课堂学习的进化观

Understanding Classroom Learning from Evolutionary Perspectives

长期以来,在传统教育心理学的研究中,标准社会科学模型和行为主义占有支配地位,学习的生物学因素没有得到应有的重视。即使二十世纪六十年代认知革命产生后,支配认知和学习研究的取向从外部转向内部,但还是干巴巴的信息加工模型,计算机隐喻主宰着认知研究,学习的生物学解释仍然没有得到关注。二十世纪后期教育心理学领域兴起的另一个取向——社会文化历史理论或活动理论,也并不关注学习的生物学解释。进化教育心理学聚焦进化形成的社会和认知偏好与儿童在学校中学习的动机和能力之间的关系,为我们理解课堂学习提供了一个富有解释力的框架,推进了几乎停滞的教育心理学研究。论文在评析标准社会科学模型并系统梳理进化教育心理学理论的基础上,对进化教育心理学之于学习的理解——生物初级学习和生物次级学习、朴素知识和天生的动机偏好及其对课堂教学的涵义作了初步探讨。

For a long time,Standard Social-Science Model and Behaviorism have dominated in the researches of traditional psychology of learning,and the biological factors of learning have received scant attention.Even after the cognitive revolution,research orientations shift from exterior to interior,the flat information processing model and computer metaphor dominate the cognitive research,and the biological explanation of learning still get few attention.After the presence of evolutionary psychology,especially evolutionary educational psychology,the situation has changed a lot.To reflect the progress,based on the systemic pectination of evolutionary educational psychology theories,I have made the preliminary discussion on understanding learning in terms of biologically primary learning ability,biologically secondary learning ability,and the meaning of classroom teaching.