摘要
深度学习作为推动课程改革的重要抓手和学科教学中落实核心素养的主要途径,为提高物理概念教学质量提供了良好契机。然而,实践场域中尚存课堂参与表面化、概念理解模糊化、体系建构同质化、实践运用浅层化和自我反馈缺少化等问题,其主要根源在于主体地位虚化、应试倾向凸显、教学过程僵化、教学情境固化、题海战术驱使等因素。结合深度学习的内涵与特征,应从基于深度参与强化学生主体地位、基于深度理解明确物理概念本质、基于深度整合建构个体概念图式、基于深度迁移解决真实情境问题、基于深度反思引导学生学会学习等路径,予以突破。
As the key of promoting curriculum reform and the main way to implement core competency in discipline teaching,deep learning provides a good opportunity for improving the quality of physics concept teaching.However,there are still some problems in practical field,such as superficial participation in classroom,vague concept understanding,homogeneous system construction,shallow practical application and insufficient self-feedback.Mainly due to factors such as the blurring of the subject status,the manifestation of the test-taking tendency,the rigidity of the teaching process,the solidification of the teaching situation,and the driving of the excessive assignments tactics.Combining the connotation and characteristics of deep learning the problems can be solved by the following paths:strengthening students’central status by deep participation;clarifying the essence of physical concepts by deep understanding;constructing individual conceptual schema by deep integration;solving problems in real context by deep transfer;guiding students to learn how to study by deep reflection.
作者
吕艳坤
唐丽芳
LV Yankun;TANG Lifang(Faculty of Education,Northeast Normal University,Changchun Jilin,130024)
出处
《现代基础教育研究》
2022年第3期118-124,共7页
Research on Modern Basic Education
关键词
概念教学
深度学习
核心素养
高中物理
concept teaching
deep learning
core competency
physics in high school
