基于SOLO分類理論的小學(xué)生深度學(xué)習(xí)評價研究
發(fā)布時間：2018-11-07 08:32
【摘要】：深度學(xué)習(xí)是學(xué)習(xí)者基于理解性學(xué)習(xí)的目的,能夠?qū)⑿轮R主動納入已有的知識、經(jīng)驗結(jié)構(gòu)中,采用批判、反思、整合、遷移等方式,最終掌握知識的深層結(jié)構(gòu),達成知識深度理解的學(xué)習(xí)活動�；谏疃葘W(xué)習(xí)的視角"審視"當(dāng)下課堂學(xué)生深度學(xué)習(xí)的真實情況,評價學(xué)生深度學(xué)習(xí)的質(zhì)量,對豐富深度學(xué)習(xí)相關(guān)理論,回應(yīng)現(xiàn)實的課堂問題有著重要的意義。SOLO分類理論作為成熟的評測框架,能夠?qū)�體的理解程度進行具體、清晰的層級劃分,使得理解水平變得可見、可評。SOLO分類理論這一特性為深度學(xué)習(xí)評價提供了很好的參考與借鑒,如何將SOLO分類理論應(yīng)用于深度學(xué)習(xí)評價中,為診斷并促進學(xué)生深度學(xué)習(xí)有著重要的價值。本研究首先基于理論研究,對何為深度學(xué)習(xí)以及SOLO分類理論之于深度學(xué)習(xí)評價系統(tǒng)的梳理和回答。在此基礎(chǔ)上,結(jié)合SOLO學(xué)習(xí)結(jié)果測量模型,編制了深度學(xué)習(xí)測評工具,利用德爾菲法對工具進行修訂和確立。最終運用該工具對一節(jié)五年級語文課學(xué)生的深度學(xué)習(xí)質(zhì)量情況進行案例分析和討論。結(jié)果發(fā)現(xiàn),學(xué)生理解水平總體偏低,整體處于較淺學(xué)習(xí);在學(xué)情差異上,學(xué)生的理解水平并未顯示差異;學(xué)習(xí)任務(wù)主要指向"知道",學(xué)習(xí)深度基本停留于"是什么"。對此,本研究認(rèn)為,基于學(xué)情,確立適切的深度目標(biāo);圍繞大概念,設(shè)置核心的學(xué)習(xí)任務(wù);多元任務(wù)類型,提供深度學(xué)習(xí)的機會和空間等是提升學(xué)習(xí)深度的可行策略。
[Abstract]:Deep learning is that learners can actively incorporate new knowledge into the existing knowledge based on understanding learning, and adopt critical, reflective, integrated, transfer and other methods to master the deep structure of knowledge. Learning activities to achieve a deep understanding of knowledge. Based on the perspective of in-depth learning, this paper "examines" the real situation of students' in-depth learning, evaluates the quality of students' in-depth learning, and enriches the relevant theories of in-depth learning. SOLO classification theory, as a mature evaluation framework, can make the level of individual understanding specific and clear, and make the level of understanding visible. The characteristics of SOLO classification theory provide a good reference for the evaluation of deep learning. How to apply SOLO classification theory to the evaluation of deep learning has important value for diagnosing and promoting students' deep learning. This study is based on the theoretical research, the study of what is depth learning and SOLO classification theory in depth learning evaluation system combing and answering. On this basis, combined with the SOLO learning result measurement model, a depth learning evaluation tool is developed, and the tool is revised and established by Delphi method. Finally, a case study and discussion on the quality of deep learning of a fifth grade Chinese course is carried out by using this tool. The results show that the students' understanding level is on the low side and the whole is in the shallow study; the students' understanding level does not show any difference in the difference of learning situation; the learning task mainly points to "know", and the learning depth basically stays at "what is". In view of this, this study holds that, based on learning situation, it is feasible to establish appropriate depth goals; to set up core learning tasks around large concepts; to provide opportunities and spaces for in-depth learning, and so on, to improve learning depth.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G623.2
[Abstract]:Deep learning is that learners can actively incorporate new knowledge into the existing knowledge based on understanding learning, and adopt critical, reflective, integrated, transfer and other methods to master the deep structure of knowledge. Learning activities to achieve a deep understanding of knowledge. Based on the perspective of in-depth learning, this paper "examines" the real situation of students' in-depth learning, evaluates the quality of students' in-depth learning, and enriches the relevant theories of in-depth learning. SOLO classification theory, as a mature evaluation framework, can make the level of individual understanding specific and clear, and make the level of understanding visible. The characteristics of SOLO classification theory provide a good reference for the evaluation of deep learning. How to apply SOLO classification theory to the evaluation of deep learning has important value for diagnosing and promoting students' deep learning. This study is based on the theoretical research, the study of what is depth learning and SOLO classification theory in depth learning evaluation system combing and answering. On this basis, combined with the SOLO learning result measurement model, a depth learning evaluation tool is developed, and the tool is revised and established by Delphi method. Finally, a case study and discussion on the quality of deep learning of a fifth grade Chinese course is carried out by using this tool. The results show that the students' understanding level is on the low side and the whole is in the shallow study; the students' understanding level does not show any difference in the difference of learning situation; the learning task mainly points to "know", and the learning depth basically stays at "what is". In view of this, this study holds that, based on learning situation, it is feasible to establish appropriate depth goals; to set up core learning tasks around large concepts; to provide opportunities and spaces for in-depth learning, and so on, to improve learning depth.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G623.2
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