本文選題：深度學(xué)習(xí) + 教學(xué)模式��； 參考：《山西師范大學(xué)》2017年碩士論文

【摘要】：在教學(xué)科學(xué)不斷發(fā)展的今天,深度學(xué)習(xí)逐漸成為教育所追求的熱點(diǎn)理念。如何將深度學(xué)習(xí)融入到教學(xué)模式當(dāng)中將成為研究的重中之重。深度學(xué)習(xí)在中國(guó)的研究起步較晚,研究的熱點(diǎn)主要集中在理論部分,本文以深度學(xué)習(xí)教學(xué)模式為切入點(diǎn),在詳細(xì)參閱深度學(xué)習(xí)理論及前人研究的基礎(chǔ)上,開展實(shí)證研究,力求更好的將學(xué)生培養(yǎng)為愛學(xué)習(xí),能學(xué)習(xí),會(huì)學(xué)習(xí)的學(xué)習(xí)者。本文的研究問(wèn)題主要有以下三個(gè):第一,如何將深度學(xué)習(xí)理念融入到教學(xué)模式設(shè)計(jì)當(dāng)中?第二,深度教學(xué)模式是否能改善進(jìn)學(xué)生的深度學(xué)習(xí)狀況?第三,深度教學(xué)模式能否提高學(xué)生的英語(yǔ)學(xué)習(xí)成績(jī)?為了更好的開展研究,本文主要采納了調(diào)查法和實(shí)驗(yàn)法。通過(guò)調(diào)查法對(duì)昔陽(yáng)縣丁峪中學(xué)八年級(jí)實(shí)驗(yàn)班的深度學(xué)習(xí)情況進(jìn)行了調(diào)查,結(jié)果表明現(xiàn)階段被試學(xué)生的深度學(xué)習(xí)狀況不容樂(lè)觀,學(xué)習(xí)過(guò)程中存在很多淺層學(xué)習(xí)的狀況。以此為基礎(chǔ),本文設(shè)計(jì)了合理優(yōu)化的深度學(xué)習(xí)教學(xué)模式,其中包括制定全面的教學(xué)目標(biāo)、合理運(yùn)用情景教學(xué)法、開展合作學(xué)習(xí)、建構(gòu)條理的知識(shí)框架、采取多元化評(píng)價(jià)方式,以及進(jìn)行及時(shí)反思。隨之,通過(guò)實(shí)驗(yàn)法,將深度教學(xué)模式設(shè)計(jì)運(yùn)用到了八年級(jí)實(shí)驗(yàn)班英語(yǔ)教學(xué)當(dāng)中。經(jīng)過(guò)一學(xué)期的實(shí)驗(yàn),本文對(duì)八年級(jí)實(shí)驗(yàn)班的期末成績(jī)進(jìn)行了收集整理,并結(jié)合八年級(jí)對(duì)照班期末考試成績(jī)進(jìn)行了對(duì)比分析。數(shù)據(jù)表明實(shí)驗(yàn)班的英語(yǔ)成績(jī)有顯著性提高。隨后再次發(fā)放深度學(xué)習(xí)調(diào)查問(wèn)卷,對(duì)整體的深度學(xué)習(xí)狀況再次進(jìn)行數(shù)據(jù)收集。通過(guò)對(duì)比前后問(wèn)卷,有力的證明了本文的假設(shè)。學(xué)生的深度學(xué)習(xí)狀況有了顯著性提高,特別是在對(duì)問(wèn)題進(jìn)行批判分析、對(duì)知識(shí)進(jìn)行全面整合、有效建構(gòu)知識(shí)框架,以及對(duì)所學(xué)知識(shí)進(jìn)行遷移運(yùn)用方面。但是學(xué)生的問(wèn)題解決能力和主動(dòng)終生的學(xué)習(xí)態(tài)度依然相對(duì)較為薄弱�？偠灾�,深度教學(xué)模式能有效的提高學(xué)生的深度學(xué)習(xí)狀況,并且能夠提高學(xué)生的英語(yǔ)學(xué)習(xí)成績(jī)。至此,深度教學(xué)模式不僅豐富了深度學(xué)習(xí)的理論與實(shí)踐研究,更重要的是,深度教學(xué)模式將更好更有力的服務(wù)于學(xué)生,為培養(yǎng)愛學(xué)習(xí),能學(xué)習(xí),會(huì)學(xué)習(xí)的學(xué)習(xí)者這個(gè)深度理念提供了堅(jiān)實(shí)的基礎(chǔ)。
[Abstract]:With the continuous development of teaching science, in-depth learning has gradually become a hot idea pursued by education. How to integrate the deep learning into the teaching mode will become the most important research. The research of deep learning starts late in China, and the research focus is mainly on the theoretical part. This paper takes the teaching mode of deep learning as the starting point and carries out empirical research on the basis of detailed reference to the theory of deep learning and previous studies. Strive to better students to love to learn, can learn learners. The main research questions of this paper are as follows: first, how to integrate the concept of in-depth learning into the design of teaching mode? Second, can the deep teaching mode improve the students' in-depth learning? Third, can the in-depth teaching model improve students' English learning achievement? In order to better carry out the research, this paper mainly adopts the investigation method and the experimental method. This paper investigates the deep learning of the experimental class of the eighth grade in the eighth grade of Xiyang Dingyu Middle School by means of investigation. The results show that the present situation of the students' deep learning is not optimistic, and there are many shallow learning conditions in the learning process. On this basis, this paper designs a reasonable and optimized teaching model of deep learning, which includes formulating comprehensive teaching objectives, rationally using situational teaching methods, carrying out cooperative learning, constructing a structured knowledge framework, and adopting diversified evaluation methods. And timely reflection. Then, through the experimental method, the design of the deep teaching model is applied to the English teaching of the eighth grade experimental class. After a semester of experiment, this paper collects and arranges the final results of the eighth grade experimental class, and makes a comparative analysis of the final examination results of the eighth grade control class. The data show that the English scores of the experimental class have improved significantly. Then the questionnaire of depth learning is issued again, and the data of the whole state of deep learning are collected again. Through the comparison before and after the questionnaire, a strong proof of the hypothesis of this paper. The situation of students' deep learning has been improved significantly especially in the aspects of critical analysis of problems comprehensive integration of knowledge effective construction of knowledge framework and transfer and application of the knowledge learned. But students' problem-solving ability and active lifelong learning attitude are still relatively weak. In a word, the deep teaching model can effectively improve the students' deep learning status and improve their English learning achievement. So far, the deep teaching model not only enriches the theoretical and practical research of deep learning, but also, more importantly, it will serve the students better and more effectively, and can learn in order to cultivate love for learning. The depth of learning provides a solid foundation for learners.
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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