“美德导向”的根源与前途:“中国学习者悖论”再考查
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摘要
对"中国学习者悖论"的评价及其成因的解释众说纷纭,其主要原因不仅在于定量测量技术上的问题,还在于跨文化理解上的局限。其中最有影响力的理论是李瑾的基于儒家文化的"美德导向说"。然而,诸多研究表明,美德导向的学习行为更有利于考试分数的提高而不是批判性思维和创新能力的发展。因此,本文首先论述了西方视角对中国学生的学习行为在理解、测量上的误区,并进行文化解读,然后以"大历史"视角对"悖论"问题进行追根溯源,提出"人口与资源冲突"是悖论现象的根源。最后,论文提出:信息化是超越地理环境决定论的革命性力量,是对发展中国家的资源补偿,是后发国家教育现代化的良机。只有将"美德导向"的传统与"心智导向"的现代技能结合起来,才能形成后发优势。
Explanations for the "Paradox of Chinese Learners" are numerous.The main reason lies not only in the technical problems of quantitative measurement,but also in the limitation of cross-cultural understanding.The most influential theory in this field is "virtue-orientation" by Lijin,a Chinese American scholar.However,many studies prove that the "virtue-oriented" learning mode is more beneficial to the rise of examination scores rather than to the development of critical thinking.Therefore,this paper first illustrates the misunderstanding from the western perspective about the Chinese learning behavior though cultural analysis,and then tries to take the "big history" approach to explore the origin of the unique "virtue-orientation" paradox of Chinese learners.It is proposed that informationization should be the revolutionary power overcoming geographical determinism,which serves as compensation to the developing countries for their educational modernization drive.Only by combining the Chinese "virtue-orientation" with the western "mind-orientation",can the so-called "late-development advantage" be realized.
Explanations for the "Paradox of Chinese Learners" are numerous.The main reason lies not only in the technical problems of quantitative measurement,but also in the limitation of cross-cultural understanding.The most influential theory in this field is "virtue-orientation" by Lijin,a Chinese American scholar.However,many studies prove that the "virtue-oriented" learning mode is more beneficial to the rise of examination scores rather than to the development of critical thinking.Therefore,this paper first illustrates the misunderstanding from the western perspective about the Chinese learning behavior though cultural analysis,and then tries to take the "big history" approach to explore the origin of the unique "virtue-orientation" paradox of Chinese learners.It is proposed that informationization should be the revolutionary power overcoming geographical determinism,which serves as compensation to the developing countries for their educational modernization drive.Only by combining the Chinese "virtue-orientation" with the western "mind-orientation",can the so-called "late-development advantage" be realized.
引文
[1]李瑾.文化溯源:东方与西方的学习理念[M].上海:华东师范大学出版社,2015.
[2]WATKINS D A,BIGGS J B.The paradox of the Chinese learner and beyond[G]//WATKINS D A,BIGGS J B.The Chinese learner:Cultural,psychological,and contextual influences.Hong Kong:Comparative Education Research Centre,The University of Hong Kong,2001:3-26.
[3]HUANG R,LEUNG F K S.Deconstructing teacher-centeredness and student-centeredness dichotomy:A case study of a Shanghai mathematics lesson[J].The Mathematics Educator,2005,15(2):35-41.
[4]MOK I.Shedding light on the East Asian learner paradox:Reconstructing student-centredness in a Shanghai classroom[J].Asia Pacific Journal of Education,2006,26(2):131-142.
[5]MARSH H W,HAU K T.Big-fish-little-pond effect on academic self-concept:A cross-cultural(26-country)test of the negative effects of academically selective schools[J].American Psychologist,2003,58(5):364-376.
[6]MARTON F,ALBA G,TSE L.Memorizing and Understanding:The keys to the paradox?[G]//WATKINS D A,BIGGS J B.The Chinese learner:Cultural,psychological,and contextual influences.Hong Kong:The University of Hong Kong,1996:69-83.
[7]CAI H,BROWN J D,DENG C,OAKES M A.Self-esteem and culture:Differences in cognitive self-evaluations or affective self-regard?[J].Asian Journal of Social Psychology,2007(10):162-170.
[8]IYENGAR S S,LEPPER M R.Rethinking the value of choice:a cultural perspective on intrinsic motivation[J].Journal of Personality and Social Psychology,1999,76(3):349-366.
[9]BAO X,LAM S.Who Makes the Choice?Rethinking the Role of Autonomy and Relatedness in Chinese Children's Motivation[J].Child Development,2008,79(2):269-283.
[10]施林淼.“拔尖计划”人才培养模式四年跟踪调查:南京大学案例[D].南京:南京大学,2016.
[11]ASTIN A W.Undergraduate achievement and institutional“Excellence”[J].Science,1968,161(16):661-668.
[12]吕林海,张红霞,李婉芹,万东升.中国学生的保守课堂学习行为及其与中庸思维、创造性思维等的关系[J].远程教育杂志,2015(5):54-63.
[13]ENTWISTLE N.Teaching for Understanding at University:Deep Approaches and Distinctive Ways of Thinking[M].London:Palgrave Macmillan,2009:11-13.
[14]周菲,余秀兰.家庭背景对大学生学术性投入的影响及其作用机制[J].教育研究,2016(2):78-88.
[15]杨中芳,林升栋.中庸实践思维体系构念图的建构效度研究[J].社会学研究,2012,26(4):182.
[16]THAO-DO T P,YUENYONG C.Dilemmas in examining understanding of nature of science in Vietnam[J].Cultural Studies of Science Education,2017,12(2):255-269.
[17]WAN D S,ZHANG H X,WEI B.Impact of Chinese Culture on Pre-service Science Teachers'Views of the Nature of Science[J].Science&Education,2018(27):321-355.
[18]SALILI F,HOOSAIN R.Culture,Motivation and Learning:A Multicultural Perspective[G]//SALILI F,HOOSAIN R(Eds.).Culture,Motivation and Learning:A Multicultural Perspective.Charlotte,NC:Information Age Publishing,Inc,2007:3-16.
[19]IYENGAR S S,LEPPER M R,ROSS L.Independence from whom?Interdependence with whom?Culture perspectives on ingroups and outgroups[G]//PRENTICE D A,MILLER D T.Cultural Divides:Understadning and overcoming group conflict.New York:Sage,1999:273-301.
[20]何晶,晏齐宏.互联网使用与北京市新生代农民工的社会发展研究[J].新闻与传播研究,2016(4):45-65.
[21]林升栋,杨中芳.自我是一分为二的吗?---以西方自我图式的研究为例[J].心理学探新,2006(3):47.
[22]许丹东.“心智-美德”视角下的大学生学习参与研究[D].南京:南京大学,2017.
[23]CHIU M M,KLASSEN R M.Calibration of reading self-concept and reading achievement among 15-year-olds:Cultural differences in 34countries[J].Learning and Individual Differences,2009,19(3):372-386.
[24]孙岳.“大历史”的旨趣---记第22届国际历史科学大会“大历史”小组会议[J].史学理论研究,2016(1):139-144.
[25]杨阳.碎片采集与传统建构---评狄百瑞《亚洲价值与人权:儒家社群主义的视角》[J].哲学研究,2012(5):118-123.
[26]葛剑雄.中国文化的历史地理环境[G]//张岱年,方立克.中国文化概论(修订版).北京:北京师范大学出版社,2004:13-24.
[27]连亦同.略述我国的自然资源与人口问题[J].人口研究,1983(3):17-22.
[28]韩茂莉.2000年来我国人类活动与环境适应以及科学启示[J].地理研究,2000(3):324-331.
[29]理查德·耐思贝特.思维的版图[M].李秀霞,译.北京:中信出版社,2003.
[30]刘樑,史浩,何婧,李仕明.非常规突发事件在线信息处理及其演化传播规律研究综述[J].电子科技大学学报,2013(2):17-21.
[31]张红霞,吕林海.如何走出“中国学习者悖论”---中西方教育哲学的双重价值及其统合[J].探索与争鸣,2015(10):87-93.
[32]KAPLAN R.The Revenge of Geography:What the Map Tells Us About Coming Conflicts and the Battle Against Fate[M].New York:Random House,2012.
[33]丹尼斯·谢尔曼,乔伊斯·舒尔茨伯里.全球视野下的西方文明史[M].上海:上海三联书店,2011.
[34]吕林海,龚放.大学学习方法研究:缘起、观点及发展趋势[J].高等教育研究,2012(2):58-66.
[35]追梦1979.衡水中学的模式:大学生的加工厂?[EB/OL].(2016-06-18)[2019-01-03].http://www.360doc.com/content/18/0623/05/19650087_764558674.shtml.
[36]FACIONE P A.Critical Thinking:A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction:Research Findings and Recommendations[M].Millbrae,CA:The California A-cademic Press,1990.
[37]KOLB D.Experiential learning:experience as the source of learning and development[M].Englewood Cliffs,NJ:Prentice-Hall,1984.
[38]PERRY W G.Forms of Intellectual and Ethical Development in the College Years:A Scheme[M].New York:Holt,Rinehart and Winston,1970:285.
[39]刘一鸣.中美大学生学习能力比较及培养途径[J].教育理论与实践,2016(36):62-64.
[40]罗清旭.《加利福尼亚批判性思维倾向问卷》中文版的初步修订[J].心理发展与教育,2001(3):47-51.
[41]罗燕,史静寰.清华大学本科教育学情调查报告--与美国顶尖研究型大学相比较[J].清华大学教育研究,2009(5):1-13.
[42]中国科学技术协会,中国公众科学素养调查课题组.2001年中国公众科学素养调查报告[M].北京:科学普及出版社,2002:69.
[43]WANG J,LIN E.An alternative interpretation of relationship between self-concept and mathematics achievement:Comparison of Chinese and US students as a context[J].Evaluation&Research in Education,2008,21(3):154-174.
[44]张旭东,孙宏艳,赵霞.从“90后”到“00后”:中国少年儿童发展状况调查报告[J].中国青年研究,2017(2):98-107.
[45]王开东.不一样的“00后”,我们读懂了吗?[J].人民教育,2016(10):1.
[46]王国华,骆毅.论互联网时代社会治理的转型[J].江汉论坛,2015(7):39.
(1)由瑞典学者马顿(F. Marton)和萨尔乔(R. Saljo)提出,英国学者恩提斯特(N. Entwistle)等发展了“深层学习”(deep approach)与“浅层学习”(surface approach)概念。前者指关注学习内容的意义,运用联系、分析、批判等高级认知技能进行学习的方式;后者指为了高效回答问题而进行的背记式学习方式。
(2)The Programfor International Student Assessment的缩写。
(3)The Trends in International Mathematics and Science Study的缩写。
(4)根据作者课题组2017年调查数据的初步分析结果,尚未发表。
(5)学习参与(learning involvement)是指学生投入到学术经历中的时间、精力以及努力程度(Astin,1984)。
(6)由于地形的限制,中国古代只有通过“丝绸之路”与西亚和东南欧发生联系。
(7)作为西方文明之摇篮的“两河流域”和古希腊的地理环境四通八达、丰富多样,号称“三洲五海”之地。青铜器时代已经有大规模的跨越欧亚非的贸易活动;两千多年前的古希腊曾经是世界经济文化中心。
[2]WATKINS D A,BIGGS J B.The paradox of the Chinese learner and beyond[G]//WATKINS D A,BIGGS J B.The Chinese learner:Cultural,psychological,and contextual influences.Hong Kong:Comparative Education Research Centre,The University of Hong Kong,2001:3-26.
[3]HUANG R,LEUNG F K S.Deconstructing teacher-centeredness and student-centeredness dichotomy:A case study of a Shanghai mathematics lesson[J].The Mathematics Educator,2005,15(2):35-41.
[4]MOK I.Shedding light on the East Asian learner paradox:Reconstructing student-centredness in a Shanghai classroom[J].Asia Pacific Journal of Education,2006,26(2):131-142.
[5]MARSH H W,HAU K T.Big-fish-little-pond effect on academic self-concept:A cross-cultural(26-country)test of the negative effects of academically selective schools[J].American Psychologist,2003,58(5):364-376.
[6]MARTON F,ALBA G,TSE L.Memorizing and Understanding:The keys to the paradox?[G]//WATKINS D A,BIGGS J B.The Chinese learner:Cultural,psychological,and contextual influences.Hong Kong:The University of Hong Kong,1996:69-83.
[7]CAI H,BROWN J D,DENG C,OAKES M A.Self-esteem and culture:Differences in cognitive self-evaluations or affective self-regard?[J].Asian Journal of Social Psychology,2007(10):162-170.
[8]IYENGAR S S,LEPPER M R.Rethinking the value of choice:a cultural perspective on intrinsic motivation[J].Journal of Personality and Social Psychology,1999,76(3):349-366.
[9]BAO X,LAM S.Who Makes the Choice?Rethinking the Role of Autonomy and Relatedness in Chinese Children's Motivation[J].Child Development,2008,79(2):269-283.
[10]施林淼.“拔尖计划”人才培养模式四年跟踪调查:南京大学案例[D].南京:南京大学,2016.
[11]ASTIN A W.Undergraduate achievement and institutional“Excellence”[J].Science,1968,161(16):661-668.
[12]吕林海,张红霞,李婉芹,万东升.中国学生的保守课堂学习行为及其与中庸思维、创造性思维等的关系[J].远程教育杂志,2015(5):54-63.
[13]ENTWISTLE N.Teaching for Understanding at University:Deep Approaches and Distinctive Ways of Thinking[M].London:Palgrave Macmillan,2009:11-13.
[14]周菲,余秀兰.家庭背景对大学生学术性投入的影响及其作用机制[J].教育研究,2016(2):78-88.
[15]杨中芳,林升栋.中庸实践思维体系构念图的建构效度研究[J].社会学研究,2012,26(4):182.
[16]THAO-DO T P,YUENYONG C.Dilemmas in examining understanding of nature of science in Vietnam[J].Cultural Studies of Science Education,2017,12(2):255-269.
[17]WAN D S,ZHANG H X,WEI B.Impact of Chinese Culture on Pre-service Science Teachers'Views of the Nature of Science[J].Science&Education,2018(27):321-355.
[18]SALILI F,HOOSAIN R.Culture,Motivation and Learning:A Multicultural Perspective[G]//SALILI F,HOOSAIN R(Eds.).Culture,Motivation and Learning:A Multicultural Perspective.Charlotte,NC:Information Age Publishing,Inc,2007:3-16.
[19]IYENGAR S S,LEPPER M R,ROSS L.Independence from whom?Interdependence with whom?Culture perspectives on ingroups and outgroups[G]//PRENTICE D A,MILLER D T.Cultural Divides:Understadning and overcoming group conflict.New York:Sage,1999:273-301.
[20]何晶,晏齐宏.互联网使用与北京市新生代农民工的社会发展研究[J].新闻与传播研究,2016(4):45-65.
[21]林升栋,杨中芳.自我是一分为二的吗?---以西方自我图式的研究为例[J].心理学探新,2006(3):47.
[22]许丹东.“心智-美德”视角下的大学生学习参与研究[D].南京:南京大学,2017.
[23]CHIU M M,KLASSEN R M.Calibration of reading self-concept and reading achievement among 15-year-olds:Cultural differences in 34countries[J].Learning and Individual Differences,2009,19(3):372-386.
[24]孙岳.“大历史”的旨趣---记第22届国际历史科学大会“大历史”小组会议[J].史学理论研究,2016(1):139-144.
[25]杨阳.碎片采集与传统建构---评狄百瑞《亚洲价值与人权:儒家社群主义的视角》[J].哲学研究,2012(5):118-123.
[26]葛剑雄.中国文化的历史地理环境[G]//张岱年,方立克.中国文化概论(修订版).北京:北京师范大学出版社,2004:13-24.
[27]连亦同.略述我国的自然资源与人口问题[J].人口研究,1983(3):17-22.
[28]韩茂莉.2000年来我国人类活动与环境适应以及科学启示[J].地理研究,2000(3):324-331.
[29]理查德·耐思贝特.思维的版图[M].李秀霞,译.北京:中信出版社,2003.
[30]刘樑,史浩,何婧,李仕明.非常规突发事件在线信息处理及其演化传播规律研究综述[J].电子科技大学学报,2013(2):17-21.
[31]张红霞,吕林海.如何走出“中国学习者悖论”---中西方教育哲学的双重价值及其统合[J].探索与争鸣,2015(10):87-93.
[32]KAPLAN R.The Revenge of Geography:What the Map Tells Us About Coming Conflicts and the Battle Against Fate[M].New York:Random House,2012.
[33]丹尼斯·谢尔曼,乔伊斯·舒尔茨伯里.全球视野下的西方文明史[M].上海:上海三联书店,2011.
[34]吕林海,龚放.大学学习方法研究:缘起、观点及发展趋势[J].高等教育研究,2012(2):58-66.
[35]追梦1979.衡水中学的模式:大学生的加工厂?[EB/OL].(2016-06-18)[2019-01-03].http://www.360doc.com/content/18/0623/05/19650087_764558674.shtml.
[36]FACIONE P A.Critical Thinking:A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction:Research Findings and Recommendations[M].Millbrae,CA:The California A-cademic Press,1990.
[37]KOLB D.Experiential learning:experience as the source of learning and development[M].Englewood Cliffs,NJ:Prentice-Hall,1984.
[38]PERRY W G.Forms of Intellectual and Ethical Development in the College Years:A Scheme[M].New York:Holt,Rinehart and Winston,1970:285.
[39]刘一鸣.中美大学生学习能力比较及培养途径[J].教育理论与实践,2016(36):62-64.
[40]罗清旭.《加利福尼亚批判性思维倾向问卷》中文版的初步修订[J].心理发展与教育,2001(3):47-51.
[41]罗燕,史静寰.清华大学本科教育学情调查报告--与美国顶尖研究型大学相比较[J].清华大学教育研究,2009(5):1-13.
[42]中国科学技术协会,中国公众科学素养调查课题组.2001年中国公众科学素养调查报告[M].北京:科学普及出版社,2002:69.
[43]WANG J,LIN E.An alternative interpretation of relationship between self-concept and mathematics achievement:Comparison of Chinese and US students as a context[J].Evaluation&Research in Education,2008,21(3):154-174.
[44]张旭东,孙宏艳,赵霞.从“90后”到“00后”:中国少年儿童发展状况调查报告[J].中国青年研究,2017(2):98-107.
[45]王开东.不一样的“00后”,我们读懂了吗?[J].人民教育,2016(10):1.
[46]王国华,骆毅.论互联网时代社会治理的转型[J].江汉论坛,2015(7):39.
(1)由瑞典学者马顿(F. Marton)和萨尔乔(R. Saljo)提出,英国学者恩提斯特(N. Entwistle)等发展了“深层学习”(deep approach)与“浅层学习”(surface approach)概念。前者指关注学习内容的意义,运用联系、分析、批判等高级认知技能进行学习的方式;后者指为了高效回答问题而进行的背记式学习方式。
(2)The Programfor International Student Assessment的缩写。
(3)The Trends in International Mathematics and Science Study的缩写。
(4)根据作者课题组2017年调查数据的初步分析结果,尚未发表。
(5)学习参与(learning involvement)是指学生投入到学术经历中的时间、精力以及努力程度(Astin,1984)。
(6)由于地形的限制,中国古代只有通过“丝绸之路”与西亚和东南欧发生联系。
(7)作为西方文明之摇篮的“两河流域”和古希腊的地理环境四通八达、丰富多样,号称“三洲五海”之地。青铜器时代已经有大规模的跨越欧亚非的贸易活动;两千多年前的古希腊曾经是世界经济文化中心。