深度学习理念下内涵式课堂教学构架与启示
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摘要
课堂教学作为学校教育最主要的教学形式,是教育教学改革最直接的场所。文章聚焦于当下课堂教学的主要问题,结合学生学习认知理论基础,融入深度学习的思想,建构起以深度学习、文化渗透、情感融合和认知发展为核心的内涵式课堂教学框架,并提出了内涵式课堂教学建设的启示:维护课堂教学生态,注重学生可持续发展;聚焦核心素养培育,激发学生自主创新力;文化引领课堂教学,培养学生核心价值观;构建课堂教学共同体,让教学焕发生命活力,试图为由"标签式"的课堂向"内涵式"的课堂转变提供参考。
As the most important teaching form of school education, classroom teaching is the most direct place for education teaching reform. Focused on the main problems of current classroom teaching, combined the basis of students' learning and cognitive theory and integrated the idea of deep learning, this paper constructed a connotative classroom teaching framework which was centered on deep learning, cultural penetration, emotional integration and cognitive development. In addition, the enlightenment of the connotative classroom construction was put forward,which included maintaining classroom teaching ecology to concentrate on students' sustainable development; focusing on the cultivation of core literacy to simulate students' independent innovation ability, making culture lead classroom teaching to cultivate students' core values; building classroom teaching community to allow the classroom to be vigorous. The results of this paper could provide reference for the transition from "label-based" classroom to"connotative" classroom.
As the most important teaching form of school education, classroom teaching is the most direct place for education teaching reform. Focused on the main problems of current classroom teaching, combined the basis of students' learning and cognitive theory and integrated the idea of deep learning, this paper constructed a connotative classroom teaching framework which was centered on deep learning, cultural penetration, emotional integration and cognitive development. In addition, the enlightenment of the connotative classroom construction was put forward,which included maintaining classroom teaching ecology to concentrate on students' sustainable development; focusing on the cultivation of core literacy to simulate students' independent innovation ability, making culture lead classroom teaching to cultivate students' core values; building classroom teaching community to allow the classroom to be vigorous. The results of this paper could provide reference for the transition from "label-based" classroom to"connotative" classroom.
引文
[1]辛朋涛.道尔顿制与“菜单式”班级授课制的结合--兼论文科研究生教学组织形式的变革[J].学位与研究生教育,2006,(5):49-53.
[2]杨清.后模式时代的学校课堂教学变革:从标签化多样到内涵式多元[J].中国教育学刊,2016,(9):51-56.
[3]叶澜.让课堂焕发出生命活力--论中小学教学改革的深化[J].教育研究,1997,(9):3-8.
[4]叶澜.课堂教学过程再认识:功夫重在论外[J].课程·教材·教法,2013,(5):3-13.
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[7]郑金洲.重构课堂[J].华东师范大学学报(教育科学版),2001,(3):53-63.
[8]Fullan M,Langworthy M.A rich seam:How new pedagogies find deep learning[M].London:Pearson,2014:21-29.
[9]Fullan M.Commentary:The new pedagogy:Students and teachers as learning partners[J].Learning Landscapes,2013,(2):23-29.
[10]詹青龙,陈振宇,刘小兵.新教育时代的深度学习:迈克尔·富兰的教学观及启示[J].中国电化教育,2017,(5):73-79.
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[14]尹睿.情景学习与建构主义学习的批判:校本学习研究的视角[J].教育发展研究,2008,(10):53-57.
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[16]贾义敏,詹春青.情境学习:一种新的学习范式[J].开放教育研究,2011,(5):29-39.
[17]Indraganti M.Enquiry-based learning workshop for deep learning in Middle Eastern classrooms--An action research approach[J].Educational Action Research,2018,(4):603-625.
[18](美)阿妮塔·伍德沃克著.陈红兵,张春莉译.教育心理学(第八版)[M].南京:江苏教育出版社,2005:302.
[19]Entwistle N.Promoting deep learning through teaching and assessment:A conceptual frameworks and educational contexts[OL].
[20]Perry W G.Forms of intellectual and ethical development in the college years:A Scheme[M].San Francisco,Calif:Jossey-Bass Publishers,1999:9-16.
[21]Pratt D D,Kelly M,Wong W S S.Chinese conceptions of“effective teaching”in Hong Kong:Towards culturally sensitive evaluation of teaching[J].International Journal of Lifelong Education,1999,(4):241-258.
[22]Hardy C,Tolhurst D.Epistemological beliefs and cultural diversity matters in management education and learning:A critical review and future directions[J].Academy of Management Learning&Education,2014,(2):265-289.
[23]武小鹏,张怡.数学学科视域下课堂互动双编码模型应用研究[J].数学教育学报,2017,(5):59-65.
[24]康淑敏.基于学科素养培育的深度学习研究[J].教育研究,2016,(7):111-118.
[26](美)约翰·杜威著.王承绪译.民主主义与教育[M].北京:人民教育出版社,1990:92.
[27](巴西)保罗?弗莱雷著.顾建新,赵友华,何曙荣译.被压迫者教育学[M].上海:华东师范大学出版社,2014:26.
[28]张华.对话教学:涵义与价值[J].全球教育展望,2008,(6):7-16.
[2]杨清.后模式时代的学校课堂教学变革:从标签化多样到内涵式多元[J].中国教育学刊,2016,(9):51-56.
[3]叶澜.让课堂焕发出生命活力--论中小学教学改革的深化[J].教育研究,1997,(9):3-8.
[4]叶澜.课堂教学过程再认识:功夫重在论外[J].课程·教材·教法,2013,(5):3-13.
[5]Draper S.Deep and surface learning:The literature[OL].
[6]Dolmans D H J M,Loyens S M M,Marcq H,et al.Deep and surface learning in problem-based learning:A review of the literature[J].Advances in Health Sciences Education,2016,(5):1087-1112.
[7]郑金洲.重构课堂[J].华东师范大学学报(教育科学版),2001,(3):53-63.
[8]Fullan M,Langworthy M.A rich seam:How new pedagogies find deep learning[M].London:Pearson,2014:21-29.
[9]Fullan M.Commentary:The new pedagogy:Students and teachers as learning partners[J].Learning Landscapes,2013,(2):23-29.
[10]詹青龙,陈振宇,刘小兵.新教育时代的深度学习:迈克尔·富兰的教学观及启示[J].中国电化教育,2017,(5):73-79.
[11][25]曲振琳,张洋.互动·和谐·共生--生态课堂建设的实践研究[J].教学与管理,2017,(21):102-104.
[12](美)戴维·H·乔纳森等编.郑太年等译.学习环境的理论基础[M].上海:华东师范大学出版社,2002:347.
[13]莫雷,张卫.学习心理研究[M].广州:广东人民出版社,2005:138-142.
[14]尹睿.情景学习与建构主义学习的批判:校本学习研究的视角[J].教育发展研究,2008,(10):53-57.
[15]张浩,吴秀娟.深度学习的内涵及认知理论基础探析[J].中国电化教育,2012,(10):7-11、21.
[16]贾义敏,詹春青.情境学习:一种新的学习范式[J].开放教育研究,2011,(5):29-39.
[17]Indraganti M.Enquiry-based learning workshop for deep learning in Middle Eastern classrooms--An action research approach[J].Educational Action Research,2018,(4):603-625.
[18](美)阿妮塔·伍德沃克著.陈红兵,张春莉译.教育心理学(第八版)[M].南京:江苏教育出版社,2005:302.
[19]Entwistle N.Promoting deep learning through teaching and assessment:A conceptual frameworks and educational contexts[OL].
[20]Perry W G.Forms of intellectual and ethical development in the college years:A Scheme[M].San Francisco,Calif:Jossey-Bass Publishers,1999:9-16.
[21]Pratt D D,Kelly M,Wong W S S.Chinese conceptions of“effective teaching”in Hong Kong:Towards culturally sensitive evaluation of teaching[J].International Journal of Lifelong Education,1999,(4):241-258.
[22]Hardy C,Tolhurst D.Epistemological beliefs and cultural diversity matters in management education and learning:A critical review and future directions[J].Academy of Management Learning&Education,2014,(2):265-289.
[23]武小鹏,张怡.数学学科视域下课堂互动双编码模型应用研究[J].数学教育学报,2017,(5):59-65.
[24]康淑敏.基于学科素养培育的深度学习研究[J].教育研究,2016,(7):111-118.
[26](美)约翰·杜威著.王承绪译.民主主义与教育[M].北京:人民教育出版社,1990:92.
[27](巴西)保罗?弗莱雷著.顾建新,赵友华,何曙荣译.被压迫者教育学[M].上海:华东师范大学出版社,2014:26.
[28]张华.对话教学:涵义与价值[J].全球教育展望,2008,(6):7-16.