“中国学习者悖论”是国际学界于上世纪90年代针对中国学生学习质量提出的疑问，核心观点是难以解释中国学生被动、遵从甚至压抑的学习方式和过程表现，却总能产生优异甚至大幅领先西方国家学生学习成果的现象。使用基于西方文化和教学实践生成的凸显学生主体性学习特质的概念和标准，来评价中国本土学生的学习实践而产生的误判，是造成这一悖论的重要原因。在此背景下，本研究综合运用文献研究、质性研究和定量研究方法，基于中国文化和教育情境重新反思和建构了大学生主体性学习的内涵，分析了其在新时代下的具体特点，探讨了如何在本土人才培养需求的导向下、在中西方知识体系和实践经验的交流互鉴中改进和完善。首先，本研究基于对中国传统治学理念和经验、中国学习者特点相关文献，以及五所高校21个大学生访谈资料的分析，建构了中国大学生主体性学习的内涵框架：“学思用结合”的认知策略、“内圣外王”式的学习动机和“敬师乐群”的人际互动。其次，通过对2014-2017年中国大学生学习与发展追踪调查的20余万样本数据进行描述性统计和多元回归分析，一定程度上验证了中国大学生主体性学习内涵的理论特色在本土文化和教育情境中的适切性，并发现学生在主体性学习各指标上总体表现良好但不够均衡。再次，本研究认为随着中国社会转型发展和高校创新型人才培养需求，中国大学生主体性学习的内涵框架和实践表现存在不足，需要借鉴西方强调的主体性学习特质进行扩展和转型。课堂探究性表达策略指向中国学生相对欠缺的科学精神气质和批判性思维倾向，有助于提升创新性能力，是中国大学生主体性学习扩展和转型的重要切入点。通过对25个大学生访谈资料的编码分析，结合基于定量数据的多元回归分析结果，发现探究性表达受到本土文化、个体性因素和教学实践因素的综合影响；针对性地改善课堂教学氛围、改进教学设计与方法、扩展教学评价方式等均产生积极作用。本研究尝试提出了具有中国特色的大学生主体性学习内涵框架，对解释“中国学习者悖论”、系统建构中国大学生学习与发展理论、树立中国教育自信具有一定启示意义。本研究建议结合文化的视角理解主体性学习转型的系统性和复杂性，并从教学实践的视角探讨更具操作意义的变革。特别是，要创设更加平等、友好、鼓励创新的高校文化环境，并更好发挥教师的主导作用。
The ＂Paradox of Chinese learner＂ is a puzzle proposed by international scholars in 1990s, referring to the situation that Chinese students with passive and compliant learning approach always outperform students from Western countries. One important reason is that the Paradox attempts to understand and evaluate Chinese students’ learning process with a lens of self-authored learning which is originated from the Western academia but does not comply with the Chinese culture and educational context. This dissertation study, applying the methods of literature analysis, qualitative inquiries, and quantitative analysis synthetically, constructs a new conceptual framework of the connotation of self-authored learning rooted in the Chinese culture and educational setting, investigates the characteristics of Chinese student self-authored learning in the new century, and explores how to improve it through dialogue between the Chinese and Western instructional practices and understanding of the concept.Firstly, based on the analysis of Chinese traditional ideas and experience about teaching and learning, previous literature on Chinese learners, and interview transcripts of 21 college student from 5 universities and colleges, this study constructs the connotation framework of Chinese student self-authored learning which consists of three parts: a cognitive strategy integrating surface learning and deep thinking, a learning motive integrating individual gains and well-being of others, and an interpersonal relationship featured by differentiated communication mode with teachers and with students. Secondly, using quantitative data of more than 200,000 samples from the China College Student Survey （CCSS） （2014-2017）, this study examines the structure and feature of the proposed framework of Chinese student self-authored learning. It is proved that the framework explains Chinese college student study to some extent, showing a good yet unbalanced performance of Chinese student on self-authored learning. Thirdly, given the emphasis of higher education on cultivating innovative talents in recent years, this study suggests that the concept of Chinese student self-authored learning needs to be expanded to incorporate some essential ideas of the Western concept of self-authored learning. For instance, explorative oral expression in the classroom is considered to represent the scientific spirit and critical thinking disposition. The data shows that it is significantly positive with innovative skills, and thus can be taken as an important starting point for the expansion and transition of Chinese student self-authored learning. Further analysis shows that explorative oral expression is influenced by cultural norms, personal traits, the curriculum, and teaching practices. Creating a friendly and open classroom climate, improving design of classroom instruction, and using more academic assessment approaches beyond test could make a difference.In summary, this research proposes a new connotation framework of Chinese college student self-authored learning, providing a new lens to explain the paradox of Chinese learner. This contributes to the development of theories on Chinese college student learning and development , and enhances the cultural confidence of Chinese educational researchers and practitioners. In practice, this study argues that the systematicness and complexity of improving self-authored learning should be examined from a cultural perspective, and feasible educational reforms need to be evaluated with practical considerations. Particularly, an equal, supportive and innovation-encouraging campus culture should be created to reduce the tension between the mind-oriented learning and traditional China cultural norms. Besides, teachers’ dominant leading role should not be neglected.
