关于学习的多学科解读  

Unscramble Learning on the Multi-discipline Perspective

作　　者：何旭明[1] 

机构地区：[1]长沙学院高等教育研究所

出　　处：《大学教育科学》2013年第6期48-52,共5页University Education Science

基　　金：湖南省社科基金项目"学习型政党建设的理论基础研究"(11JD04);湖南省教育科学"十二五"规划资助项目"大学生学习投入的影响因素研究"(XJK012BGD041)

摘　　要：不同学科对于学习的解读各有千秋,但都意味着个体的一种变化。这种变化通常发生在一定的社会文化之中,建立在一定的生理基础之上,并经由社会互动而实现。在不同学科看来,这种变化的过程、结果和机制互不相同。从生理学角度看,学习意味着神经递质、神经细胞的变化;从心理学角度看,学习意味着行为、认知或情感的变化;从社会学角度看,学习意味着社会关系、自我概念的变化;从政治学角度看,学习意味着意识形态、政治地位的变化,等等。这些学科从不同视角对学习的不同解读共同为学习描绘了一幅全景图。Despite the different disciplines give the concept of learning various interpretations, almost all consider learning as a change of the individual. This change always occurs in specific social culture, on the base of specific physiology, and through social interaction. Viewing from different disciplines, the process, results and mechanism of this kind of change differ from each other. From the perspective of physiology, learning means the change of neurotransmitters and nerve ceils. From the psychology angle, learning means the change of behavior, cognition, or emotion. From the sociological perspective, learning means the change of social relations and self-concept. From the perspective of political science, learning means ideology and political status changes. These disciplines provide a panoramic image of learning from different perspectives.

关 键 词：学习 学科 解读 

分 类 号：G442[哲学宗教—心理学]