课堂情境中深度学习行为的影响因素研究

Research on Influencing Factors of Deep Learning Behavior in Classroom Context

为了探析和厘清学生深度学习行为发生的影响因素,研究基于课堂教学视角,对不同学段、不同类型的82节教学视频进行系统观察和切片分析。研究发现:在课堂情境中,深度学习行为发生的程度整体偏低、教师主体深刻影响着课堂深度学习行为的发生、高阶认知目标和诊断性评价对深度学习行为发生的影响更为显著、直观性和参与性强的教学方法有更利于高阶学习行为的发生,而传统教学媒体和一般教学环境不利于深度学习行为的发生。由此,在课堂教学过程中,需结合学生素养发展需求和教学活动情境特点,革新课堂教学理念,营造积极主动的课堂氛围,选择恰当的教学方法,优化知识内容呈现方式,发挥及时评价的作用等,有效引导和驱动有层次、有结构、可持续和可拓展的深度学习行为的发生。

In order to explore and clarify the factors affecting the occurrence of students deep learning behaviors,the study systematically observed and dissected 82 teaching videos of different classes and different types based on the perspective of classroom teaching.It is found that in the classroom context,the degree of occurrence of deep learning behavior is generally low,the teacher subject has a profound influence on the occurrence of deep learning behavior,higher-order cognitive goals and diagnostic evaluation have a more significant impact on the occurrence of deep learning behavior,and the teaching method with strong intuitive participation is more conducive to the occurrence of higher-order learning behavior.However,traditional teaching media and general teaching environment are not conducive to the occurrence of deep learning behavior.Therefore,in the process of classroom teaching,it is necessary to combine the development needs of students literacy and the characteristics of teaching activities,innovate classroom teaching concepts,create a proactive classroom atmosphere,select appropriate teaching methods,optimize the presentation of knowledge content,and give play to the role of timely evaluation,so as to effectively guide and drive the occurrence of hierarchical,structured,sustainable and extensible deep learning behaviors.