为深度学习而思:反思日志促进大学生元认知发展的实证研究

Thinking for Deep Learning: An Empirical Study of Reflective Journals Promoting University Students’ Metacognition Development

元认知作为批判性思维的基础和创造性思维的重要预测因子,是实现深度学习的重要内部因素;而学生元认知能力的提升,是当前高校培养一流人才的重要途径。基于此,文章在明晰反思日志、元认知与深度学习三者关系的基础上,根据反思理论设计了反思日志撰写框架并进行了三轮迭代设计。之后,文章以“教学系统设计”课程为例,通过实证研究验证了反思日志促进大学生元认知能力发展的有效性,结果发现:学生的反思水平随着反思日志的不断撰写而持续提升,反思水平的提高有效促进了学生元认知能力的发展,撰写反思日志可作为提升大学生元认知能力的重要策略。文章的研究成果丰富了深度学习相关理论研究,也为促进学生高阶思维发展、推动深度学习落地提供了实践参考。

As the basis of critical thinking and the important predictor of creative thinking, metacognition is an important internal factor for the realization of deep learning. And the improvement of students’ metacognitive ability is an important way to cultivate first-class talents in universities. Accordingly, on the basis of clarifying the relationship among reflective journals, metacognition and deep learning, this paper designed a writing framework of reflective journals according to the reflective theory and conducted three rounds of iterative design. Then, taking the “Instructional System Design” course as an example, this paper verified the effectiveness of reflective journals in promoting the development of university students’ metacognitive ability through empirical research. It was found that students’ reflective level continued to improve with the continuous writing of reflective journals, and the improvement of the reflective level effectively promoted students’ metacognitive ability development. In addition, writing reflective journals can be used as an important strategy to improve university students’ metacognitive ability. The research results of this paper could enrich the relevant theoretical research of deep learning, and provide practical reference for promoting students’ high-order thinking development and pushing the landing of deep learning.