从建构主义到建造主义:面向深度学习的知识教学范式转向

From Constructivism to Constructionism:Transformation of Knowledge Teaching Paradigm for Deep Learning

面向深度学习的建构主义知识教学,在尊重学生原有知识经验、培养学生的抽象思维、关注学习的独立性、回归学生教学主体地位等方面具有积极意义。但面向深度学习的建构主义的知识教学也存在一些教育症结:在重视抽象思维梯度发展的同时,忽略学习的身体基础,易滑向学习的离身化倾向;在强调个体状态深度学习的同时,泛化学习的情境易导致学习陷入无目的的窠臼;在注重学习独立性的同时,弱化了学习的社会关联度,易产生学习的孤立化困境。建造主义的知识教学关注学习的具身性,强调学习的社会化合作沟通,注重学习成果的分享共用。回归知识建构的身体基础、实现知识运用的公共维度、重建知识交流的开源共享,是使深度学习更为贴近其身体性、情境性和社会性等特征的知识教学范式,是深化深度学习的可能路向。

Constructivist knowledge teaching for deep learning is of great significance in respecting students'prior knowledge and experience,cultivating their abstract thinking ability,focusing on their independent learning,and returning their role as the teaching subjects.However,it can also cause the following problems:it ignores the physical foundation of learning while focusing on the gradual development of abstract thinking ability,which will lead to the body dissociation of learning;it generalizes the learning situations while focusing on the in-depth learning of individuals,which will lead to the purposelessness of learning;and it weakens the social relevance of learning while focusing on the independence of learning,which will lead to the is olation of learning.Constructionist knowledge teaching focuses on the embodiment of learning,emphasizes the socialized learning of communication and cooperation,pays attention to the sharing of learning results.Stresses the physical foundation of knowledge construction,realizes the public dimension of knowledge application,and reconstructs the sharing of knowledge exchange,it is a knowledge teaching paradigm,which makes deep learning closer to its physical,contextual and social nature,and a way to make deep learning possible.