华东师范大学学报(教育科学版) ›› 2021, Vol. 39 ›› Issue (11): 73-85.doi: 10.16382/j.cnki.1000-5560.2021.11.004

• 学习科学 • 上一篇    下一篇

深度学习品质刻画:评测工具的开发与应用——基于四城市小学生数学学习的实证研究

胡航1, 米雪2, 李雅馨3, 郎启娥3   

  1. 1. 西南大学教师教育学院,重庆 400715
    2. 重庆师范大学初等教育学院,重庆 400715
    3. 西南大学教育学部,重庆 400715
  • 出版日期:2021-11-01 发布日期:2021-10-16
  • 基金资助:
    国家社会科学基金“十三五”规划2019年教育学西部项目(国家一般)“深度学习发生机制、应用与评估研究”(XJA190286)

Characterization of Deeper Learning: The Development and Application of Evaluation Tools: Based on Mathematics Learning of Primary School Students in Four Cities

Hang Hu1, Xue Mi2, Yaxin Li3, Qi’e Lang3   

  1. 1. College of Teacher Education, Southwest University, Chongqing 400715, China
    2. College of Primary Education, Chongqing Normal University, Chongqing 400715, China
    3. Faculty of Education, Southwest University, Chongqing 400715, China
  • Online:2021-11-01 Published:2021-10-16

摘要:

深度学习品质包含学习者个体、群体和深度学习系统三个层面,它已得到理论研究的高度认可,也由于难评测而阻碍了深入研究与课堂实践。图式和SOLO层次分类理论为深度学习评测提供了心理学基础,而思维可视化技术则提供了评测工具,在此基础上设计并开发了学习思维可视化系统,包含学习策略和认知结构两项软件与PDA产品。研究利用所开发的评测系统,在S(华东)、C(东北)、W(华中)和K(西南)四城市对4000余名小学生的数学学习进行了诊断。通过较大数据量的分析,研究得出了三点结论:一是学习策略与认知结构可作为深度学习品质的效应量;二是学习思维可视化系统对深度学习的评测具有较高有效性;三是深度学习课堂应该从以下方面进行改进,包括在学习内容方面关注学科内容、学习策略与认知结构三者的统合,在学习方式方面关注个性化学习与合作学习的结构与运作模式,在思维品质方面关注复杂图式的构建与生成。深度学习品质评测工具的开发与应用将切实提升深度学习实施的可操作性。

关键词: 深度学习品质, 评测工具, 开发, 应用

Abstract:

Deeper learning quality includes individual learners, groups and deeper learning system. On the one hand, it is highly recognized by theoretical research; on the other hand, the difficulty of evaluation hinders in-depth research and classroom practice. Schema and SOLO theory provide a psychological basis for deeper learning evaluation, while the thinking visualization technology provides evaluation tools, so the learning thinking visualization system is designed and developed, including learning strategy software, cognitive structure software and PDA products. Using the developed evaluation system, the study diagnosed the math learning of more than 4,000 primary school students in S (east China), C (northeast China), W (central China) and K (southwest China). Through the analysis of a large amount of data, three conclusions are drawn: first, learning strategy and cognitive structure can be used as the effect quantity of deeper learning quality; second, the visualization system of learning thinking is effective in evaluating deeper learning; third, deeper learning classroom should be improved from the following three aspects: (1) learning content, we should pay attention to the integration of subject content, learning strategy and cognitive structure; (2) learning mode, we should focus on the operation mode and the structure of personalized learning and cooperative learning; (3) thinking quality, we should pay attention to the construction and generation of complex schema. The development and application of deeper learning quality evaluation tools will effectively improve the operability of deeper learning implementation.

Key words: quality of deeper learning, evaluation tool, development, application

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