發(fā)布時間：2018-03-25 13:46

  本文選題：研究生　切入點：深度學習　出處：《江南大學》2017年碩士論文

【摘要】：研究生教育作為以研究性學習為主線的教育,肩負著培養(yǎng)學生進行批判性思考、解決復雜問題等深度學習能力完成科研任務的責任。然而灌輸式的教學、接收式的獲取知識,無疑是阻礙深度學習發(fā)展的主要因素。對碩士研究生進行深度學習現狀調查的數據顯示,研究生在深度學習方面表現不佳。翻轉課堂作為互聯網時代特有的創(chuàng)新教學形式,為學習科學領域深受關注的深度學習研究創(chuàng)造了新的探索空間。本研究旨在通過解決以下三個問題來實現促進研究生深度學習的目的:促進研究生深度學習翻轉課堂的內涵是什么?如何設計能夠促進研究生深度學習的翻轉課堂?如何評價學生實現了深度學習?雖然國內外對深度學習的諸多研究在研究背景、探究方向等方面不相一致,但深度學習在本質上是一種以理解為導向、以理解深度為表征的學習,旨在追求對學生高階能力的培養(yǎng)。翻轉課堂旨在使學生由淺表學習走向深度學習,由初級理解向深度理解發(fā)展。深度學習的本質與翻轉課堂的旨趣相契合,因而提供了新的研究視角。本研究基于理解的視角從宏觀和微觀兩個層面對促進深度學習的翻轉課堂進行設計。微觀層面提出課前自我理解、課中分享與辯論理解、課后反思理解和課終遷移應用的設計策略,使學習者圍繞衍生性問題進行自主與協(xié)作知識建構,在解決問題的過程中培養(yǎng)學習者的問題意識與批判性思維,最終實現以知識理解與遷移應用為目標的深度學習。宏觀層面,主要進行的是前期分析,目標、內容、環(huán)境、評價的設計,以達到“助力學生構建知識體系;引發(fā)學生內外觀點的碰撞;實現不同時空的有效鏈接;保證評價功能實現”的目的。本研究應用基于設計的研究方法,依托兩門研究生課程——《教學設計》、《教育技術學基本理論》,在迭代循環(huán)的教學實踐中不斷通過反思總結與數據反饋,對構建的翻轉課堂框架進行優(yōu)化和改進,最終形成完善的翻轉課堂設計模型。在對過程中產生的數據進行效果分析發(fā)現:促進深度學習的翻轉課堂能夠增強課堂師生人際互動,提升學生課程參與感;能夠增強深層學習動機、提高學生學習投入,深化學生對深度學習策略的應用;同時能夠提高學生理解水平,促進深度學習認知能力的發(fā)展。也即能夠實現促進學生進行深度學習的目的。
[Abstract]:As the main line of research learning, postgraduate education is responsible for cultivating students' critical thinking, solving complex problems and other in-depth learning ability to complete scientific research tasks. There is no doubt that it is the main factor that hinders the development of deep learning. The data from the survey of the current situation of deep learning of graduate students show that the graduate students are not performing well in the field of deep learning. Flipping classroom is a unique innovative teaching form in the Internet era. The purpose of this study is to promote postgraduate deep learning by solving the following three problems: to promote the turnover of graduate deep learning. What is the connotation of the classroom? How to design the flipping classroom which can promote the postgraduate deep study? How to evaluate the students to achieve in-depth learning? Although many researches on deep learning at home and abroad are not consistent in research background and research direction, deep learning is essentially a kind of learning that is guided by understanding and characterized by depth of understanding. The purpose of flipping classroom is to make students change from superficial learning to deep learning and develop from primary understanding to deep understanding. The essence of deep learning is consistent with the purpose of flipping classroom. Therefore, a new research perspective is provided. Based on the perspective of understanding, this study designed the flipped classroom to promote in-depth learning from the macro and micro levels. At the micro level, it proposed pre-class self-understanding, in-class sharing and debate understanding. The design strategies of introspection and understanding after class and application of transfer at the end of class enable learners to construct their own and cooperative knowledge around derivative problems, and to cultivate learners' awareness of problems and critical thinking in the process of problem solving. Finally, we can realize the deep learning with the goal of knowledge understanding and transfer application. At the macro level, we mainly carry out the design of pre-analysis, goal, content, environment and evaluation, in order to help the students to construct the knowledge system. The purpose of this study is to cause students' internal and external views to collide; to realize effective links between different time and space; to ensure the realization of evaluation function. Relying on two postgraduate courses "instructional Design" and "the basic Theory of Educational Technology", in the teaching practice of iterative cycle, through reflection, summary and data feedback, this paper optimizes and improves the framework of the flipped classroom. Finally, a perfect model of flipping classroom design is formed. Through the analysis of the data produced in the process, it is found that the flipped classroom can enhance the interpersonal interaction between teachers and students and enhance the students' sense of participation in the curriculum. It can enhance the deep learning motivation, increase the students' learning investment, deepen the students' application of the deep learning strategy, and improve the students' understanding level. To promote the development of cognitive ability of deep learning, that is to say, to achieve the purpose of promoting students to carry out deep learning.
【學位授予單位】：江南大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G434;G643

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本文編號：1663392