深度学习能力:概念框架、核心维度与测量体系

Deep Learning Competencies:Conceptual Framework,Core Dimensions and Measurement System

在人工智能快速发展的时代,深度学习能力逐渐成为人类解决复杂问题和获得高质量发展的关键因素。为了实现深度学习能力的科学界定和有效测量,文章基于文献研究法,提出了覆盖个体认知、人际协调、自我监管三大领域以及批判性思维能力、创造性思维能力等六个维度的概念框架;通过专家咨询法,编制了由38道试题组成的深度学习能力量表;最后,以江苏省1000名高中生为例开展实证研究,验证测量工具的信效度。结果发现,高中生深度学习能力总体处于中等偏上水平,批判性思维和创新性思维能力亟待提升,性别、年龄、学科对深度学习能力具有一定调节作用。研究有利于科学锚定智能化时代学习能力的培养方向,并能够为面向深度学习的教学改革提供有益参考。

Deep Learning Competencies(DLC for short)has gradually become a key factor for human beings to solve complex problems and achieve high-quality development in the era of rapid development of artificial intelligence.In order to scientifically define and effectively measure DLC,based on the literature research method,this paper proposes a conceptual framework covering three major areas of individual cognition,interpersonal coordination,self-regulation,as well as six dimensions,such as critical thinking ability,creative thinking ability and so on.Then,through expert consultation,a DLC scale composed of 38 questions is developed.Finally,taking 1000 high school students in Jiangsu Province as an example,a empirical study is conducted to verify the reliability and validity of the measurement tool.The results show that the DLC of high school students is generally above the average level,and their critical thinking ability and creative thinking ability need to be improved.Gender,age and discipline have certain regulating effects on DLC.This research is conducive to scientifically anchoring the cultivation direction of learning competencies in the intelligent era and provide useful reference for deep learning-oriented teaching reform.