深度学习理论观照下的课堂转向:结构与路径

The Transformation of Classroom under the View of Deep Learning Theory:Structure and Path

深度学习的理论探讨需要得到课堂实践的积极呼应才能获得持久的生命力。深度学习与课堂变革的有机关联在前提、条件、载体、过程及目标等维度都应有所体现。深度学习下的课堂应转向学生良好学习状态的达成,它主要由“情感与动力层”“方法与能力层”“过程与潜力层”三大层次构成。彰显深度学习意蕴的课堂构成要素至少可分为两大维度,其一是课堂进程维度,主要由优结构的目标、深联结的网络、高挑战的课题与多样态的成果构成;其二是课堂保障维度,主要由相协同的组织、全投入的感官、可交互的工具与有意义的规则构成。以学为动力轴,将教的行动融进学的逻辑之中,实现教与学的深度结合,才是深度学习的终极旨归。

The theory of deep learning needs to get the positive response of classroom practice in order to obtain lasting vitality.The organic relation between deep learning and classroom reform should be reflected in the dimensions of premise,condition,carrier,process and goal.The classroom under deep learning should turn to the achievement of students’good learning state,which is mainly composed of three levels:“emotion and motivation level”,“method and ability level”,“process and potential level”.The classroom elements that highlight the meaning of deep learning can be divided into at least two dimensions.The first one is the dimension of classroom process,which is mainly composed of the goal of optimal structure,the deeply connected network,the high-challenge topic and the diverse results;The second one is the dimension of classroom assurance,which is mainly composed of cooperative organizations,fully invested senses,interactive tools and meaningful rules.Thus,taking learning as the driving axis,integrating teaching actions into logic of learning and realizing the deep integration of teaching and learning,that is the ultimate purpose of deep learning.