学习者深度学习何以发生:从行为序列到行动进向

How Does Deep Learning Happen:From Behavior Sequence to Action Path

随着新的全球学习格局的形成,社会变革带来了学习概念和学校组织的相应转变。21世纪学习范式转型与深度学习“发生问题”的研究吁求,从实践改革与理论发展两方面要求我们必须重审学习者深度学习。基于此,首先在对深度学习相关文献进行分析的基础上,构建了学习者深度学习行为的课堂观察指标;其次,通过测试卷对“深度学习倾向的学习者”进行聚类识别,为选择性观察提供意义的聚焦对象;再次,基于课堂观察和滞后序列分析法,从实践层面对“课堂中深度学习如何发生”进行学习行为序列的提取与分析;最后,在分析上述研究资料的基础上,形成促进深度学习发生的行动进向:关联知识与行动问题情境的深度学习触发源点、支持身份建构的对话-协作共同体的深度学习中心逻辑以及促进自我扩展的反馈素养的深度学习中介环节,以此在研究转化的意义上回应“学习者深度学习何以发生”的现实问题。

With the formation of a new global learning pattern,social change has brought about corresponding changes in learning concepts and school organizations.The research gap between the transformation of learning paradigm and the“problem”of deep learning in the 21st century requires us to re-examine students’deep learning from both practical reform and theoretical development.Based on this,the research firstly constructs the classroom observation index of students’deep learning behavior on the basis of the literature analysis of the connotation of deep learning;The second is to cluster and identify“students with deep learning tendency”through the test paper,and provide a meaningful focus for selective observation;Thirdly,based on classroom observation and lag sequence analysis,we extract and analyze the sequence of learning behavior from the practical level of“how deep learning occurs in the classroom”;Finally,on the basis of integrating and comparing the above materials and data,three corresponding action paths are proposed from the three dimensions of the trigger source point:central logic and intermediary link of the occurrence of in-depth learning,namely,the problem situation that links knowledge and action,the dialog-cooperative community that supports identity construction,and the feedback literacy that promotes self-expansion.In this way,it responds to the practical problem of“how does deep learning of students happen”in the sense of research transformation.