深度學習：素養豈能速養？

Deep learning: Can competence be developed rapidly?

傅木龍(Mou-Lung Fu) ； 林佩璇(Pei-Hsuan Lin)

《康大學報》 12期 (2022/06) Pp. 1-14

摘要

十二年國教課程綱要以素養作為改革核心，強調人面對新時代的瞬息萬變，必須有效活化學習能量面對未來生活的不確定性。如果教學任務重在發展可遷移知識於新問題及情境中，那深度學習則是必要的橋接作用。本文指出深度學習是素養表現出的樣式，是習得更深更遠的涵化歷程，不是速效養成的機械反應、淺碟學習、雜燴資訊、更非無助無感的學習狀況。促進深度學習，教少一點學習多一點；少一點指令、競逐和形式；多一點自主、欣賞和等待，期待學生的學習得以深耕及開展。

關鍵字

深度學習 ； 素養

並列摘要

Curriculum Guidelines of 12-Year Basic Education Reform emphasizes on cultivating students' core competence in order to face rapid change in the future. Responding to the reform, deep learning is a critical bridge for transferring students' knowledge to new situations. This paper indicates that deep learning is immersive process of learning deeper and further. The competence of deep learning cannot be developed rapidly in terms of mechanic reaction, surface learning, pile of information, or helpless learning. To facilitate deep learning, teaching less is more. Less in commanding, competition and formalism; more in autonomy, admiring and waiting.

並列關鍵字

Deeper learning ； Competence