美国深度学习研究的共识、分歧及待解决的问题——基于美国深度学习报告的比较研究

Consensuses, Disagreements and Unsolved Problems of Deeper Learning Research in the USA——Comparative Research on American Deeper Learning Re-ports

近十年来,美国基础教育领域在诸多知名基金会的资助和重要教育研究机构的专业指导下,兴起了一场名为深度学习的改革运动。这场深度学习运动体现的基本共识为:深度学习以反思传统学习限度为前提,充分运用信息技术,强调运用知识解决问题,表现为真实问题驱动、学习者全身心参与、协作探究等特征。同时,深度学习研究在关于深度学习的本质认识、发生条件及其学习结果上仍存在明显分歧与理论冲突。为更好地推进深度学习,还需厘清深度学习的根本内涵、理论基础、化知识为素养的深度学习原理及深度学习与浅层学习的关系等理论问题。

In recent ten years, Deeper Learning Movement has risen in American Elementary Education with grants of well-known foundations and instructions of educational research institutions. Consensuses embodied in this movement included that deeper learning was on the premise of rethinking limitations of traditional learning, made full use of Information Technology and emphasized on applying knowledge to problem-solving, which was characterized by authentic problem driving, learners’ whole engagement and collaborative inquiry. Meanwhile, there were some evident disagreements and theory conflicts on essence understandings, developing conditions and learning outcomes of deeper learning. To better promote deeper learning, there are some theoretical problems to be solved, such as clarifying the essential connotation and theoretical bases of deeper learning, learning theories of transforming knowledge into competence and the relation between deeper learning and surface learning.