摘要
2000年以后,学习设计开始受到学界的关注。学习设计是从学生多样化学习需求、认知能力和经验世界出发,设计学习任务框架,并以最合理优化的方式进行组织和呈现,使学生获得更好的学习体验和学习效果。高品质的学习设计既指向每一位学生的深度学习,又指向学生群体的平等互学。本文既建构了高品质学习设计的宏观模型,又从微观角度阐释了学习任务设计的方法,并提出了如何根据学生的发展需求进行学习设计的迭代与更新。
Learning Design has been concerned since 2000 s.Learning design is to design the learning task framework in the most reasonable and optimized way, basing on different learning needs, cognitive abilities and life experiences of students, so that the students will obtain better learning experience and learning result. High-quality learning design for deep learning of every student as well as for the equal learning opportunities of students group. This paper constructs the model of high-learning design from macro perspective,and explains how to design the learning task from the micro perspective,and it puts forward to the way to update the learning design according to the needs of students development.
作者
陈静静
Chen Jingjing(School of Education,Shanghai Normal University,Shanghai 200234)
出处
《教育发展研究》
CSSCI
北大核心
2020年第4期44-52,共9页
Research in Educational Development
基金
2019年全国教育科学规划课题教育部重点课题“基于学生深度学习的教育生态重构”(DHA190381)的阶段性成果.
关键词
学习设计
深度学习
学习共同体
大概念
逆向设计
learning design
deep learning
school as learning community
big idea
backward design
