走出“中国学习者悖论”——中国大学生主体性学习解释框架的构建  

Moving Beyond the “Paradox of Chinese Learner”——A hypothesized explanatory framework for Chinese college students self-authored learning

作　　者：张华峰[1] 史静寰[1,2] ZHANG Huafeng;SHI Jinghuan(Tsinghua University,Beijing 100084)

机构地区：[1]清华大学教育研究院,博士研究生北京100084 [2]清华大学全球学校与学生发展评价中心,主任北京100084

出　　处：《中国高教研究》2018年第12期31-38,共8页China Higher Education Research

基　　金：教育部哲学社会科学研究2017年度重大课题攻关项目"双一流建设背景下我国高校评价体系改革研究"(17JZD056)的研究成果

摘　　要："中国学习者悖论"的核心是难以解释中国学生被动、遵从甚至压抑的学习方式和过程表现,却能产生优异、甚至大幅领先于西方国家学生学习成果的现象。究其原因,使用基于西方教学实践生成的凸显学生主体性学习特质的概念和标准,来评价中国本土学生的学习实践而产生的误判是不可忽视的因素。借助哲学上具有普遍意义的主体性概念框架,综合考量中国传统文化和教育思想,以及现代教育教学情境对中国大学生学习的双重影响,结合相关文献以及对CCSS数据的简要分析,初步构建起对中国大学生主体性学习进行解释的框架,并概括为:"学思结合"的认知策略、"内圣外王"的学习动机以及"敬师乐群"的校园人际交往。这一框架运用不同于西方的概念和标准,解释中国大学生植根于中国本土文化土壤,将西方教育教学理论内化于中国现代大学情景中所表现出的主体性学习特点。The "Paradox of Chinese Learner"refers to that Chinese students with passive and compliant learning approach always outperform than students in western countries.One important reason is to evaluate Chinese native students' learning process incorrectly with lens of self-authored learning from western academia, which doesn't comply with Chinese culture and educational context.Based on the conceptual framework of subjectivity which is universal in philosophy,combined with relevant literature and CCSS data,an explanatory framework for Chinese student self-authored,learning was cons'tructed preliminarily.During which,Chinese students self-authored learning is shaped by Chinese traditional culture and modern educational context at the same time,and the feature can be characterized as follows:integrating surface leaming 'and deep thinking in cognitive strategy;integrating individual gains and well-being of others in academic motivation;the different mode between communicating with teachers and students.The different feature is rooted in the Chinese cuhure especially the dgctrine of the mean and virtue-oriented learning yalues.

关 键 词：中国学习者悖论 主体性学习 解释框架 中国特色 

分 类 号：G642[文化科学—高等教育学]