负“学生身份”之重——青少年创造性学习的困境及纾解  

Bearing the Weight of“Student Identity”:the Predicament of Teenagers’Creative Learning and Its Relief

作　　者：陈晴晴 Chen Qingqing(the College of Elementary Education,Ludong University,Yantai 264025)

机构地区：[1]鲁东大学初等教育学院,烟台264025

出　　处：《教育研究与实验》2023年第4期82-91,共10页Educational Research and Experiment

摘　　要：“学生身份”是影响青少年创造性学习的重要因素。青少年在创造性学习过程中遭遇“身份区隔”以及与学习规范间的复杂博弈,当“学生身份”内化于青少年的学习思维与行动,会产生认知与行为层面的危机,青少年对创造性学习呈现一种妥协或逃离倾向。基于此,需要从尊重个体的已有认知与经验,正确理解“学生身份”;立足青少年的身心发展特征,理性对待“学生身份”;消除班级群体间的等级化关系,切实保障“学生身份”;藉由证据树立“创造者”身份,实现青少年的新身份认同等方面为“学生身份”解缚,探索青少年创造性学习的实现路径。“Student status”is an important factor affecting teenagers’creative learning.In the process of creative learning,teenagers encounter“identity distinction”and complex games with learning norms.When“student identity”is internalized into teenagers’learning thinking and actions,there will be cognitive and behavioral crises.Teenagers show a tendency to compromise or escape from creative learning.Based on this,it is necessary to correctly understand“student identity”by respecting individual’s existing cognition and experience;treat“student identity”rationally based on the physical and mental development characteristics of teenagers;eliminate the hierarchical relationship between class groups and effectively protect“student identity”;establish the identity of“creator”through evidence and realize the new identity of teenagers.Thus we can unbind the“student identity”and explore the path to realize the creative learning of teenagers.

关 键 词：青少年 创造性学习 学生身份 

分 类 号：G424[文化科学—课程与教学论]