从刻板印象到理论探索:关于“中国学习者”研究的述评

From Stereotypes to Theoretical Exploration:A Review of Research on the Chinese Learner

“中国学习者”是国际上中国教育研究领域的新兴议题,旨在从国际和比较视野剖析中国学生群体的学习特点,为建构有中国特色的学生学习理论提供重要参考。本文通过对中国学习者研究文献的系统查阅和述评,认为本领域研究可划分为三个阶段:消极刻板评价(20世纪80年代)、破解“中国学习者悖论”(20世纪90年代)、理论探索和反思超越(21世纪初至今)。研究呈现出三个主要特点:价值取向从过于消极到过度积极再趋于客观,研究内容从学习方式向理论探索和影响因素扩展,解释视角从文化主义向教师教学等视角转变。中国研究者需要更多地参与到本领域研究中,持续加强研究的“中国立场”,展现更为真实而复杂的中国学生学习样态,提升在本领域的理论贡献水平和国际话语权,并完善研究思路以服务中国教育教学的改革。

The Chinese learner is an emerging topic in the international field of Chinese education research,aiming to analyze the learning features of the Chinese student population from an international and comparative perspective,and to provide an important reference for the construction of student learning theory with Chinese characteristics.The research trajectory of this field can be divided into three phases through a systematic review of the research literature on Chinese learners:negative stereotypes shaped by the West(the 1980s),breaking the paradox of the Chinese learner(the 1990s),theory construction and reflection(the beginning of the 21st century to the present).The characteristics of this research field can be concluded as follows:The evaluation on the Chinese learner has been gradually transformed from excessive negative to overly positive and to objective;the research content starts from the student learning approach and then extends to the indigenous theoretical construction and exploration of influential factors;the interpretation perspective turns from the Confucius culture to teaching and other factors.Chinese researchers need to participate more in this research field and continue strengthening the"China perspective"of research.Besides demonstrating a more realistic and complex learning pattern of Chinese students,Chinese researchers need to enhance theoretical contribution and discourse power in international academia and improve their research approach to serve China's education and teaching reform.