【作 者】：
李秀明， 乜 勇
【关 键 词 】：
民族地区； 深度学习； 混合式教学模式； 理科教学
【栏 目】：
课程与教学
【中文摘要】：
为进一步深化信息技术与学科的融合创新，推动教育教学改革，提高民族地区的理科教学质量，研究构建了促进民族地区深度学习的混合式教学模式。依据深度学习框架和民族地区学校寄宿制现状，该模式包括前期分析—课前线上初步认知与构建—课中线下深度理解与迁移—课后线上线下评价与反思四个阶段，旨在从认知、人际交往和个人能力三个维度提升学生学习能力。采用实验研究，研究对象选取青海藏族聚居地区的100名初二学生，应用于初二年级的物理课程。研究结果表明，该模式能够提升民族地区学生深度学习能力，实验组物理成绩显著高于对照组，且问题解决和学会学习两个维度的深度学习能力有明显提高；学生对混合式教学模式高度认可。学生课前或课后采用统一组织的在线学习方式完全适合民族地区寄宿制学校的特点，是实现信息技术与课程深度创新融合的一种有效途径。
【英文摘要】：
In order to further deepen the integration and innovation of information technology and disciplines, promote the reform of education and teaching, and improve the quality of science teaching in ethnic areas, the research constructs a blended teaching model to promote deep learning in ethnic areas. According to the deep learning framework and the current situation of boarding school in ethnic areas, the model includes four stages: preliminary analysis, online preliminary cognition and construction before class, deep understanding and transfer in class, online and offline evaluation and reflection after class, aiming at improve students' learning ability in three dimensions: cognition, interpersonal communication and personal competence. An experimental study is conducted with 100 students from a Tibetan-inhabited area in Qinghai, and is applied to the physics course of grade two in junior high school. The results show that the model can improve the deep learning ability of students in ethnic areas. The physical performance of the experimental group is significantly higher than that of the control group, and the deep learning ability of problem solving and learning to learn is significantly improved. The blended teaching model is highly recognized by students. The online learning model of unified organization adopted by students before or after class is completely suitable for the characteristics of boarding schools in ethnic areas, and it is an effective way to realize the deep innovation and integration of information technology and curriculum.