摘要
"双减"要"减负",而深度学习却要"学得深",不少人担忧它们存在矛盾冲突。二者实则是一种虚假的对立,它们的初衷都在于促进学生发展,落脚点都是提高教学质量。深度不等于负担,深度学习也不一定增加负担。存在上述担忧的根源在于:教育工作者对"深"与"浅"的认识偏差,从而导致浅层学习不到位、浅层知识受忽视。因此,我们需要澄清深度学习、浅层学习和浅层知识的概念,把握好深度教学的实践尺度,并重视浅层教学的改进。
The purpose of “Double-reduction” is to reduce learning burden, while deep learning requires learning deeply, and it is beliened by many people that there may be a conflict between them. In fact, the conflict doesn’t exist. Because the original intention of them is actually the same, which is to promote students’ development and the key to their implementation is to improve the quality of teaching. What is more, depth is not equal to burden, and deep learning does not mean that it will increase burden. The reason why the concern exists is rooted in the misconception about the relationship of“depth”and“surface”, which lead to the inadequate surface learning and neglect of surface knowledge. Therefore, it requires us to clarify the concept of deep learning, surface learning and surface knowledge, grasp the practical scale of deep teaching, and pay attention to the improvement of surface teaching.
作者
吴颖
周序
WU Ying;ZHOU Xu(Faculty of Education,Beijing Normal University,Beijing 100875)
出处
《湖南第一师范学院学报》
2022年第3期79-83,112,共6页
Journal of Hunan First Normal University
关键词
“双减”
深度学习
浅层学习
浅层知识
"Double-reduction"
deep learning
surface learning
surface knowledge
