学优生何以沦为平庸?——以加拿大安大略省为例之理性探析

Why Students with Outstanding Academic Performance Become the Mediocre Learners?——A Multidimensional Analysis Taking Educational Modes of Ontario in Canada as a Case Study

学业水平堪忧的学生培养作为教育过程中的重点,其相关培养模式通常能够得到广泛关注,但却鲜有对学业优秀学生应有的关注,但不可否认学优生也同时面临着众多现实问题。例如,政策立法偏颇与实际过程中教学不当对优秀学生群体的损害;实用主义潮流对于这一群体的隐性冲击;个人心理复杂模式与社会整体的两难困境的影响,对学优群体更是产生了不少的影响。长久以来,加拿大安大略省具有较为独特的教育模式,在一定程度上体现"公平即关怀"的教育范式,但也带来了一些问题。因此,以其为借鉴而深入探讨相关的培养模式与理性选择,对由对学弱生群体的过度关注而导致学优群体反而走向平庸的可能有着极大研究意义,也能够对如何探索出契合的路径以便使双方群体均实现自身发展有所启发。

Ontario, a leading province in learning in Canada, characterized with ＂fairness and equity＂, has noticed this fact and launched reform programs. This struggle for ＂equity and fairness＂ is not limit in improving poorly performing students, but the rethinking of the other group as well. There are multiple reasons attribute to performance falling group. The first reason is about the ＂Person- Environment/PE＂ dimension, not only deals with the inappropriate educational legislation and policies, but also unsuitable teaching methods. Meanwhile, the second reason lies in ＂Person-Philosophy＂ dimension, such as the impact of pragmatism trend for major choice and ste the next ＂Person-Individual＂ reason： the reotyped social influence, and then followed by complex psychological patterns of individual learners may also account for academic downgrade. While the individual patterns impacts are largely internal, the academic performance of students with outstanding record is strongly influenced by external social contexts. And s social influence stands between these two, with students＇ learning process associating highest interconnections between teachers＇ teaching models and the learning initiatives came from within. Therefore, it is necessary in this paper to explore distinctive approaches of preventing students with better academic performance becoming the mediocre learners.