【作 者】：
杨南昌， 梁慧芳
【关 键 词 】：
智能时代； 深度学习教学法； 范式转型； 核心要义； 行动框架
【栏 目】：
理论探讨
【中文摘要】：
智能时代的教学范式面临从“消费模式”向“生成模式”转型的挑战。促进教学范式成功转型的关键在于深度学习方式的变革，并通过重构深度学习教学法实现“化知识为素养”。在考察国际典型深度学习项目的基础上，归结出深度学习教学法的七大关键特征以及从理解世界、参与世界到改变世界进阶转换的设计要义，并构建了“课堂—学校”系统联动变革课堂的行动框架。深度学习没有固定模式，而现实教学情境又复杂多元。研究认为，为一线教师提供一种由“核心要义+行动框架”组成的、更具情境指导力量的“解释性教学法框架”，将更有助于他们超越具体教学模式的应用局限，有效推动深度学习的实践落地， 并更有可能创建更多富有成效且个性多彩的深度学习课堂。
【英文摘要】：
The instruction paradigm in the era of intelligence faces the challenge of transforming from the "consumption mode" to the "generation mode". The key to promote the successful transformation of instruction paradigm lies in the reform of deep learning mode and the realization of "transforming knowledge into competency" through the reconstruction of deep learning pedagogy. On the basis of the study of typical international deep learning projects, the seven key characteristics of deep learning pedagogy and the core principles of the progressive transformation from understanding the world, participating in the world to changing the world are summarized, and then an action framework for the "Classroom-School" systematic linkage to transform the classroom is constructed. Due to the deficiency of a fixed model for deep learning and the complexity of the teaching and learning contexts in reality, in this study, an "interpretive pedagogical framework" consisting of "core principles and action framework" has been constructed for teachers, which is more powerful in providing contextual guidance. This framework will enable teachers to overcome the limitations of specific teaching models, effectively promote the practice of deep learning, and be more likely to create more effective and personalized deep learning classrooms.