日本学力论研究中习熟论的出现

发布时间：2018-04-22 09:02

本文选题：学力 + 习熟　；参考：《黑龙江高教研究》2011年05期

【摘要】：习熟概念衍生于日本反思二战后二元对立的学力论争,由中内敏夫等学者借鉴苏联教育心理学研究成果,于20世纪七八十年代提出。经由到达度评价理论的学力论研究逐渐丰富和发展,初现雏形。进入21世纪,日本教育科学研究领域的学力研究,将习熟概念提升到重要位置,并进行大量细致、深入的研究。这些都是试图延续中内敏夫的努力,用习熟概念统合对立的学力二元论,再融合西方最先进的学习心理学研究成果积极构建学习共同体,以切实保障学生的学力,开拓更为广阔的学力研究的新领域。
[Abstract]:The concept of familiarity was derived from the academic debate in Japan which reflected on the dualistic opposition after the second World War. It was put forward in the 1970s and 1980s by scholars such as Nakai Minfu and other scholars who drew lessons from the Soviet Union's research achievements in educational psychology. Through the theory of the degree of arrival evaluation of academic capacity research gradually enriched and developed, the beginning of the embryonic form. In the 21st century, the academic ability research in the field of educational science in Japan has promoted the concept of familiarity to an important position, and carried out a large number of meticulous and in-depth studies. These are attempts to continue the efforts of Nakai Minfu, to integrate the opposing dualism of academic ability with the concept of learning, and to integrate the most advanced research results of learning psychology in the West into an active learning community, so as to ensure the students' academic ability. To open up a wider field of academic research.
【作者单位】：上海政法学院教务处;
【基金】：2008年上海市教育科学研究项目“日本学力论的习熟论转向”(编号:B08061)研究成果
【分类号】：G531.3

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