主体论视域的深度学习内涵及策略冯铁山

学生“学得怎么样”是学科“教什么”和“怎么教”的根本目的与终极关怀， 学科教学需要重视学习主体的需要、教学意义的生成。从主体论视域审视，任何学科教学均有教材作者主体、教师主体、教材编辑主体以及学生主体之分。从尊重并发挥学生的主体性出发，深度学习是学生发挥主体性过程中与作者主体、教师主体、教材编辑主体构成主体间性关系而创造性运用语言文字等符号认识自然、社会、自我获得的归真、求善、至美情意的活动。其意义的生成自然也就是在与自然、社会、自我互动中达成认知、社会参与、自我发展的建构。

Connotation and Strategy of Deep Learning from the Perspective of SubjectsFENG Tie-shan

“What to do after teaching”is the fundamental purpose and ultimate concern of disciplines on “what to teach”and “how to teach”, corresponding to the needs of learning subjects and the generation of teaching significance. From the perspective of the subjects, teaching involves text author subject, teacher subject, textbook editing subject and student subject. Starting from respecting and exerting students ’ subjectivity, deep learning refers to students ’ connectivity with subjects of authors, teachers, and textbook editors to creatively use such symbols as language and characters to understand the true, good and aesthetic feelings of nature, society and self-acquisition. The generation of its meaning coherently refers to the construction of deep learning to achieve cognition, social participation and self-development through interaction with nature, society and selves.