Chapter II: Changing Conceptions of Learning: A Century of Progress in the Scientific Study of Education
Chapter II: Changing Conceptions of Learning: A Century of Progress in the Scientific Study of Education
复制标题
第二章：学习观念的转变：教育科学研究的一个世纪的进步
作者：
Richard Mayer
自 1902 年以来，美国国家教育研究学会 (NSSE) 每年都会出版一本经过编辑的年鉴，回顾一两个选定的教育主题。随着新千年的到来，这个长达一个世纪的教育研究宝库为任何有兴趣回顾教育关键思想演变的人提供了出色的资源。也许，教育中没有比学习的本质更基本的话题了，因为教育的核心就是培养学习。作为 1890 年代末国家赫尔巴特学会的产物，NSSE 深深植根于学习研究，并且在过去一百年的 NSSE 年鉴中多次强调学习。本章的目的是回顾整个二十世纪 NSSE 年鉴和相关 NSSE 卷中讨论的教育学习概念的变化。本章特别探讨了以下概念变化的历史主题：（a）学习理论在教育研究中的重要性，（b）学习的定义，（c）学习过程，（d）心理学理论与教育实践之间的关系，（e）学习理论的普遍性，（f）学习中个体差异的本质，（g）学习评估的本质，（h）学习的动机背景，（i）学习的生物学背景，（j）学习的社会背景学习。为了分析各个维度的变化，我将二十世纪大致分为三个阶段：早期（包括前几十年）、中期（包括中间几十年）和晚期（包括最后几十年）。表1总结了20世纪早期、中期和晚期各个维度的变化；每个
The National Society for the Study of Education (NSSE) has published an edited Yearbook reviewing one or two selected topics in education each year since 1902. With the arrival of the new millennium, this century-long repository of educational study provides an outstanding resource for anyone interested in looking back over the evolution of key ideas in education. There is, perhaps, no more fundamental topic in education than the nature of learning, for at its core, education means the fostering of learning. As an outgrowth of the National Herbart Society in the late 1890s, the NSSE has deep roots in the study of learning, and learning has repeatedly been highlighted in NSSE Yearbooks during the past one hundred years. The purpose of this chapter is to review changes in the conception of learning in education as discussed in the pages of the NSSE Yearbooks and related NSSE volumes throughout the twentieth century. In particular this chapter explores historical themes concerning changes in the conception of (a) the importance of learning theory in the study of education, (b) the definition of learning, (c) the process of learning, (d) the relation between psychological theory and educational practice, (e) the generality of learning theories, (f) the nature of individual differences in learning, (g) the nature of assessment of learning, (h) the motivational context of learning, (i) the biological context of learning, and (j) the social context of learning. For purposes of analyzing changes in each of these dimensions, I divided the twentieth century into three rough segments—early (consisting of the first few decades), middle (consisting of the middle few decades), and late (consisting of the final few decades). Table 1 summarizes changes in each of these dimensions over the early, middle, and late segments of the twentieth century; each of