摘要
深度学习作为数字时代与学习科学发展的共同产物,其对课堂变革引领与核心素养培育的重要性不言而喻。为明确深度学习的一线课堂教学现状,以课堂观察与师生访谈为研究方式,发现实践中呈现出丰富的学习资源缺乏层级线索、严密的环节设计难及真实体验、浅层的学科跨越疏于内在联系等异化样态。依据学术概念的多维抽象、教师理解的权力让渡、应试导向的本质疏远与内隐文化的“非我”规约等相关成因,研究建议推进深度学习课堂本义复归的策略为:达成概念本体共识的实践抓点,训导教师深层理解的系统观点,深耕命题导向转变的技术要点,回归聚焦学生主体的文化原点。
As a product of the digital age and the development of learning science,deep learning plays a critical role in classroom reform and core competency development.To clarify the current situation of deep learning in primary classroom teaching,this study identifies several alienation forms in classroom practice based on classroom observations and interviews with teachers and students,including lacking hierarchical clues in rich learning resources,the difficulty in designing rigorous teaching procedures,and shallow interdisciplinary integration with weak internal connections,failing to provide authentic experiences.Based on the relevant factors such as the multi-dimensional abstraction of academic concepts,the transfer of teachers’understanding power,the essential estrangement from the test-oriented approach,and the“non-self”regulations of implicit culture,this research suggests the following strategies to restore the original meaning of deep learning classrooms,including identifying practical entry points for conceptual consensus,training teachers’deep understanding through systematic perspectives,promoting technical key points in transforming the orientation of proposition setting,and returning to student-centered cultural foundations.
作者
丁奕然
吕立杰
DING Yiran;LV Lijie(College of Teacher Education,Southwest University,Chongqing,400715;Faculty of Education,Northeast Normal University,Changchun Jilin,130024)
出处
《现代基础教育研究》
2025年第3期195-201,共7页
Research on Modern Basic Education
基金
2022年度教育部哲学社会科学研究重大攻关项目“‘双减’背景下基础教育课堂形态与高质量发展研究”(项目编号:22JZD047)。
关键词
深度学习
课堂变革
异化样态
教学策略
deep learning
classroom reform
alienation patterns
teaching strategy
