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| Comparison items | Deep learning | Shallow learning |
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| Learning motivation | Learners’ internal knowledge needs | It mainly comes from the external pressure of non-self-demand |
| Learning objectives | Focus on learners’ ability to understand, transfer, apply, and solve problems, mainly the development of high-order thinking ability | Focus on the acquisition of learners’ basic knowledge and skills, mainly the development of low-level thinking ability |
| Learning style | Meaning construction, memory, and learning based on understanding | Do not use mechanical learning with simple knowledge |
| Learning environment | Learning resources are very rich and diverse | Learning resources are relatively single |
| Learning effectiveness | High effect, but low efficiency | High efficiency, but the effect is poor |
| Knowledge system | New and old knowledge practice, meaningful learning as the goal, deep processing knowledge, etc. | A simple concept that is simple, and easy to understand |
| Focus | Pay attention to the internal relationship between core knowledge and seek a breakthrough point to solve problems | Basic knowledge of focusing on simple problems |
| Migration ability | Flexible use of knowledge | Mechanical learning cannot effectively transfer to the solution of practical problems |
| Evaluation method | Process evaluation and qualitative evaluation | Summative evaluation and quantitative evaluation |
| Learning attitude | Positive emotional state | Negative emotional state |
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