【作 者】：
沈霞娟， 张宝辉， 冯 锐
【关 键 词 】：
混合学习； 深度学习； 学习活动； 基于设计的研究
【栏 目】：
课程与教学
【中文摘要】：
在教育高质量发展理念的指引下，如何结合混合学习环境开展深度学习活动，目前有效的方法和路径尚不明确。研究依据并拓展尼尔森·莱尔德的深度学习理论，设计了契约性、高阶性、整合性和反思性四类学习活动，构建了“四阶三环”干预实施模型，并以“教育文献检索与分析”课程为例开展实证研究。结果表明：深度学习活动能够促进学科核心知识的掌握，有助于协作、沟通表达、学习毅力等关键学习能力的提升和思维结构的发展。但是，学生认为深度学习活动具有一定难度，负担较重，对各类活动的价值认知亦存在较大差异。最后，研究从判断标准、条件创设、成果产出和科学评价等方面提出了混合学习环境下有效开展深度学习活动的具体建议。
【英文摘要】：
Guided by the concept of high-quality development in education, effective methods and paths for developing effective deep learning activities in the context of blended learning environments are unclear at present. Based on Nelson Laird's deep learning theory , this study designs four types of learning activities, namely, contractual learning, higher-order learning, integrated learning and reflective learning, and constructs a "four-stage, three-loop" model of intervention implementation model. Then an empirical study is conducted by using the course "Educational Literature Retrieval and Analysis" as an example. The results indicate that deep learning activities can promote the mastery of core subject knowledge, and contribute to the improvement of key learning skills such as collaboration, communication and perseverance, and the development of thinking structures. However, students find deep learning activities difficult and burdensome, and their perceptions of the value of each type pf activities vary considerably. Finally, this study puts forward some specific suggestions for effective deep learning activities in a blended learning environment in terms of judgment criteria, condition creation, outcome and scientific evaluation.