深度学习的教育学研究:缘起、内涵与展望

doi:10.16088/j.issn.1001-6597.2022.05.012

摘要/Abstract

摘要： 深度学习从计算机领域走进教育学研究,并非简单的概念“迁移”,而是在批判性吸收计算机、认知心理学等领域研究成果以及深刻反思教育现状的基础上实现的创新性发展,具有科学的内在逻辑。深度学习的教育学研究始终立足于育人本质,随着时代进步,它所具有的理解迁移、主体能动、高阶思维、全身心投入以及复杂问题解决等内涵日益丰富;但是在发展过程中,概念模糊、实施困难、结果不可解释等现实弊端也逐渐凸显。因此,深度学习的教育学研究亟须坚持以人为本,着力解决学生的学习问题;需要深入学习内部,明晰深度学习的交互本质;需要凝聚多学科研究优势,发展自身特色;需要创设评价标准,提高深度学习的可达性。

关键词: 教育学研究, 深度学习, 浅层学习, 学会学习

Abstract: The entry of deep learning from the computer field into pedagogical research is not a simple concept “transfer”, but an innovative development realized on the basis of critically absorbing the research results in the fields of computer, cognitive psychology and profound reflection on the current situation of education. It, therefore, has a scientific internal logic. The pedagogical research of deep learning has always been based on the essence of educating people. With the progress of the times, its connotation of understanding transfer, subject initiative, high-level thinking, wholehearted engagement and complex problem solving has become increasingly rich. However, in the process of development, the practical drawbacks such as vague concept, difficult implementation and unexplainable results have gradually become prominent. Therefore, its pedagogical research needs to adhere to people-oriented and focus on solving students’ learning problems; it is necessary to go deep into the internal of learning to clarify the interactive nature of deep learning; it needs to condense the advantages of multi-disciplinary research and develop its own characteristic; it’s necessary to create evaluation criteria to improve the accessibility.

Key words: pedagogical research, deep learning, surface learning, learning how to learn

中图分类号:

G442

许锋华, 余乐. 深度学习的教育学研究:缘起、内涵与展望[J]. 广西师范大学学报（哲学社会科学版）, 2022, 58(5): 147-156.

XU Feng-hua, YU Le. Pedagogical Research on Deep Learning: Origin, Connotation and Prospect[J]. Journal of Guangxi Teachers Education University (Philosophy and Social Sciences Edition), 2022, 58(5): 147-156.

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