篇名 | |
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並列篇名 | Improving Teaching Conducive to Deep Learning: Using Primary Arithmetic As an Example |
作者 | 馬雲鵬 |
中文摘要 | 深度學習是以培養學生高階思維和問題解決能力為核心目標的教學設計理念,與發展學生核心素養的教育觀相吻合。深度學習教學改進研究遵循教學的整體觀,指向學生的核心素養,聚焦學科本質分析和理解學科核心內容。深度學習教學改進的基本要素,包括選擇挑戰性主題、確定指向核心素養的學習目標、設計深度探究的教學活動和持續性的評價。深度學習的實現需要教師創造性的實踐,本研究以小學數學中「小數除法」為例,闡述深度學習教學改進的具體設計與實施。 |
英文摘要 | Deep learning could help achieve the educational goals of nurturing students’ core competencies including cultivating students’ higher-level thinking and problem-solving ability. This paper reports a research on designing primary arithmetic teaching conducive to deep learning. The teaching design takes into consideration of students’ holistic learning outcomes as well as the nature of the subject. It is developed through analysing learning theories on core competencies, the core subject knowledge structure and the key concepts of the subject. The basic elements of the teaching include selecting challenging topics, identifying learning objectives that point to core competencies, and designing inquiry learning activities and continuous evaluation. The realization of deep learning requires the creative practice of teachers. Using the topic of decimal fraction division as an example, this paper shows the concrete design and implementation of the teaching conducive to deep learning. |
起訖頁 | 099-116 |
關鍵詞 | 小學數學、核心素養、深度學習、primary school mathematics、core competencies、deep learning |
刊名 | 課程研究 |
期數 | 202009 (15:2期) |
出版單位 | 高等教育出版公司 |
DOI | 10.3966/181653382020091502005 複製DOI |
該期刊-上一篇 | 芬蘭教師的數學探究教學模式設計:以「縮圖與比例尺」為例 |
該期刊-下一篇 | 概念重建運動之接棒:課程研究的物質轉向—評《教育物質:新唯物論與課程研究》 |