摘要
随着近几年来核心素养和深度学习等新名词的流行,作为与之因应的课堂变革新理念深度教学被提出来并开始受到越来越多的关注。要准确把握这一新概念就需要对其内涵与外延相关问题予以澄清。从内涵上来说,深度教学实则是有效教学概念的完善与提升,而不是改弦更张式的重建或超越;从外延上来说,深度教学并非一定要确立所谓的“浅层教学”对立面,可以定位为有效教学实践发展的新形态,深度教学是作为落实核心素养的重要渠道,但不是唯一渠道,它与之前流行的诸多教学新概念相比,似乎缺乏内涵的独特性;此外,当前深度教学研究的失衡性也在某种程度上预示着其未来的发展方向。
With the popularity of new terms such as core literacy and in-depth learning in recent years,as a corresponding new concept of classroom change,“deep teaching”has been put forward and begins to receive more and more attention.To grasp this new concept accurately,we need to clarify its connotation and extension.In terms of connotation,deep teaching is the improvement and promotion of effective teaching concepts rather than the reconstruction or transcendence;in terms of extension,deep teaching does not necessarily establish the socalled“shallow teaching”opposition.It can be positioned as a new form of the development of effective teaching practice,and deep teaching is the end of action.Compared with many new teaching concepts prevalent before,it seems to lack the uniqueness of connotation.In addition,the imbalance of current deep teaching research also indicates its future development tendency to some extent.
作者
李倩
刘万海
LI Qian;LIU Wanhai
出处
《天津师范大学学报（基础教育版）》
2020年第2期7-11,共5页
Journal of Tianjin Normal University(Elementary Education Edition)
关键词
深度教学
深度学习
有效教学
核心素养
deep teaching
deep learning
effective teaching
key competency
