A Study On Construction Of Deep Learning Performance Standards For Primary And Middle School Students

In the field of education,deep learning has attracted more and more attention and it's results are getting richer.However,the question about performance standard of deep learning for primary and secondary school students is still not well answered.This paper used literature research,Delphi method and interview method to study some questions about the construction of deep learning performance standards for primary and secondary school students.The specific questions are: what is the deep learning of primary and secondary school students? What elements does it consist of?How to deconstruct the elements of deep learning for primary and secondary school students and make them become the dimensions and indicators of performance standards? How to hierarchically describe the indicators framework of deep learning for primary and secondary school students?Through the research,the above questions are answered and the following three conclusions are obtained:First,this paper constructed the connotation structure of deep learning for primary and secondary school students,which is composed of emotion,cognition and behavior.The element of Emotion requires deep learners to maintain positive learning emotions and good learning attitude;The element of cognitive requires the deep learners to have metacognitive ability and use advanced cognitive strategies;The element of behavior requires deep learners to set high-level cognitive goals which based on knowledge understanding,develop empathy,and be able to solve complex problems or challenging tasks.Second,through the Delphi method,three dimensions of deep learning are decomposed into seven first-level indicators and 28 second-level indicators.The dimension of "deep emotion involvement" includes first-level indicators of learning attitude and learning emotion,as well as 6second-level indicators;The dimension of "deep cognition operation" includes first-level indicators of metacognition and cognition strategy,as well as 9 second-level indicators;The dimension of "deep learning outcome" includes first-level indicators of achieving learning goals beyond comprehension,developing empathy and solving complex problems(challenging tasks),as well as 13 second-level indicators.Third,with the help of the interview data of primary and secondary school students,three level performance standards were designed for 28 second-level indicators.Level 1: students' learning attitude and emotion have positive tendency,develop self-cognition,start to use advanced cognition strategies and set advanced cognition goals,and are willing to listen and communicate,can solve complex problems;Level 2: students have positive learning attitude and emotion,self-cognition is strong,,proficient in using advanced cognition strategies and setting advanced cognition goals,objectively evaluate others' views,can solve and reflect complex problems.Level3: students' learning attitude and emotion are very positive,self-cognition is very strong,flexibly use advanced cognition strategies and set advanced cognition goals,perspective-taking,consideration of others,pursue perfect solutions to complex problems.For the above conclusions,there are three topics need further attention: first,how to apply performance standards.It is expected that performance standards can be used as an assessment tool to promote students' deep learning;Second,how to develop related examples.We need develop the assessment task and select the appropriate student work on the basis of example requirements;Third,general and deep learning standards in different subject contexts.The performance standard constructed in this paper is "beyond the discipline",but we also need to pay attention to the performance standard which is under discipline background.