摘要
深度学习以学生对知识的理解分析与迁移运用为价值取向,强调学生在真实问题情境中批判性学习,进而实现个体高阶思维和问题解决能力的发展。课堂深度学习具有促进学生高阶思维发展、注重个体行为的深层投入、聚焦学生情感的深度体验三个方面的表征。课堂深度学习有利于促进学生的有效发展、助推素养为本的课堂变革与支持学校育人的提质增效。因此,要树立导向深度学习的课堂理念,采用多元融合的教学方式,整合构建概念化与结构化的教学内容,以及创设与优化课堂教学情境。
Deep learning takes students′understanding,analysis,transfer and application of knowledge as the value orientation,and stresses on learners′critical learning in real problem situations,so as to enhance the individual higher-order thinking and problem-solving abilities.Deep learning in class has three features:promoting students′higher-order thinking,laying importance on the deep investment on individual behavior,and focusing on the deep experience of students′emotions.The realization of deep learning in class is conducive to promoting the development of students,facilitating the literacy-based classroom reform,and supporting the quality and efficiency of school education.Therefore,it is necessary to establish a class concept oriented to deep learning,adopt a diversified and integrated teaching method,integrate and construct conceptual and structured teaching content,and create optimized teaching situations.
作者
王天平
潘勤情
WANG Tianping;PAN Qinqing(Faculty of Education,Southwest University,Chongqing 400715,China)
出处
《北京教育学院学报》
2024年第2期74-81,共8页
Journal of Beijing Institute of Education
基金
国家社科基金教育学西部项目“基于多维数据挖掘的课堂深度学习发生机制研究”(XHA190291)
重庆市教育科学“十四五”规划重点课题“适宜现实课堂情境的智能化教学模式构建研究”(2021-J2-010)。
关键词
课堂深度学习
高阶思维
课堂育人
deep learning in class
higher-order thinking
education in class