Research On Deep Learning Process Of Undergraduates And Teaching Strategies

The quality of undergraduate education has won more and more concerns. Outline of the National Plan for Medium and Long-Term Education Reform and Development (2010-2020) proposed the strategic target of reform and development in the next 10 years, as well as the requirements for all-round improvement of higher education quality and the talent training quality. Talent training is a systematic project, involving various aspects of teaching and learning. On one hand, the problem of "how to learn" is important for students; on the other hand, "how to teach" is also essential for teachers.This study, based on the effective concepts in learning science, such as knowledge construction and conceptual change, firstly understands the problem of "how to learn" for students by means of survey to the deep learning process of undergraduates and exploration of the relationship among various factors that affect the deep learning process of undergraduate students. It then explores the problem of "how to teach" for teachers through designing the teaching strategy and implementation plan based on the research of design method which is used to study and design a new learning environment, carrying out action research in the status of teachers, and using methods such as the analysis of quantify and phenomenon description to analyze the effect of teaching strategies and implementation plan. Eventually the purpose of promoting deep learning of undergraduates is achieved through the amendment of the teaching strategy program.Conclusions drawn from this study are as follows:I. The influencing factors of deep learning process of undergraduates. Comprehensive learning, which plays a leading role in the deep learning process, aims to emphasize the construction and application of knowledge. Teaching experience plays a key role in the deep learning process. Teaching experience to students is developed during the implementation process of teaching strategies, including teaching innovation, teaching participation and teaching evaluation. Deep learning motivation and meta-cognitive skills regulate the deep learning process, so stimulating students’ intrinsic motivation and developing meta-cognitive ability will encourage students’ use of deep learning strategies. Deep learning makes contribution to the learning results. After deep learning process, students will gain knowledge but with reduced study burden, so that the learning outcomes experience will be improved.Ⅱ. Guided with "generative" learning, it applies semantic network modeling to "bridge" knowledge construction and completes the changes of concept. Teaching is based on students’current construction level; meanwhile, it creates conditions for students to improve this level. With the teaching process called "bridging", we can help students remove the "misconception" and effectively strengthen the connection between learning materials and their prior experience. In this way, they can build domain knowledge and complete the conceptual transaction. The specific methods used in "bridging" include notes flow, concept maps, collaborative construction and other semantic network modeling methods.III. The "activity theory" is taken as the framework of instructional design. Activity theory is concerned with the learners’participation in activities, the nature of their tools used in the activities, the social relationship in activities and the contextual relationship, the purpose and intent of the activities as well as the object or result of activities. The teaching design which promotes the deep learning of undergraduates should take activities theory as the frame. And it includes analyzing the components of activity system, clearing the intention of activity system, analyzing the structure level of activity and analyzing the context of activity system.IV. The "SOLO study result classification" is taken as the evaluation target, which can provide the students with strategic learning organization framework for deep learning. The teaching goal established according to the SOLO study result classification can help students determine the learning phase before the start of the study period and the learning phrase they want to achieve after the study period, so as to help them make appropriate learning expectations; it can also help teachers think about how to design the teaching task to ensure that the students change the traditional way of learning from the simple, superficial learning, to more complex and difficult deep learning needed by the association structure layer and the extended abstraction layer.V. Apply "learning based on design" to create deep learning activities to make students grasp the integrity of knowledge. The activity "learning based on design" is particularly effective to help students understand the complex system. In the implementation process of study, instead of focusing on the discrete facts or the characteristics of some research method, the learners should consider the contents as a system to study; therefore they are able to form the overall understanding of the world and achieve the purpose of deep learning.Contributions of this study lie in that:I. It completes the exploration from theory to practice and confirms that the teaching strategy and planning can promote the transition to deep learning process with action research. It investigates the learning process through the relationship between "teaching" and "learning", explores the learning mechanism of students and interprets the "black box" in learning theory.II. Many research methods are integrated to expand the empirical research. This study, through self-made questionnaires, makes modeling to the influencing factors to the deep learning of undergraduate students, and discusses the influencing relationship among all factors. The methods, such as design based research, action research, phenomenon description analysis, case tracking, are adopted to promote the implementation process of teaching strategies of undergraduates’deep learning and to analyze the implementation effects of the teaching. The way of combining qualitative research and quantitative research can reveal the deep influencing mechanism under surface phenomena and provide new research paradigms for the research on "teaching" and "learning".Ⅲ. SOLO evaluation method is used in the college teaching.This research, taking the course of "education technology research method" as example in the concrete college teaching, lists in detail the specific indicators of SOLO evaluation designed according to the teaching task, as well as the corresponding learning levels (surface learning and deep learning), and also analyzes how to make evaluation on the learning results of students in teaching.