教育科学 ›› 2019, Vol. 35 ›› Issue (3): 14-20.

• 课程与教学研究 • 上一篇    下一篇

论深度学习的教学逻辑*

朱立明1, 冯用军1, 马云鹏2   

  1. 1.唐山师范学院 教育学院,河北 唐山 063000
    2.东北师范大学 教育学部,吉林 长春 130024
  • 收稿日期:2019-04-06 出版日期:2019-05-15 发布日期:2021-06-15
  • 作者简介:朱立明(1986- ),男,河北承德人,唐山师范学院教育学院讲师,博士,主要从事课程论、数学教育研究。|冯用军(1980- ),男,四川安岳人,唐山师范学院教育学院教授,硕士生导师,主要从事教育评价研究。|马云鹏(1954- ),男,吉林洮南人,东北师范大学教育学部教授,博士生导师,主要从事小学数学教育、课程与教学论、教师教育研究。
  • 基金资助:
    国家社会科学基金教育学青年课题“高中生数学学科核心素养测评与课程标准一致性研究”(CHA180264)

On the Teaching Logic of the Deep Learning

Zhu Liming1, Feng Yongjun1, Ma Yunpeng2   

  1. 1. Faculty of Education,Tangshan Normal University,Tangshan Hebei 063000,China
    2. School of Education, Northeast Normal University, Changchun Jilin 130024, China
  • Received:2019-04-06 Online:2019-05-15 Published:2021-06-15

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摘要：

深度学习是基于学生有效学习本质的教学设计范式,旨在提升学生的高阶思维能力与问题解决能力。深度学习的教学逻辑由学生认知序列、学科内容特征、学科核心素养、学习效果反思四个要素构成。促进深度学习的教学逻辑的生成策略集中体现在:以“理解与聚焦”为教学主题的价值取向;以“融合与联结”为课堂活动的基本特质;以“创新与实践”为解决问题的主要抓手;以“反思与批判”为思维拓展的关键路径;以“发展与进阶”为多元评价的核心视角。

关键词: 深度学习, 教学逻辑, 核心素养

Abstract:

Deep learning is revelation and profound understanding of the essence of effective learning, which aims to improve people’s advanced thinking ability and problem solving ability.Teaching logic of deep learning is constituted by four elements such as students’ cognitive sequence, subject content feature, key competence of subjects and learning effect reflection.The development strategy of teaching logic of prompting deep learning embodies in: “understanding and creation” as the value orientation of teaching subject;“Fusion and connection” as the essential qualities of class activities; “innovation and practice” as the the main grasp of solving problems; “Reflection and criticizing” as a key way for intellectual exploration and “Development and processing” as the core perspective of result evaluation.

Key words: deep learning, teaching logic, key competence, artificial intelligence