Multi-dimensional Interpretation Of Deep Learning Connotation

With the advent of the knowledge information age,how to train qualified Talents in the 21 st century has become the focus of the current education and teaching reform.Many countries and organizations,such as the United States,Singapore,Japan and the European Union,have put forward clear requirements for the training objectives of talents in the information age.In 2016,China also released the overall framework of "Chinese students develop core literacy".With the deepening of research,deep learning has also been an important way to cultivate students' core literacy,and become one of the hot research topics in the field of education and teaching.So,what is deep learning in the background of the Times,what aspects it contains and how to promote students' deep learning have become urgent problems to be solved in the persent education.Deep learning as a compound concept in multi-disciplinary field,in recent years,different researchers have different understandings of the essence and connotation of deep learning based on various learning principles,and at the same time,they complement each other.There is only one essence of things,but the connotation can be varied.According to Hermeneutics,the understanding and interpretation of a work begins with the true reproduction or re-creation of something that has already been formed,from some mysterious and still hidden point,and through this creation comes a return to the understanding of the whole.Therefore,it is reasonable and valuable to explain the connotation of deep learning from different perspectives.First of all,on the basis of the existing research results,this study explores the nature of deep learning and the characteristics of the Times,in order to further clarify the nature of deep learning characteristics,to provide theoretical guidance for the following research.Then,from the perspective of teaching theory,Educational Information Science and "unconscious" learning psychology,the paper explains the connotation and cultivation strategy of deep learning,at the same time,this paper analyzes the advantages and disadvantages of each perspective on the connotation of deep learning.Finally,from the perspective of the whole,this paper examines the classroom deep learning from the multi-dimensional perspective,and puts forward the process model of classroom deep learning and its practical enlightenment.This thesis consists of seven parts.The first part,introduction mainly introduces the origin of this paper,literature review and research design.Including the summary and arrangement of the existing research theory and practice results,at the same time,on the basis of predecessors,determine the starting point of this study,ideas and methods of this study.The second part,is the exploration of the essence and characteristics of deep learning era.This paper expounds the background of deep learning development and the basis of neurophysiology of deep learning,and combines the existing research results to extract the essence of deep learning and the characteristics of the Times.Deep learning is a kind of deep change that learners take place through acquired activities in order to adapt to the requirements of cultivating talents in the new era.The essence of this deep change lies in making the learning process more and more convenient and efficient,so as to facilitate learners to further study,create and adapt to the requirements of the social development in the new era.At the same time,under the background of education development in the new era,deep learning has the characteristics of creativity,interaction,cooperation,internal drive,integration of education and science and technology.The next three parts,are multi-dimensional interpretation of the connotation of deep learning.Because deep learning is a compound concept,the research on the connotation of deep learning from different perspectives is actually the understanding and explanation of learning and learning depth from different perspectives.Starting from the existing theoretical research and practical dilemma,this study mainly explores learning,learning depth and training strategies from the perspectives of teaching theory,educational information science and "unconscious" learning psychology,and analyzes the advantages and disadvantages of understanding the connotation of deep learning from each perspective.From the perspective of teaching activity epistemology and communication theory,this paper discusses the depth of knowledge learning and the depth of learning relationship.From the perspective of Educational InformationScience,this paper probes into the characteristics of higher-order thinking activities and training strategies in the process of information deep processing.From the psychological perspective of "unconscious" learning,mainly starting from the internal psychological structure of learning,based on Dewey's explanation of the "unconscious" learning psychology,it is clear that the real deep learning state is actually a kind of "unconscious" learning emotion and attitude around the center of attention.Part VI,is the review and the practice enlightenment of the classroom deep learning under the multi-dimensional perspective.This paper mainly explores the process of classroom deep learning from multi-perspectives and the role of multi-connotation factors of deep learning in the process of classroom deep learning as well as its enlightenment to classroom practice.Part VII,conclusion.It mainly includes the summary of the research results and deficiencies and the prospect of the follow-up research.