Case-based Deep Learning Research

With the continuous development of the learning sciences, deep learning is becoming the target of teaching and learning process.?The National Medium- and Long-term Education Reform and Development Plan Outline(2010-2020)?emphasizes “focus on the combination of learning and thinking; advocate the heuristic, inquiry, discussion, participatory teaching, help students know how to learn”. However, restricted by the traditional concepts of education and teachers' professional quality and other factors, the current majority of classroom teaching in college still use lecture-style teaching model, and the learners accept the isolated, separated from reality knowledge content in a passive, mechanical way. They often stay on the surface of knowledge, lack of deep understanding, not to mention the deep learning. Therefore, how to help students process knowledge deeply, understand complex concepts in-depth, construct personal knowledge, thereby promote deep learning in the classroom teaching is the focus of the current education reform.The study found deep learning requires that learners relate new ideas and concepts to previous knowledge and experience, reflect on learning, construct personal knowledge. It consistent with the principle and characteristics of case teaching. Based on the theoretical research of deep learning and case teaching, the paper finds the internal relation of them, pointing out that case teaching can promote deep learning, then constructs the process model of case-based deep learning, elaborates the implementation and functions of case teaching in the three stages of deep learning. In the practice of teaching reform,combining with the relevant course of Learning Science and Technology of the specialty of Educational Technology, the paper adopts the design pattern of a single set former and back measure of time series of quasi-experimental research, to carry out the case-based deep learning activities. Finally, according to constructing the evaluation index of deep learning, it analyzes the teaching effects, and finds that case teaching is problem-oriented and leads the class discussion in the context, which can promote the learners' knowledge construction, reflection and knowledge transfer, which make the students have higher cognitive engagement, and it comes to a better realization of the deep learning of students.