四、評價與展望

經過四十多年的發展，深度學習已成為國內外教育領域研究的熱點與重點，并取得了諸多成果。在這一發展過程中，深度學習的內涵不斷擴大。與此同時，深度學習也從理論研究走向實踐探索，從宏觀走向“宏”“微”并重，且越來越注重實證研究和深度學習的評價研究。未來，深度學習研究應從以下幾個方面繼續深入發展。

首先，深度學習的實證研究。在深度學習的研究上，國外已進行了諸多實證研究，如通過實證研究探析深度學習的影響因素、形成過程、應用價值等，但為給教育和課堂教學改革提供強有力的證據支撐，這方面的研究還有待進一步挖掘和深入。

其次，深度學習的評價研究。深度學習評價是深度學習研究的重要內容，也是判斷學習者是否進行深度學習的重要途徑和手段。盡管深度學習是一種涉及認知、情感、人際等多個方面的高階能力，但現有評價研究大多集中在認知層面，對其他方面關注不夠，因而如何構建一個全面、科學的深度學習評價體系將是下一步研究的重點，從而為有效評價深度學習提供依據。此外，盡管傳統的問卷調查、紙筆測驗等實施方便、評價效率高，但由于深度學習的復雜性、多維性與真實性，這類評價往往難以全面反映深度學習的面貌和特征。所以，如何有效地評價學習者在這些方面的高階能力亟待解決。就此而言，我們認為強調基于表演、操作、行動等真實表現進行評價的表現性評價可能是深度學習評價研究的一大趨勢。例如，SDL項目已采用表現性評價對認知、人際和個人領域的深度學習進行評價。美國斯坦福評價、學習與公平中心（Stanford Center for Assessment, Learning and Equity，簡稱SCALE）也于2014年開展了指向深度學習的表現性評價項目⁽⁹¹⁾。

再次，技術支持下的深度學習研究。進入21世紀后，尤其是2010年以來，國內外研究者都非常重視信息技術支持下的深度學習研究，利用信息技術促進深度學習，如王等人探討了如何在計算機環境中使用認知地圖促進復雜問題的深度學習，⁽⁹²⁾佩格勒姆等人通過實證研究探討了播客能否促進深度學習。⁽⁹³⁾但是，如何實現信息技術與深度學習的深度融合、如何對技術支持下的深度學習進行測量和評價等問題還有待進一步挖掘和研究。

最后，深度學習的應用與效果研究。自2010年起，以美國、加拿大為代表的國家紛紛把深度學習引入真實的課堂教學場域，驗證深度學習的效果，這不但促進了深度學習理論與實踐的融合，而且還極大地推動了深度學習的實踐研究。但從全球范圍來看，這類研究還較為缺乏。未來，應基于相關研究成果構建理論框架和實踐模型，進行大規模的深度學習實驗項目，在驗證和豐富深度學習基本理論的同時，進一步明晰深度學習的實踐理路，為課堂教學的深層次變革提供參考和指導。

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