学生身份对学生学习的影响——基于美国实证研究的述评

The Influence of Students’ Identity on Students’ Learning——Based on Literature Review of Empirical Study in The United States

美国学界就学生身份对学习的影响做了诸多实证研究。本研究通过系统化检索、筛选和编码遴选出30篇代表性文献,采用内容分析法,根据研究者对身份概念的不同理解,将其分为社会身份、话语身份、实践身份三种类型,并分别对社会身份、话语身份和实践身份对学生学习产生的影响做了述评。据此,为了更好地促进学生学习,教师应该着重关注学生的社会身份对师生互动质量产生的间接影响、有效支持良性互动中学生话语认同的构建、通过营造实践情境促进学生的参与。

There are a series of empirical researches of the influence of students' identity on students' learning.This paper,taking 30 articles as research objectives,uses content analysis method to classify students' identity into social-cultural identity,discourse identity and practice identity according to researchers' different understandings about identity,and reviews the influences of different students' identities on students' learning.Based on it,teachers should pay attention to identify the influence of social-cultural identity on teacherstudent interaction quality,support to construct students' discourse identity during the process of effective communication,and promote the development of students'practice identity actively.