摘要
中国古代学习思想呈现出“学有所悟”和“学以致用”的深度学习特质,主张“理解之深”“涉猎之广”和“运用之实”的深度学习目标,强调“多连博贯地掌握知识”“具备创新性思维能力”“自主地投入学习过程”和“体验高层次的情感参与”的深度学习表征,倡导博学阶段贵在“重专精”、慎思阶段务须“善自省”和笃行阶段尤应“倡协作”的深度学习过程。弘扬中国古代深度学习思想,有助于回归深度学习认知的人本化取向,推动深度学习理论体系构建,并为探索促进学生深度学习的本土化教学实践方案提供启示。
Ancient Chinese learning ideology presents the deep-learning characteristics of “learning while understanding” and “learning while applying”, advocates the deep-learning goals of “deep understanding” “extensive exploration” and “practical application”, emphasizes the deep-learning demonstration of “mastering knowledge in multiple and coherent manners” “innovative thinking”“independent participation in learning” and “experiencing high-level emotional participation”, and uphold the deep-learning process of “focusing on expertise during learning” “reflecting during thinking”and “collaborating during practice”. Promoting ancient Chinese deep-learning ideology will help return to the humanistic orientation of deep learning cognition, promote the construction of deep learning theoretical system, and enlighten the exploration of localized teaching practice that promotes deep learning for students.
作者
王天平
杨玥莹
Wang Tianping;Yang Yueying(Faculty of Education of Southwest University)
出处
《教育史研究》
2022年第3期88-98,共11页
Educational History Studies
基金
国家社会科学基金2019年度教育学西部项目“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
中国古代学习思想
深度学习目标
深度学习表征
深度学习过程
ancient Chinese learning ideology
deep-learning goal
deep-learning demonstration
deep-learning process
