摘要
深度学习是当前学习科学和教育教学领域重点关注的热点话题。国内外学者对“如何促进深度学习发生”进行了系列研究,但是现有研究忽视了教师对学生深度学习状态的识别,因而实践中无法采用精准的教学干预。运用扎根理论对159篇教师发表的深度学习文献进行三级编码,逐步构建出教师视野中的学生深度学习三维状态表征体系。该表征体系由认知、行为和情感三个维度构成,其中认知状态包括分析解释、推理质疑、概括论证等9种表征,行为状态包括主动交互、自主学习、执行计划等9种表征,情感状态包括产生学习动机、养成学习态度、形成学习意指等8种表征。对学生深度学习状态表征的进一步分析发现,深度学习的概念内涵实操性较弱、对学习层次区分的敏感性较低以及将中等水平的深度学习当作学习目标是造成教师对学生课堂深度学习出现认知偏误的深层原因。因此,教师不仅要学习和实践深度学习的发生机制和促进策略,更要从学习者的多维发展视角精准科学地理解课堂深度学习的本真。该表征体系扩宽和深化了已有研究成果,为教师有效开展促进学生深度学习的教学实践提供了方向指引。
Deep learning is currently a hot topic in the field of learning science and education.Domestic and foreign scholars have conducted a series of studies on“how to promote the occurrence of deep learning”,but these studies ignore teachers’recognition of students’deep learning state.Therefore,precise teaching interventions cannot be used in practice.Grounded theory is used to perform three-level coding of 159 deep learning documents published by teachers,and a three-dimensional representation system of students’deep learning state is gradually constructed.The representation system is composed of three dimensions:cognition,behavior,and emotion,including 9 cognitive representations,9 behavior representations,and 8 emotion representations.Through further analysis of the representation of students’deep learning state,it is found that the weak practicality of concept,the low sensitivity to the distinction of learning levels,and the use of medium-level deep learning as a learning goal are the underlying reasons for teachers’cognitive biases toward students’deep learning in class.Therefore,teachers must not only learn and practice the occurrence mechanism and promotion strategies of deep learning,but also accurately and scientifically understand the nature of deep learning from the perspective of learners’multi-dimensional development.This three-representation system broadens and deepens the existing research results,and provides direction guidance for teachers to effectively carry out the teaching practice that promotes students’deep learning.
作者
王天平
杨玥莹
张娇
陈泽坤
赵栩苑
WANG Tianping;YANG Yueying;ZHANG Jiao;CHEN Zekun;ZHAO Xuyuan
出处
《现代远程教育研究》
CSSCI
北大核心
2021年第5期63-71,81,共10页
Modern Distance Education Research
基金
国家社会科学基金教育学西部项目“基于多维数据挖掘的课堂深度学习发生机制研究”(XHA190291)。
关键词
深度学习
教师视野
认知表征
行为表征
情感表征
扎根理论
Deep Learning
Teachers’Perspective
Cognitive Representation
Behavior Representation
Emotion Representation
Grounded Theory
