【作 者】：
王 婷， 郑旭东， 李秀菊
【关 键 词 】：
家庭群体； 场馆学习； 行为组织； 认知发展； 经验建构
【栏 目】：
学习环境与资源
【中文摘要】：
文章通过对相关文献的综述发现：家庭群体的场馆学习研究存在两种基本视角，行为视角侧重对家庭群体行为特征与影响因素的人口统计学与行为学考察，认知视角侧重对参观动机、认知发展、思维转变以及经验建构的深层探索；但理论原创不足使对家庭群体场馆学习的描述性考察存在局限，个体主义取向使对家庭群体场馆学习进行解释性探索面临着尴尬；对场馆学习境脉中行为、认知与经验的复杂交互机制研究不足；未来需推进与亲子家庭组织形式和场馆复杂境脉相适应的基础理论探索，克服个人主义与群体主义间的张力，建立以家庭行为、身份认知和经验建构为核心的整体研究框架。
【英文摘要】：
On the basis of the relevant literature review, it is found that there are two main approaches to family learning in museum, namely behavioral approach and cognitive approach. The former focuses on the behavioral characteristics of family group and influential elements through demographic and behavioral investigation; the later stresses motivation, cognitive development and conceptual change and experience construction of family group in museum. But the lack of theoretical originality has limited the descriptive inspection of family learning in museum, and it is awkward to conduct interpretative exploration because of individualistic orientation. Moreover, the research on the complex interaction mechanism of behavior, cognition and experience of family learning in museum is not enough. It is proposed that in the future, there is a need to promote the exploration of the basic theory that is suitable for the parent-child family organization and complex museum context, to overcome the tension between individualism and collectivism and develop a holistic theoretical framework with the core concept of family behavior, identity cognition and experience construction.