摘要
在教育高质量发展的新阶段,提升学生深度学习能力成为推动双师教学内涵式发展的迫切需求。研究根据ICAP主动学习理论的分析框架及其操作定义,立足双师实践共同体协同研修路径和基于ICAP理论的学生深度学习能力提升路径,构建了面向学生深度学习能力提升的双师教学双循环模式。继而,基于高一英语课程为期一学期的实践应用,开展对照检验发现:该模式可有效促进学生学业成就,增强学生深度学习各维度的能力,还对激发学生的积极情绪、抑制消极情绪滋生具有重要作用。
In light of the continuous enhancement of educational quality,The fostering of students’deep learning capacities has emerged as a critical challenge in the meaningful evolution of the dual-teacher pedagogy.This study is based on the analytical framework and operational definitions provided by ICAP active learning theory.lt introduces a dual-cycle teaching model tailored for dual-teacher instruction with the objective of enhancing students’deep learning capabilities.This model is based on the collaborative research path of a dual-teacher practice community and the pathway for improving students’deep learning abilities derived from the ICAP theory.A semester-long practical application of this model in an advanced English course yielded promising outcomes.The results of the controlled experiment demonstrated that the model significantly enhances students’academic performance,bolsters their capacity for profound learning across diverse domains,and plays a crucial role in nurturing positive emotions while mitigating negative emotional growth.
作者
康欣欣
乜勇
Kang Xinxin;Nie Yong(School of Education,Shaanxi Normal University,Xi’an 710062,Shaanxi;Xi’an Conservatory of Music,Xi’an 710061,Shaanxi)
出处
《中国电化教育》
北大核心
2025年第9期126-135,共10页
China Educational Technology
基金
陕西省“十四五”教育科学规划2023年度重点课题“轻量化信息技术在薄弱中小学校应用策略与实践研究”(课题编号:SGH23Z0010)研究成果。
作者简介
康欣欣:工程师,在读博士,研究方向为数智技术教育应用的理论与实践、学习分析;通讯作者:乜勇:教授,博士,博士生导师,系主任,研究方向为信息技术教育应用。
