首页|走向深度学习的师生学习共同体建构研究——以北京市某高校创立跨学科师生学习共同体为例

走向深度学习的师生学习共同体建构研究——以北京市某高校创立跨学科师生学习共同体为例

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根据深度学习理论提出师生学习共同体建构框架:围绕"参与·成长"的共同愿景、以对话式认知模型为内层、以支持性学习环境为外层的双螺旋模式,实现了学习共同体的情感功能、认知功能和教学功能.北京市某高校创立基于关联课程群的跨学科师生学习共同体,为本科生提供"教师为主导,学生为主体,关注学习过程,重视学习成果"的教育体验,促进了学生的主动学习与合作学习,发展了解决复杂问题、批判、创新等高阶思维能力.
Study on Construction Framework of Teacher-student Learning Community Toward Deep Learning:Based on the Case of Interdisciplinary Learning Community
According to the deep learning theory,this paper proposes a double helix construction framework of teacher-student learning community centered on a shared vision of"engagement and de-velopment,"with the conversational cognitive model as the inner layer and the supportive learning envi-ronment as the outer layer,so as to realize the emotional,cognitive and pedagogical functions of the learning community.A university in Beijing has established an interdisciplinary teacher-student learning community based on linked courses,offering undergraduates an educational experience that emphasizes teacher-led instruction,student-centered learning,and a focus on the learning process and outcomes.This type of community promotes students'active learning and cooperative learning,and improves their higher-order thinking abilities.

teacher-student learning communitydeep learninghigher-order thinking

董庆华、郭广生

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北京工业大学经济与管理学院,北京 100022

北京服装学院文理学院,北京 100029

中央民族大学,北京 100081

师生学习共同体 深度学习 高阶思维

中国高等教育学会2022年度重点课题

22LK0208

2024

清华大学教育研究
清华大学

清华大学教育研究

CSTPCDCSSCICHSSCD北大核心
影响因子:2.734
ISSN:1001-4519
年,卷(期):2024.45(2)
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