摘要
当前高等教育教学存在着浅表化、形式化、短视化等问题,理解与实践“深度学习”是推动高等教育教学改革、提振大学生学习力的有效途径。“深度学习”强调学习者主动的知识建构,但“知识建构”与传统教育观中的“知识传授”并非二元对立的关系,而是分别站在“教”与“学”立场的两种对大学生学习的不同阐述。大学教师应充分认识二者的辩证关系,探寻一条指向学生深度学习中知识建构的教学路径:以知识传授作为教育的重要根基与关键目标;“全景式”呈现知识,引发学生的具身学习;挖掘知识的负载价值,实现知识的“再创造”。
At present,higher education has problems of superficiality,formality and short-sightedness in teaching and learning.Understanding and practicing deep learning is an effective way to promote higher education reform and enhance students’learning power.Deep learning emphasizes learners’active knowledge construction,while knowledge construction is not a dichotomy with traditional concept of knowledge transfer,but two different interpretations of university students’learning from the standpoint of“teaching”and“learning”respectively.University teachers should fully understand the dialectical relationship between the two and explore a teaching path leading to the construction of knowledge in students’deep learning,with knowledge transfer being taken as the important foundation and key goal of education,knowledge being presented in a panoramic way to trigger students’embodied learning and the load value of knowledge being explored to realize the re-creation of knowledge.
作者
张春莉
缪佳怡
张泽庆
Zhang Chunli;Miao Jiayi;Zhang Zeqing(Faculty of Education,Beijing Normal University,Being 100875,China;College of Education for the Future,Beijing Normal University at Zhuhai,Zhuhai,Guangdong 519087,China)
出处
《四川师范大学学报（社会科学版）》
北大核心
2023年第3期125-133,共9页
Journal of Sichuan Normal University(Social Sciences Edition)
基金
中央高校基本科研业务费专项资金资助项目“深度学习视角下的大学课程质量建设研究”(2021NTSS66)的研究成果。
关键词
知识建构
深度学习
知识传授
高等教育
knowledge construction
deep learning
knowledge transfer
higher education
