【作 者】：
张婧婧， 牛晓杰， 黄一橙
【关 键 词 】：
学习科学； 学习理论； 研究方法； 研究范式
【栏 目】：
理论探讨
【中文摘要】：
关于“人是如何学习的”这个问题，学术界经历了从关注认知和脑的“学习的科学”到关注情境的“学习科学”的变迁。这种变迁背后的逻辑与研究者所秉承的学习观、研究范式及相关实践息息相关。行为主义与第一代认知科学的发展推动了实证主义范式与实验方法的蓬勃发展；第二代认知科学强调真实情境，建构观和解释主义范式受到重视；20世纪90年代起，旨在解决真实问题的实用主义范式与设计研究成为学习科学重要的研究方法。当下，大数据推动下学习分析领域的发展催生了指向复杂性的“新经验主义”范式。以复杂系统建模为主的数据密集型研究旨在打开学习发生的“黑箱”，深入探索学习的交互关系和演化机制。文章系统回顾与比较了学习科学领域四大发展阶段中的学习观、研究范式与相关实践，旨在推动学习科学理论与实践融合创新。
【英文摘要】：
On the question of "how people learn", academics have gone through a change from the "science of learning" which emphasizes cognition and brain to "the learning sciences" which emphasizes the context. The logic behind this change is closely related to the view of learning, the research paradigm, and practical logic that researchers uphold. The development of behaviorism and the first-generation cognitive science promoted the vigorous development of the positivism paradigm and experimental studies. The second-generation cognitive science highlighted the importance of real situation, elevating constructivist and interpretivism paradigms. From the 1990s onwards, the pragmatic paradigm and design-based research, aiming at solving real problems, have become the important research methods in learning sciences. Nowadays, the development of learning analytics, driven by big data, has given rise to the "new empiricism" paradigm that points to complexity. This data-intensive research, primarily focusing on complex system modeling, seeks to open the "black box" of learning, and explore the interaction and evolutionary mechanism of learning. This paper systematically reviews and compares learning theories, research paradigms, and related practices in the four major stages of development in the field of the learning sciences, aiming to promote the theoretical and practical integration and innovation in the learning sciences.