场馆学习的历史、现实与未来:研究焦点与发展动态述评

The Past, Present, and Future of Museum Learning Research: a Literature Review

文章站在历史、现实与未来的交叉点上,对场馆学习的研究焦点与发展动态进行了评述。文章认为,场馆学习研究焦点与方法的历史变迁经历了从基于人口学视角的场馆学习之描述性研究这一早期形态向基于人类学视角的场馆学习之解释性研究的文化转向,社会文化视角已经成为场馆学习研究的基本理论框架,在这一总体框架下,场馆学习研究的基本范畴包括学习机制、学习环境、人工制品、支撑技术、支持服务及学习评价。文章在对国内场馆学习研究的最新动态进行剖析评述的基础上,对未来研究议题进行了展望,认为当前我国的场馆学习研究已成为一个为教育技术学、心理学、教育学(尤其是科学教育)以及传统的博物馆学等多学科共同关注的跨学科领域,未来需要通过多学科协同全面推进在学习机制、学习环境、人工制品、支撑技术、支持服务及学习评价等方面的研究。

In this article, the authors make a comprehensive literature review to outline research focus and development trend of museum learning research from the perspective of past, present and future. They believe that there is a cultural turn during the evolution of museum learning research＇s research focus and method that the earlier descriptive research from the perspective of demography is transformed into interpretative research from the perspective of anthropology. The social cultural theory becomes the fundamental framework for current museum learning research. In this framework, the primary domains of research include the learning system, learning environment, artifacts, support technologies, support service and learning assessment in museum context. Based on the review on the recent progress of museum learning research in China, the authors find that museum learning has become an interdisciplinary field of common concern across education technology, psychology and pedagogy, scientific education and traditional museology. For the sustainable development of museum learning in the future, the authors argue that more efforts need to be made in the exploration of each primary domain of museum learning research.