如何落实深度学习:教师主导的意义

Significance of Teachers’Guidance in Helping Implement Deep Learning

传统对“深度学习”的理解强调学生的自主,鼓励学生的理解、探究、查证等学习行为,因而“少教多学”“以学定教”等主张迅速流行,小组讨论、合作探究则成为发挥学生主体性的先进教学方法,而对讲授法的讨论和批判则甚嚣尘上。但教学实践证明,一味强调学生“自主”并不是真正的深度学习,深度学习也不可能在缺少教师参与、缺乏教师指导的情况下实现。从学生“自学”的效果、教与学的辩证统一关系、深度学习的内容等角度来看,深度学习的实现必须依赖于教师专业化的引导,对学生主体作用的尊重不能建立在消解教师主导作用的基础上。要落实真正意义上的深度学习,教师需要重视对知识内在结构的挖掘,帮助学生获得结构化的知识体系;要重视语言的艺术性,通过情境性、引导性的语言来激发学习的动机和理解的深度;要重视情感的感染和熏陶,激发学生的情感能量。如此,方能引导学生在深度学习中寻找收获感、锻炼高层次表达、获得积极的情感体验。

Traditional understanding of deep learning emphasizes students’initiative,and encourages students’such learning behaviors as understanding,exploration,and verification.As a result,ideas like‘less teaching,more learning’and‘learning-oriented teaching’have gone viral for a time.Group discussions and collaborative inquiry are seen as advanced teaching approaches to bringing out students’initiative,whereas lecturing is under heavy criticism.However,experiences have shown that overemphasizing initiative is never a true deep learning,nor can a deep learning be achieved when teachers are excluded from discussion and guidance.Seen from the perspective of effectiveness of self-learning,teaching-learning dialectical relations and deep-learning content,deep learning relies on teachers’professional guidance.Respect for students’role as the subject in learning doesn’t necessarily mean dismantle teachers’guiding role.The realization of true deep learning needs teachers’exploration of intrinsic structure of knowledge and help students have a good command of the structured knowledge system.Contextual and guiding languages can be used to activate students’motives in learning and expand their vision of understanding.The power of sentiments can be inspired in students via feelings’appeal and edification.