【作 者】：
殷常鸿， 张义兵， 高 伟， 李 艺
【关 键 词 】：
深度学习； 概念转变； 评价模型； 认知结构
【栏 目】：
理论探讨
【中文摘要】：
近年来深度学习逐步成为教育研究界的热点话题，但探寻深度学习的本质以及如何对其进行有效评价的研究却略显不足。文章首先对国内外颇有影响的深度学习评价方案和模型进行了较为具体的对比和分析，并讨论了以布鲁姆教育目标分类体系为基础的深度学习评价模型的局限性；其次，根据皮亚杰的发生认识论理论，以学习过程本身为依托，对深度学习的发生、发展过程的本质进行了梳理；再次，结合概念转变理论与SOLO分类体系，从学习者思维的角度入手，对学习 “当下”的状态进行描述，溯源学习者思维的深度层次，并以此构建了“皮亚杰—比格斯”深度学习评价模型及其评价量化标准，为在具体的教学实践中开展深度学习的评价提供模型参考和理论借鉴。
【英文摘要】：
In recent years, deep learning has gradually become the focus of educational research, but the research on exploring the nature of deep learning and how to evaluate it effectively is insufficient. This paper firstly compares and analyses the evaluation schemes and models of deep learning at home and abroad, and discusses the limitations of the deep learning evaluation model based on Bloom's Taxonomy of Educational Objectives. Secondly, according to Piaget's Genetic Epistemology, this paper analyses the nature of the occurrence and development of deep learning based on the learning process. Finally, combined with the theory of conceptual change and SOLO (Structure of Observed Learning Outcomes), this paper describes the current status of learning from the perspective of learners' thinking, traces the deep level of learners' thinking, and constructs the "Piaget-Biggs" evaluation model of deep learning and its Rating Scheme to provide a model and theoretical reference for the evaluation of deep learning in teaching practice.