摘要
文章构建了基于微慕学习系统的深度学习认知模型,从社会建构主义知识观的角度解释了中小学生远程移动学习的认知流程,并分别从个体认知与群体认知两种学习方式论述了中小学生移动学习过程中的知觉登记、识别、内化以及知识建构流程。文章研究了影响中小学生远程移动学习的相关因素,提出了多通道刺激论断,同时分析了深度学习与浅层学习在教学实践中的不同表现,并针对如何促成微慕深度学习,从教学资源的调配、教学过程的调控以及可视化图示在深度学习中的作用提出了新的见解与应用建议。最后,文章分析了知识点与原知识建构的形态关系,为教学资源的精确剪裁、调配提供了权衡依据。
The article constructed a cognitive model for deep learning based the on micro-moot learning system to explain the cognitive process of remote mobile learning of primary and middle school students from the perspective of knowledge view of social constructivism. In addition, the perceptual registration, recognition, internalization and knowledge construction process during the students＇ remote mobile learning were discussed from the two learning methods of individual cognition andgroup cognition. Mwanwhile, the factors influencing the stduents＇ remote mobile learning were investigated, and a multichannel stimulus argument was put forward. Moreover, the different performances of deep learning and surface learning in the teaching practice were analyzed. The new opinion and application suggestion for promoting the deep learning of the micro-moot were proposed from the aspects of the distribution of teaching resources, the control of teaching process, and the role of visual graphic in the deep learning. Finally, the morphology relationship between the new knowledge points and original knowledge was analyzed, which could provide basis for the precise cutting and the allocation of teaching resources.
出处
《现代教育技术》
CSSCI
2017年第6期87-93,共7页
Modern Educational Technology
关键词
微慕学习系统
认知模型
知识可视化
最近发展区
深度学习
micro-mooc learning system
cognitive model
knowledge visualization
zone of proximal development
deep learning
