日本“学力”概念的演进  

The Evolution of the Learning Ability Concept in Japan

作　　者：钟启泉[1] 

机构地区：[1]华东师范大学课程与教学研究所,教授博士生导师上海200062

出　　处：《教育发展研究》2014年第8期23-29,共7页Research in Educational Development

摘　　要：探讨作为国民核心素养的"学力"的基本构成及其时代脉络,是教育研究中的根本性课题。本文通过日本"学力"概念与"学力论争"的考察表明,日本的"学力"概念随着时代的发展而不断演进:从战前倾向于"学科学力观",到战后初期一时占据上风的"实践学力观",再到90年代以来的"回归",勾画了一条明显的概念演进的轨迹。但这种"回归"并不是单纯地在传统的二元对立的两极之间的游荡,而是求得两种学力观之间的均衡。It is regarded as an essential project in educational research to explore the basic components and development of learning ability which comprise the core quality of people in a country. Through the survey on Learning ability concepts in Japan and its related discussion, in can be demonstrated that the learning ability concept in Japan evolves as time goes by, which witnesses an obvious development of theories focusingon from subject-centered learning ability prior to the war to the practice-centered learning ability in the post-war period and to its return after 1990s. However, its return is not wandering between the two theories but a balance between them.

关 键 词：学力 学力论争 学科学力观 实践学力观 核心素养 

分 类 号：G531.3[文化科学—教育学]