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教育目标分类学隐含深度学习分层思想,从中选择两个领域的目标分类进行解析。本研究选择认知目标分类中的布卢姆分类、安德森等人的修订版、彼格斯等人的SOLO分类进行解读与综合,归纳出两个层级的深度学习目标,分别是联系与迁移、批判与创造。本研究选择综合性目标分类中的霍恩斯坦的四领域五层级、马扎诺等人的三系统六水平进行解构与整合,理出三个层级的深度学习目标水平,分别是适应情境,分析与应用知识;执行监控,建构自我认知;坚持信念,展示自我。深度学习的目标分层对于课堂评价实践具有导向与指示意义,具体表现为:有助于明晰评价的目标指向及其层次;有助于选择适合深度学习目标的评价方法;有助于设计引发深度学习的评价任务;有助于开发观测深度学习程度的评价技术。
Abstract：Considering the ideologies of deep learning in the taxonomy of educational objective, we chose two types of objectives. Firstly, based on decomposed and synthesized Bloom's taxonomy of educational objectives, Andersons' revised edition, and Biggs' SOLO in cognitive objectives' taxonomy, we addressed two levels of deep learning goals which are connection and transference, criticism and creation. Secondly, by deconstructing and integrating Hauenstein's four domains and five levels of taxonomy, and Marzano's three systems and six levels of taxonomy in comprehensive objective taxonomy, we identified three levels of deep learning goals, which contains(1) adapting context, analyzing and applying knowledge;(2) executing monitoring and constructing self-cognition; and(3) insisting beliefs and showing oneself. The hierarchy of deep learning objectives can bring meanings and instructions to the practice of classroom assessment. It is helpful to clarify the objective orientation and level of assessment, to select assessment methods that are suitable for deep learning objectives, to design assessment tasks which can trigger deep learning, and to develop assessment techniques to observe the degree of deep learning.
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(1)相关研究请参见:何玲,黎加厚.促进学生深度学习[J].现代教学,2005(5):29-30;张浩,吴秀娟,王静.深度学习的目标与评价体系构建[J].中国电化教育,2014(7):51-55。
(2)相关研究可参见郭华、崔允漷、吴永军等学者的文章:郭华.深度学习及其意义[J].课程·教材·教法,2016(11):25-32;崔允漷.指向深度学习的学历案[J].人民教育,2017(20):43-48;吴永军.关于深度学习的再认识[J].课程·教材·教法,2019(2):51-58。
基本信息:
中图分类号:G424
引用信息:
[1]郑东辉.深度学习分层的教育目标分类学考察[J].全球教育展望,2020,49(10):13-26.
基金信息:
国家社会科学基金教育学一般课题“促进深度学习的课堂评价机制与策略研究”(项目编号:BHA180121)的研究成果
2020-03-25
2020
2020-04-27
2020-09-03
2020
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2020-10-10
2020-10-10