气候变化是人类面临的共同挑战，也是全球治理、国际合作的重要领域。数十年来，中国的气候政策经历了由谨慎、保守到积极、富有建设性的显著转变。本论文从学习理论的视角，对中国气候政策的演进、中国气候政策与全球气候治理体系同时发展变化和相向而行的现象及其原因进行研究。在综合学习理论以及国际机制内化、国家社会化理论的基础上，本文提出了开放条件下国家行为体对全球性议题的学习框架：国家学习是一个复杂的过程，既存在效用层面上对特定议题的工具性学习，也存在价值层面层面对特定议题学习内化的价值性学习，两者构成了国家学习的全过程。同时，国际社会围绕特定议题形成的治理体系存在着进化式的体系学习。体系学习与国家学习相互适应、彼此诱发，构成一个复杂的互动过程。国家学习可能被动追随体系学习也可能主动引领体系学习。存在追随型工具性学习、追随型价值性学习、引领型工具性学习、引领型价值性学习四种国家学习的情况，会形成技术型、功能型、策略型、战略型四种不同类型的国家政策。本文聚焦中国的气候政策变化，并对中国与全球气候治理体系的互动展开过程追踪研究，按时间顺序选择一系列案例和专题进行分析。研究的结论主要包括四个方面：（1）气候变化问题带来了全球气候治理体系的体系学习和中国的国家学习，两者相互影响。（2）中国对气候变化问题的国家学习是后发的，早期是由体系学习从外部推动的，国家学习的动力主要来自国际层面，中国通过追随型工具性学习将气候变化议题引入国内政策议程。（3）当中国的国家学习领先于体系并能引领和推动体系学习时，国家学习的动力主要来自国家内部，中国通过引领型价值性学习，主动地在价值层面学习内化气候变化议题，带来了国家气候政策的显著变化。（4）中国通过国家学习克服了对气候变化问题和对气候治理体系的“对立性”判断，这是中国气候政策发生积极转向的重要影响因素。总体上，中国是一个善于学习内化新事物的国家，其学习过程尤为重视实践，国家学习往往会产生明显的政策影响。只有理解了中国的学习过程，才能理解中国为什么在气候领域发生重大的政策变化。研究建立的开放条件下国家学习的理论框架和研究结论对于理解中国特色大国外交的其他维度也具有一定的解释力。
Climate change is a common challenge of the world, and it is also an important field of global governance and international cooperation. Over the past decades, China's climate policy has experienced great change from cautious and conservative to positive and constructive. From the perspective of learning theory, this paper studies the change of China's climate policy and the phenomenon of the simultaneous development and change of China's climate policy and global climate governance system, and its reasons. On the basis of learning theory, internalization and socialization theories, this study puts forward a learning framework of state actors for global issues under international interactions: state learning is a complex process, which consists of instrumental learning for specific issues at the utility level and value learning to internalization of issue at the value level. The whole process of state learning includes instrumental learning and value learning. At the same time, there is evolutionary system learning in the international community around certain global issues. System learning and state learning induce and adapt to each other, which constitutes a complex interactive process. State learning may follow system learning passively or lead system learning actively. There are four types of national learning: following instrumental learning, following value learning, leading instrumental learning and leading value learning, which will form four different types of national policies: technical policy, functional policy, tactical policy and strategic policy.This research focuses on China's climate policy change, and conducts a process tracking study on the interaction between China and the global climate governance system. A series of cases are selected in time series, including the early stage of climate governance, the stage of the United Nations Framework Convention on climate change, the state of Kyoto protocol, the stage of the transition of Copenhagen, and the stage of the Paris Agreement. The conclusions of this study mainly include four aspects: (1) The issue of climate change has brought about the systema learning of global climate governance system and the state learning of China. (2) China's state learning on climate change issues was lagged behind at first, and the early stage was driven by system learning from the outside, international factors were the main driving force of China’s state learning. China introduced climate change issues into the domestic agenda through following instrumental learning. (3) When China's state learning was ahead of the system and was able to lead and promote system learning, the domestic factors were the main driving forece of China’s state learning. China actively internalized climate change issues at the value level through leading value learning, which brought about significant changes in national climate policy. (4) Through state learning, China has overcome the "opposite" judgment of climate change and global climate cooperation, which is an important factor in the positive turn of China's climate policy.In general, China is good at learning and internalizing new issues, and its learning process attaches great importance to practice therefore state learning process can always bring about policy change. Only by understanding China's state learning process can we understand why China has made dramatical policy changes in the field of climate change. The theoretical framework and conclusions of the study also have certain explanatory power for understanding other dimensions of the diplomacy with Chinese characteristics.
