【作 者】：
刘智明， 武法提
【关 键 词 】：
深度学习； 个体认知发展； 情境学习理论
【栏 目】：
理论探讨
【中文摘要】：
了解个体认知发展阶段，能够更好地帮助教师引导学生进行深度学习。文章基于归纳法和演绎法，在借鉴国内外已有文献的基础上，对深度学习及其理论进行梳理，提出从学习者经验成长、认知领域实践和认知网络生成中提炼深度学习的基本理论（情境学习理论、认知灵活性理论和联通主义理论）；围绕上述理论，采用二维象限分析法，构建了基于“新手—专家（学习层次）维度与良构领域知识—非良构领域知识（学习领域）维度的个体认知发展阶段模型（NP-ME模型），初步验证了模型的合理性，从阶段划分、过程分析与导学策略运用等角度具体阐述了该模型，以期为相关研究提供借鉴思路与指导方法。
【英文摘要】：
Understanding individual cognitive development stages can better help teachers guide students to conduct deep learning. Based on the inductive and deductive approaches, this paper analyzes deep learning and its theories on the basis of the existing literature at home and abroad, and proposes to refine the basic theories of deep learning(situated learning theory, cognitive flexibility theory and connectivism theory) from learners' experience growth, cognitive domain practice and cognitive network generation. Based on the above theories, this paper uses two-dimensional quadrant analysis method to construct an individual cognitive development stage model(NP-ME model) based on the novice—expert (learning level) dimension and the well-structured domain knowledge—ill-structured domain knowledge (learning domain) dimension, and initially verifies the rationality of the model. The model is also elaborated from the perspectives of stage division, process analysis and the use of learning guidance strategies, in order to provide reference ideas and guidance methods for related research.