从“缺陷模式”到“积极发展观”:国外积极青少年发展理论及其模型综述

On Adolescent Education from Deficit Model to Positive Youth Development:A Review of Theories and Models

国外对青少年教育与发展的研究已逾百年,目前较为前沿的是积极青少年发展观。积极青少年发展观由“缺陷模式”演进而来,其体系构造十分丰富,既涉及生物生态学、发展情境、发展资源等系统理论,也包含PVEST、7Cs、CASEL等应用模型。这些理论与模型经多重实证研究检验已趋于成熟,对世界许多国家的青少年教育与发展产生了重大影响。于青少年的共性问题而言,借鉴国外较成熟的理论成果或许会对我国青少年教育与发展有所裨益。

Scientific research on adolescent education and development in Western countries has a history of more than one century.Positive youth development(PYD)is the most cutting-edge paradigm,which refutes the deficit model,and incorporates many useful theories and models.There are not only the bioecological theory,developmental contextualism,developmental assets,and other theories,but also PVEST,7Cs,CASEL,and other models.Multiple empirical studies have supported the validily of these theories and models,which have had a significant influence on youth education and development in many countries.Considering that some excellent findings of PYD can be used as references for researchers and practitioners in Chinese relevant fields,this study began by reviewing the origins and development of PYD in the context of a historical process.Then,based on their categories,the main theories and models related to PYD were reviewed respectively.Finally,this study concluded with a critical discussion of the reviewed contents.