摘要
文章在建构主义、情境认知、连通主义及元认知理论的指导下,基于学习元的内容与活动整合、协同建构等功能,依托"摄影技术与艺术"课程开展了实证研究,试图为大学生构建一个个性化学习环境,促进大学生的情感和认知行为投入,推动学习资源、学习方式、教学方式和学习评价等方面的变革,帮助学习者深度理解复杂概念、实现知识的迁移、形成问题解决能力和批判性思维,以期为高校教育带来一种全新的模式,促进各专业大学生的深度学习。
Under the theories of the constructivism, situation cognition, connectionism and metacognition, and based on the learning cell＇ functions of content and activity integration, collaborative construction, an empirical study which was relied on the curriculum of Technique and Art of Photography was taken. A personal learning environment, promoting the university student＇s emotion and behavior input and learning resources, learning mode, teaching methods, learning evaluation reforms, leading to deep learning, realizing the transfer of knowledge and the formation of problem solving ability and critical thinking, was constructed, which attempted to bring a new mode for university education and promoted professional college students to learn deeply.
出处
《现代教育技术》
CSSCI
2016年第4期48-54,共7页
Modern Educational Technology
基金
"移动学习"教育部-中移动联合实验室建设项目"泛在学习资源的动态生成与协同进化机制研究"(项目编号:HX201307)资助
关键词
浅层学习
深度学习
学习元
翻转课堂
学习科学
surface learning
deep learning
learning cell
flipped classroom
learning science
