Issue 5
Nov.  2021
Turn off MathJax
Article Contents
ZUO Huang, XIE Shaofei. The Three Forms of Deep Learning: A Perspective Based on Development of Core Competencies for Chinese Students[J]. Journal of Modern Education, 2021, (5): 59-65.
Citation: ZUO Huang, XIE Shaofei. The Three Forms of Deep Learning: A Perspective Based on Development of Core Competencies for Chinese Students[J]. Journal of Modern Education, 2021, (5): 59-65.

The Three Forms of Deep Learning: A Perspective Based on Development of Core Competencies for Chinese Students

  • Received Date: 2021-05-26
    Available Online: 2021-11-09
  • With the advent of the network era, the perspective of learning research is gradually moving from shallow learning to deep learning. Deep learning is not only an important mechanism for promoting the development of students' core competencies, but also a major learning approach for the future. The core competencies of Chinese students' development include " independent development", "social participation" and "cultural foundation", corresponding to the three foundations of human nature of Marxist philosophy i. e. " autonomy", " sociality" and " property of culture", which contain the three forms of deep learning. Individual cognitive network based on "autonomy", social interaction network based on "sociality" and "actor network" based on "property of culture" are the three forms of learning that promote students' deeper learning of cultural knowledge, as well as the development of their core competencies on self-development and social participation, characterized as "research-based learning", "project-based learning" and "action learning". The three forms of deep learning will play an important role in the formation and development of students' core competencies.

     

  • loading
  • [1]
    郑葳, 刘月霞. 深度学习:基于核心素养的教学改进[J]. 教育研究, 2018, 39(11):56-60.
    [2]
    高东辉, 于洪波. 美国"深度学习"研究40年:回顾与镜鉴[J]. 外国教育研究, 2019, 46(1):14-26.
    [3]
    Marton F, Saljo R. On Qualitative Differences in Learning I:Outcome and Process[J]. British Journal of Educational Psychology, 1976(46):4-11.
    [4]
    National Research Council. Education for Life and Work:Developing Transferable Knowledge and Skills in the 21st Century[M]. Washington, D. C.:National Academies Press, 2012:2-1.
    [5]
    William and Flora Hewlett Foundation. Deeper Learning Competencies[EB/OL]. (2013-04)[2020-08-15]. https://hewlett.org/wp-content/uploads/2016/08/Deeper_Learning_Defined__April_2013.pdf.
    [6]
    林崇德. 中国学生核心素养研究[J]. 心理与行为研究, 2017, 15(2):145-154.
    [7]
    林崇德. 构建中国化的学生发展核心素养[J]. 北京师范大学学报(社会科学版), 2017(1):66-73.
    [8]
    吕世伦, 周世中. 以人为本与社会主义法治[M]. 哈尔滨:黑龙江美术出版社, 2018:174.
    [9]
    陶富源. 终极关怀论[M]. 芜湖:安徽师范大学出版社, 2016:229.
    [10]
    金琪. 中和育人浸润中华优秀传统文化的德育探索[M]. 上海:上海教育出版社, 2017:136.
    [11]
    OECD. The Definition and Selection of Key Competences[Executive Summary] [EB/OL]. (2005-05-27)[2020-08-15]. http://www.oecd.org/dataoecd/47/61/35070367.pdf.
    [12]
    殷常鸿, 张义兵, 高伟, 等. "皮亚杰-比格斯"深度学习评价模型构建[J]. 电化教育研究, 2019, 40(7):13-20.
    [13]
    彼格斯, 科利斯. 学习质量评价:SOLO分类理论(可观察的学习成果结构)[M]. 高凌飚, 张洪岩, 译. 北京:人民教育出版社, 2010:27-33.
    [14]
    G. 西蒙斯. 网络时代的知识和学习——走向联通[M]. 詹青龙, 译. 上海:华东师范大学出版社, 2009.
    [15]
    Kaiser I, Mayer J, Malai D. Self-Generation in the Context of Inquiry-Based Learning[J]. Frontiers in psychology, 2018(9):2440.
    [16]
    李海勇. 研究性学习与创新思维培养研究[M]. 西安:西安交通大学出版社, 2017:6.
    [17]
    孙元涛. 中学数学创新教学策略研究[M]. 北京:国家行政学院出版社, 2016:87.
    [18]
    左璜. 西方研究性学习研究的新进展及其启示[J]. 外国教育研究, 2010, 37(8):42-47.
    [19]
    Sadlo G. Learning through Problems:Perspectives Form Neuroscience[J]. PBL Across the Disciplines:Research into Best Practice, 2011:432.
    [20]
    陈忠华, 韩晓玲. 语言学与文化人类学的边缘化及共交迭领域[M]. 北京:外语教学与研究出版社, 2007:162.
    [21]
    侯洁. 个人学习环境建模与应用研究[M]. 天津:天津科学技术出版社, 2015.
    [22]
    郑勤华. 远程教育的经济问题[M]. 北京:中央广播电视大学出版社, 2015:84.
    [23]
    王志军, 陈丽. 联通主义学习理论及其最新进展[J]. 开放教育研究, 2014, 20(5):11-28.
    [24]
    Siemens G. Connectivism:Learning as Network-creation[J]. ASTD Learning News, 2005, 10(1):1-28.
    [25]
    Wang Z, Chen L, Anderson T. A Framework for Interaction and Cognitive Engagement in Connectivist Learning Contexts[J]. The International Review of Research in Open and Distributed Learning, 2014, 15(2).
    [26]
    Chatti M A, Jarke M, Indriasari T D, et al. NetLearn:Social Network Analysis and Visualizations for Learning[C]//European Conference on Technology Enhanced Learning. Springer, Berlin, Heidelberg, 2009:310-324.
    [27]
    Kokotsaki D, Menzies V, Wiggins A. Project-based Learning:A Review of the Literature[J]. Improving Schools, 2016, 19(3):267-277.
    [28]
    滕珺, 杜晓燕, 刘华蓉. 对项目式学习的再认识:"学习"本质与"项目"特质[J]. 中小学管理, 2018(2):15-18.
    [29]
    周险峰, 张美云, 闫亚军, 等. 教育基本问题研究:回顾与反思[M]. 武汉:华中科技大学出版社, 2016:18.
    [30]
    刘启迪. 打好中国学生发展核心素养的文化基础[J]. 当代教育科学, 2017(5):3-6.
    [31]
    黄甫全. 现代课程与教学论[M]. 北京:人民教育出版社, 2014:37.
    [32]
    左璜, 黄甫全. 行动者网络理论:教育研究的新视界[J]. 教育发展研究, 2012, 32(4):15-19.
    [33]
    左璜, 黄甫全. 试论学生角色的转向:从学习主体到知识主体[J]. 教育发展研究, 2013, 33(6):68-74

    +84.
    [34]
    Revans R. W. Sketches in Action Learning[J]. Performance Improvement Quarterly, 1998, 11(1):23-27.
    [35]
    Bourner T, Rospigliosi A. Origins of the Ethos of Action Learning[J]. Action Learning Research and Practice, 2019, 16(3):1-16.
    [36]
    李宝荣. 行动学习:教师现场式学习的有效路径[J]. 中国教育学刊, 2017(7):30-35.
    [37]
    郭华. 深度学习及其意义[J]. 课程·教材·教法,2016, 36(11):25-32.
  • 加载中

Catalog

    通讯作者: 陈斌, bchen63@163.com
    • 1. 

      沈阳化工大学材料科学与工程学院 沈阳 110142

    1. 本站搜索
    2. 百度学术搜索
    3. 万方数据库搜索
    4. CNKI搜索

    Article Metrics

    Article views (653) PDF downloads(75) Cited by()
    Proportional views
    Related

    /

    DownLoad:  Full-Size Img  PowerPoint
    Return
    Return