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
Study on Construction Framework of Teacher-student Learning Community Toward Deep Learning:Based on the Case of Interdisciplinary Learning Community
董庆华 1郭广生2
作者信息
- 1. 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
- 2. 中央民族大学,北京 100081
- 折叠
摘要
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.
Abstract
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.
关键词
师生学习共同体/深度学习/高阶思维Key words
teacher-student learning community/deep learning/higher-order thinking引用本文复制引用
基金项目
中国高等教育学会2022年度重点课题(22LK0208)
出版年
2024
NETL
NSTL
万方数据