| 503 | 0 | 138 |
| 下载次数 | 被引频次 | 阅读次数 |
学习科学作为一门跨学科研究领域,长期致力于回答“人是如何学习的”这一核心命题,重点关注学习的认知机制及技术增强的学习环境设计。然而,随着全球教育不平等加剧和教育发展不均衡问题持续凸显,如何在学习科学研究中回应社会正义与教育公平的诉求,正成为这一领域必须直面的理论与实践挑战。近年来,国际学习科学领域呈现出明显的社会正义取向,研究视角从单一聚焦个体认知过程,转向探讨“谁能学习、如何学习以及在何种社会结构中学习”等关键议题。该文在系统梳理国际学习科学社会正义取向的生成动因与理论范式转向的基础上,聚焦其在情境性理解、制度机制阐释与行动导向三个维度的研究特征,进一步结合中国教育数字化与智能化背景下的现实需求,分析其对我国学习科学研究的理论启示与方法革新意义。研究指出,学习科学唯有将公平视作内在的知识伦理与研究逻辑,而非外在的技术补偿目标,才能有效推动教育包容性与社会转型,助力全球和中国教育改革中的公共价值建设与实践探索。
Abstract：As an interdisciplinary research field, the learning sciences have long been dedicated to answering the core question of “how people learn, ” with a particular emphasis on the cognitive mechanisms of learning and the design of technology-enhanced learning environments. However, as global educational inequalities intensify and issues of structural exclusion become increasingly evident, addressing the imperatives of social justice and educational equity has emerged as a theoretical and practical challenge that the field must confront. In recent years, the international learning sciences community has demonstrated a clear turn towards social justice, shifting its research perspective from an exclusive focus on individual cognitive processes to critical inquiries into “who gets to learn, how learning occurs, and within what social structures learning takes place.” This paper systematically reviews the driving forces and theoretical shifts underpinning the social justice orientation in international learning sciences research, focusing on its key characteristics, including its contextualized understanding of learning, its institutional mechanisms, and its emphasis on action-oriented approaches. Furthermore, by situating this discussion within the current landscape of China' s digital and intelligent education initiatives, this paper analyzes the theoretical insights and methodological innovations that this orientation offers for learning sciences research in China. The study argues that only by internalizing equity as an inherent epistemic and methodological logic—rather than treating it as an external compensatory objective—can the learning sciences effectively promote educational inclusivity and social transformation, thereby contributing to the construction of public value and practical pathways for educational reform both globally and within China.
[1] Nasir N S,Hand V M.Exploring sociocultural perspectives on race,culture,and learning[J].Review of educational research,2006,76(4):449-475.
[2]联合国教科文组织.一起重新构想我们的未来:为教育打造新的社会契约[M].北京:教育科学出版社,2022.
[3][美]约翰·罗尔斯.何怀宏等译.正义论(修订版)[M].北京:中国社会科学出版社,2009.
[4][7][美]艾丽斯·M·杨.李诚予,刘靖子译.正义与差异政治[M].北京:中国政法大学出版社,2017.
[5]杨礼银.从罗尔斯到弗雷泽的正义理论的发展逻辑[J].哲学研究,2015,(8):83-89.
[6]冯建军.教育学视野中的教育公正[J].陕西师范大学学报(哲学社会科学版),2008,(2):90-94.
[8][24] Philip T M,Bang M,et al.Articulating the“how,” the“for what,” the“for whom,” and the“with whom” in concert:A call to broaden the benchmarks of our scholarship[J].Cognition and Instruction,2018,36(2):83-88.
[9]尚俊杰,庄绍勇等.学习科学:推动教育的深层变革[J].中国电化教育,2015,(1):6-13.
[10][美]科拉·巴格利·马雷特等.裴新宁等译.人是如何学习的II:学习者、境脉与文化[M].上海:华东师范大学出版社.
[11] OECD.AI and the Future of skills,Volume 1:Capabilities and Assessments[EB/OL].https://www.oecd.org/content/dam/oecd/en/publications/reports/2021/11/ai-and-thefuture-of-skills-volume-1_2f19d213/5ee71f34-en.pdf,2025-06-24.
[12]联合国教科文组织.全球教育监测报告2023:技术运用于教育:谁来做主?[M].北京:教育科学出版社,2024.
[13] Holmes W,Porayska-Pomsta K,et al.Ethics of AI in education:Towards a community-wide framework[J].International Journal of Artificial Intelligence in Education,2022,32(3):1-23.
[14] Shah R,Paulson J,et al.The rise of resilience in education in emergencies[J].Journal of Intervention and Statebuilding,2020,14(3):303-326.
[15] Dryden-Peterson S.Refugee education:The crossroads of globalization[J].Educational researcher,2016,45(9):473-482.
[16][17][21] Learning Towards Justice Team.Avoiding equity detours on the way to a more justice-oriented learning sciences[J].Journal of the Learning Sciences,2025,34(3):1-35.
[18]马欢.教育数字歧视的规制逻辑:从技术理性、价值理性到制度理性[J].现代远程教育研究,2024,36(3):46-54.
[19] Lee W O,Brown P,et al.International Handbook on Education Development in Asia-Pacific[M].Singapore:Springer Nature Singapore,2023.1277-1300.
[20] Booker A N,Vossoughi S,et al.Tensions and possibilities for political work in the learning sciences[A].Polman J L,Kyza E A.,et al.11th International conference of the learning sciences[C].Boulder,CO:International Society of the Learning Sciences.2014.919-926.
[22]高文.面向新千年的学习理论创新[J].全球教育展望,2003,32(4):26-31.
[23] Esmonde I.Power and Sociocultural Theories of Learning[M].New York,NY:Routledge,2017.6-7.
[24][51] Gutiérrez K D.Developing a sociocritical literacy in the third space[J].Reading research quarterly,2008,43(2):148-164.
[26][28] Bang M,Vossoughi S.Participatory design research and educational justice:Studying learning and relations within social change making[J].Cognition and instruction,2016,34(3):173-193.
[27][39] Nasir N S,Vakil S.STEM-focused academies in urban schools:Tensions and possibilities[J].Journal of the Learning Sciences,2017,26(3):376-406.
[29] Cumbo B, Selwyn N.Using participatory design approaches in educational research[J].International Journal of Research&Method in Education,2022,45(1):60-72.
[30] Orellana M F.At last:The“problem” of English learners:Constructing genres of difference[J].Research in the Teaching of English,2006,40(4):502-507.
[31] Dollinger M,D’Angelo B,et al.Participatory design for community-based research:A study on regional student higher education pathways[J].The Australian Educational Researcher,2021,48(4):739-755.
[32]歌路营.学生为宿舍改造出谋划策:歌路营乡村寄宿制学校宿舍环境改善项目[EB/OL].https://mp.weixin.qq.com/s/_oB0N0K_5Y1ns-QSZv Q7pg,2025-09-10.
[33] Gutiérrez K D,Rogoff B.Cultural ways of learning:Individual traits or repertoires of practice[J].Educational researcher,2003,32(5):19-25.
[34] Apple M.Ideology and curriculum[M].New York:Routledge,2004.
[35] Nasir N S.Racialized identities:Race and achievement among African American youth[M].Stanford:Stanford University Press,2011.
[36] Wortham S.Learning identity:The joint emergence of social identification and academic learning[M].Cambridge:Cambridge University Press,2006.
[37] Selwyn N.Should robots replace teachers? AI and the future of education[M].Hoboken:John Wiley&Sons,2019.
[38] Holland D, Lave J, et al. History in person:Enduring struggles, contentious practice,intimate identities[M].Santa Fe:SAR Press,2001.
[40] Weinstein R S.Reaching higher:The power of expectations in schooling[M].Harvard:Harvard University Press,2002.
[41] Oakes J.Keeping track:How schools structure inequality[M].New Haven:Yale university press,2005.
[42] Benjamin R.Race after technology[M].New York:Routledge,2023.405-415.
[43][45] Bang M,Medin D.Cultural processes in science education:Supporting the navigation of multiple epistemologies[J].Science education,2010,94(6):1008-1026.
[44][46] Vakil S,Ayers R.The racial politics of STEM education in the USA:Interrogations and explorations[J].Race ethnicity and education,2019,22(4):449-458.
[47]付卫东,郭三伟.“双减”政策落地与新的教育不公平——基于6省30个县(市、区)的调查[J].现代教育管理,2024,(4):42-51.
[48]张济洲,黄书光.隐蔽的再生产:教育公平的影响机制——基于城乡不同阶层学生互联网使用偏好的实证研究[J].中国电化教育,2018,(11):18-23+132.
[49]赵建武,李芳等.教育数字化战略背景下教育扶贫固脱防返的公平问题与政策保障[J].民族教育研究,2024,35(4):82-91.
[50][美]日内瓦·盖伊.余祖光,周满生译.文化回应式教学——理论、研究与实践(第三版)[M].北京:教育科学出版社,2023.
[52] Esmonde I,Booker A N.Power and privilege in the learning sciences:Critical and sociocultural theories of learning[M].New York,NY:Routledge,2017.6-7.
[53]许亚锋,姚军.在线教育能促进教育公平吗?——基于网络公选课的实证研究[J].电化教育研究,2018,39(4):38-45.
[54] Ifenthaler D,Yau J Y K.Utilising learning analytics to support study success in higher education:a systematic review[J].Educational Technology Research and Development,2020,68(4):1961-1990.
基本信息:
中图分类号:G434
引用信息:
[1]胡华,郑太年,朱悦.从“如何学习”到“谁能学习”：学习科学研究的社会正义取向[J].中国电化教育,2025,No.467(12):25-32.
基金信息:
2023年度国家社会科学基金教育学一般项目“学习方式创新及其支持系统的国际比较与本土实践研究”（项目编号：BDA230234）研究成果