基于SOLO分类理论的小学生深度学习评价研究
发布时间：2018-11-07 08:32
【摘要】：深度学习是学习者基于理解性学习的目的,能够将新知识主动纳入已有的知识、经验结构中,采用批判、反思、整合、迁移等方式,最终掌握知识的深层结构,达成知识深度理解的学习活动。基于深度学习的视角"审视"当下课堂学生深度学习的真实情况,评价学生深度学习的质量,对丰富深度学习相关理论,回应现实的课堂问题有着重要的意义。SOLO分类理论作为成熟的评测框架,能够对个体的理解程度进行具体、清晰的层级划分,使得理解水平变得可见、可评。SOLO分类理论这一特性为深度学习评价提供了很好的参考与借鉴,如何将SOLO分类理论应用于深度学习评价中,为诊断并促进学生深度学习有着重要的价值。本研究首先基于理论研究,对何为深度学习以及SOLO分类理论之于深度学习评价系统的梳理和回答。在此基础上,结合SOLO学习结果测量模型,编制了深度学习测评工具,利用德尔菲法对工具进行修订和确立。最终运用该工具对一节五年级语文课学生的深度学习质量情况进行案例分析和讨论。结果发现,学生理解水平总体偏低,整体处于较浅学习;在学情差异上,学生的理解水平并未显示差异;学习任务主要指向"知道",学习深度基本停留于"是什么"。对此,本研究认为,基于学情,确立适切的深度目标;围绕大概念,设置核心的学习任务;多元任务类型,提供深度学习的机会和空间等是提升学习深度的可行策略。
[Abstract]:Deep learning is that learners can actively incorporate new knowledge into the existing knowledge based on understanding learning, and adopt critical, reflective, integrated, transfer and other methods to master the deep structure of knowledge. Learning activities to achieve a deep understanding of knowledge. Based on the perspective of in-depth learning, this paper "examines" the real situation of students' in-depth learning, evaluates the quality of students' in-depth learning, and enriches the relevant theories of in-depth learning. SOLO classification theory, as a mature evaluation framework, can make the level of individual understanding specific and clear, and make the level of understanding visible. The characteristics of SOLO classification theory provide a good reference for the evaluation of deep learning. How to apply SOLO classification theory to the evaluation of deep learning has important value for diagnosing and promoting students' deep learning. This study is based on the theoretical research, the study of what is depth learning and SOLO classification theory in depth learning evaluation system combing and answering. On this basis, combined with the SOLO learning result measurement model, a depth learning evaluation tool is developed, and the tool is revised and established by Delphi method. Finally, a case study and discussion on the quality of deep learning of a fifth grade Chinese course is carried out by using this tool. The results show that the students' understanding level is on the low side and the whole is in the shallow study; the students' understanding level does not show any difference in the difference of learning situation; the learning task mainly points to "know", and the learning depth basically stays at "what is". In view of this, this study holds that, based on learning situation, it is feasible to establish appropriate depth goals; to set up core learning tasks around large concepts; to provide opportunities and spaces for in-depth learning, and so on, to improve learning depth.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.2
[Abstract]:Deep learning is that learners can actively incorporate new knowledge into the existing knowledge based on understanding learning, and adopt critical, reflective, integrated, transfer and other methods to master the deep structure of knowledge. Learning activities to achieve a deep understanding of knowledge. Based on the perspective of in-depth learning, this paper "examines" the real situation of students' in-depth learning, evaluates the quality of students' in-depth learning, and enriches the relevant theories of in-depth learning. SOLO classification theory, as a mature evaluation framework, can make the level of individual understanding specific and clear, and make the level of understanding visible. The characteristics of SOLO classification theory provide a good reference for the evaluation of deep learning. How to apply SOLO classification theory to the evaluation of deep learning has important value for diagnosing and promoting students' deep learning. This study is based on the theoretical research, the study of what is depth learning and SOLO classification theory in depth learning evaluation system combing and answering. On this basis, combined with the SOLO learning result measurement model, a depth learning evaluation tool is developed, and the tool is revised and established by Delphi method. Finally, a case study and discussion on the quality of deep learning of a fifth grade Chinese course is carried out by using this tool. The results show that the students' understanding level is on the low side and the whole is in the shallow study; the students' understanding level does not show any difference in the difference of learning situation; the learning task mainly points to "know", and the learning depth basically stays at "what is". In view of this, this study holds that, based on learning situation, it is feasible to establish appropriate depth goals; to set up core learning tasks around large concepts; to provide opportunities and spaces for in-depth learning, and so on, to improve learning depth.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.2
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