学习文化观转换与学生学习力提升

The Shift of Learning Culture Concept and the Improvement of Students' Learning Capacity

学生学习力的提升、增强与振拔和学生关于学习的文化信念、价值观念与思维范型(即学习文化观)有着紧密关联。囚禁于苦楚学习文化观视域,学习者因对"苦学"信条的恪守与服膺以及对"苦学"路径的遵从和依赖,从而导致其学习力的贫困、乏力与积弱。立足于"享受"学习文化观,赋予人类学习以鲜明的内在满足性、精神超越性和自主反思性逻辑与品质,则可以驱动学生学习力呈现丰富和充盈之态。我国乐学思想生命力的释放、儿童兴趣取向课程教学观的构筑、教师专业引领作用的发挥、学生协同性学习方式的建立是促进学生学习力提升的有效路径。

The improvement, increase and extrication of students＇ learning capacity are closely related to one＇s cultural beliefs, values and understandings about learning （i.e., learning culture concept）. Imprisoned in the view of painstaking learning, students are deeply convinced and dependent on ＂assiduous study＂, resulting in their weak learning capacity. However, ＂enjoy＂ learning could impel learning capacity to be flourishing and plentiful owning to the features which are distinct inner satisfaction, spiritual transcendence and autonomous reflective logic and quality that endow human learning. In the new period, the improvement of study power needs the combination of all forces. The effective route lies on the release of the happy study thought, the construction of the theory of children-interesting focused curriculum, and the development of the study method led by the teachers＂ profession and the students＂ coordination.