学习品质:概念内涵与结构要素

Learning Quality:Conceptual Connotation and Structural Elements

当前,有关儿童学习品质的研究与培养引起了世界范围内的重视。何为学习品质,学习品质由哪些要素组成,这两个问题是一切有关学习品质研究与实践的出发点。在对我国研究者提出的本土化学习品质概念与近年来由西方引入的译为“学习品质”的概念比较的基础上,文章认为:学习品质指的是儿童主要在后天形成并不断发展的,能激发、维持学习行为,始终表现在各类学习活动中的、有助于获得较高学习质量,与儿童的智力水平不呈现直接相关的、较为稳定的心理特性。儿童学习品质包括动力性学习品质、过程性学习品质及结果性学习品质,这些学习品质主要在学习的不同阶段发挥特定的作用,最终决定甚至本身就代表儿童学习的质量。

At present,the research and cultivation of children’s learning quality has attracted worldwide attention.What is learning quality,and what are the elements of learning quality?These two questions are the starting points of all research and practice on learning quality.On the basis of comparing the concept of localized learning quality proposed by Chinese researchers with the concept of"Approaches to Learning"introduced by the West in recent years,this study argues that learning quality mainly refers to a relatively stable psychological characteristic of children,which is formed and developed by children later in life and is not directly related to children’s intelligence level.It stimulates and maintains children’s learning behaviors and is always performed in various learning activities,which helps to obtain high quality of learning.Children’s learning quality includes motivational learning quality,procedural learning quality and resultant learning quality.These learning qualities mainly play a specific role in different stages of learning,and ultimately determine or even represent in themselves the quality of children’s learning.