教育展望,2021(1):14-33. |
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| 作者姓名： | 钟启泉 |
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| 作者单位： | 华东师范大学课程与教学研究所 |
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| 摘 要： | "深度学习"是指学习者能动地参与教学的总称。深度学习的三个视点——主体性、对话性、协同性,正是应试教育课堂的缺陷所在。深度学习是从问题开始的教学,着力于从"基于教科书水准"上升到"超越教科书水准",而"对话指导"与"反思指导"则是支撑深度学习的两根支柱。深度学习是课堂转型的标识。革新的教师面临的课题是,汲取学习科学的养分、践行学习单元的设计和超越"个人能力主义"。
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| 关 键 词： | 深度学习 单元设计 驱动性问题 情境学习论 课堂转型 |
Deep Learning:The Symbol of Classroom Transformation |
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| Authors: | ZHONG Qiquan |
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| Institution: | (Institute of Curriculum and Instruction,East China Normal University,Shanghai,200062,China) |
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| Abstract: | Deep learning generally refers to learners’active participation in teaching.The three perspectives of deep learning—subjectivity,dialogue,and cooperativity are the examination-oriented education classroom defects.Deep learning is the teaching starting from questions and focuses on promoting from based on the textbook level to beyond textbook level.Moreover,dialogical guidance and reflective guidance are the two pillars of supporting deep learning.Deep learning is a symbol of classroom transformation.The task for the innovative teachers is to absorb the nutrients of learning science,practice learning unit design,and go beyond"individualism inability." |
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| Keywords: | deep learning unit design driving question Situated-Learning Theory classroom transformation |
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