教學活化導向深度學習 Conceptualizing Teaching Activating Towards Deeper Learning

Abstract

因隨社會快速變遷，教學不僅引導學生有意義學習，更協助他們在迎接新世紀工作和生活時，能有效地適應不斷變化的情況，深度學習在協助學生發展遷移知識，轉化於新問題及新情境中扮演核心要件。臺灣國教改革以素養導向期待學生學習能超越行為能力及技術本位的觀點，學習共同體、合作學習、翻轉學習等教學不斷推陳出新，活化教學成了教改的熱門議題。活化具催化行動的概念，相對於僵化、靜止，從過去湧向未來，不斷湧出的活水泉源，更是成為引導學生深度學習的關鍵議題。本文首先探討活化教學的意涵，而後就深度學習的要義及導入深度學習的教學提出討論。 Responding to rapidly social change, teaching is not only to guide students’ meaningful learning, but also help them to adapt future works and life. Deeper learning is one of critical elements for transforming learning into unpredicted problems and situations. Educational reforms emphasize to cultivate students with competence-based learning. In contrast to static concept, activating is a dynamic process. Teaching activating has become centric issue for leading deeper learning in the reforms. This paper aims at exploring the features of teaching activating and deeper learning. In final section, it provides some teaching strategies for facilitating deeper learning.

Keywords

• 文化歷史活動理論
• 教學活化
• 深度學習
• cultural-historical activity theories
• teaching activating
• deeper learning