为深度学习而教

【作者】 李平；

【导师】 李如密；

【作者基本信息】 南京师范大学 ， 课程与教学论， 2014， 硕士

【摘要】 新课程改革十多年来教学领域发生了巨大的变化,各种理论层出不穷,深度教学理论也正是在教育理论大发展背景下提出来的。其在实际课堂之中对于教师教学有着重要的指导作用,对于学生学习也有着巨大的促进作用。但是深度教学理论研究尚处起步阶段,对它的理论梳理并不多,实践中的认识仍然不足,我们有必要对其进行整体性探讨,促使其在实践中的指导和促进作用得以实现。本研究对深度教学和深度学习的相关文献进行梳理,发现尽管现有研究已经关注到深度教学与深度学习,但是国内的研究仍是不多,而且国内与国外的研究并不同步,国内的很多研究明显没有关注到国外的研究发展趋势,。现有的深度教学研究局限于空洞的形而上的论述,缺乏实践的支撑。在研究方法上,现有的研究多为思辨式的论述,实证研究尚不足。但已有的国内外研究成果对本课题的研究提供了大量基础性借鉴材料。基于现有的研究现状的不足,本研究从深度学习的理论支撑出发,采取课堂观察和访谈的方法,并借鉴国外的深度教学研究的最新成果,论文在分析和综合前人研究的基础上,运用思辩的方法,探讨了深度教学的理性追求,辨析了深度教学的基本内涵,分析了其理论基础主要来源于深度学习的最新成果,并概括深度教学的实践价值。为了对现实的课堂教学实践有所观照,本研究运用实证的方法,对课堂教学深度层面的进行了考察,研究设计了课堂观察量表和访谈提纲,通过课堂观察和课后的师生访谈,在记忆方式、知识体系、关注焦点、投入程度、反思状态、迁移能力以及思维层次等方面进行全方位的了解。考察发现,深度教学在教师素养、教学设计、教学过程、教学评价、教学反思等方面都有待进一步提高。最后,论文还就促进深度教学的实践策略进行了探讨。基于对深度教学的现实归因,联系理论和实践的积累,从五个方面对提出了深度教学的实践策略,首先教师素养可以多方位提升修炼；其次对教学设计进行全面拟定；再次注重教学过程中的智慧生成；再次多元组织教学评价；最后经由教学反思进行调整和强化。更多还原

【Abstract】 Great changes have taken place in the new curriculum of teaching in more than a decade. And all kinds of theories emerge in endlessly. Deep teaching is also proposed under the background of educational theory to the large-scale development. It plays an important role in actual classroom teaching, and has a huge role in promoting deep learning for students. But the theoretical researches are still at the initial stage, there are little theory researches, and practical understanding is insufficient. So it is necessary for us to study deep teaching integrally to prompt its guiding role in practice.Through teasing the literature of deep study and deep learning, we found although current studies pay attention to deep learning and deep study, there are little domestic researches, and the domestic and foreign researches do not converge. Many domestic researches are obviously not concerned about the development trend of foreign studies. The existing studies of deep teaching are limited to empty metaphysical ones, lacking of practical support. The existing research is speculative and many empirical researches are still insufficient in research methods. But the existing research results at home and abroad provide a number of basic reference materials.On the basis of analysis and synthesis of previous studies, the paper explores the rational pursuit of deep teaching, discusses the basic meaning of deep teaching, analyzes that its theoretical basis mainly comes from the latest achievements in deep study, and summarizes the practical value of the deep teaching. In order to contemplate the reality of classroom teaching practice, the study of classroom deep teaching is investigated and the questionnaire and interview outline classroom observation are designed. Through classroom observation and interviews with teachers and students after school, the paper fully studies on memory mode of knowledge, focus, level of commitment, self-reflection, migration ability and level of thinking. It is found that deep teaching is to be further improved in many aspects such as literacy teachers, instructional design, teaching process, teaching evaluation, teaching reflection, etc.At last, the teaching practice strategies of promoting the deep teaching are also discussed in the paper. Based on the reality attribution of deep teaching and linking the theory with practice, the practical strategies of deep teaching are putting forward from five aspects. First, teachers should enhance self-discipline broadly. Secondly, we should develop a comprehensive instructional design. Moreover, wisdom generated in the process of teaching should be emphasized. Furthermore, the teaching evaluation should be organizational diversified. Finally, the teaching reflection should be adjusted and strengthen.更多还原