Research On Student's Learning Wisdom And Its Development

In the background of knowledge economy and information age, lifelong learning has become a new idea of learning, which makes people rethink the value and significance of learning. Looking back the reality, we have witnessed that the basic education has experienced the curriculum reform more than ten years, and students have improved their academic record. However, there are still the current urgent problems to be resolved. Students are not good at learning, communicating with classmates and teachers, and understanding their own correctly. Students cannot actively undertake the responsibility of learning. At the same time, the research on learning should be further deepened to combine organically "know should be" in the learning theory and "know-how"in the learning practice to construct new learning theory.By analyzing the domestic and foreign literatures in the research on learning, wisdom and learning wisdom, and on the theoretical basis of Aristotle's value theory, Kant's rational theory,Piaget'sconstructivist learning theory,and Gardner's multipleintelligence theory, this research follows the developing laws of the human thinking and determines the research topic of learning wisdom.We reveal the essence, characteristics, classification, function, characterization,and formation mechanism of learning wisdom. In addition, the external support strategies of the formation of learning wisdom have been putted forward.First of all, by analyzing two basic conceptions of learning and wisdom, the essence of learning wisdom is determined. It is thought that learning is the practice of human own development. As the subject of learning,on the one hand students reform the objective world, and on the other hand rebuild the subjective world.Students who are eager to learn are responsible for learning. Therefore, the purpose for students' learning is to develop themselves. At the same time, the factors of learning practice are analyzed, including students, others, learning contents, and learning environment. The four factors construct the four kinds of relationship:students and themselves, students and others (teachers and students), students and learning contents, students and learning environment. There is difference for students in dealing with the four relationship.The practice of learning from junior to senior contains learning experience, learning science, and learning wisdom, which are interrelated and mutually different. In order to better understand the learning wisdom, the wisdom is regarded as the sagacious and decisive ability (the ability of balancing selection) which balances the conflict of value and behavior.There is a relationship between learning and wisdom.Learning supports the formation and development of wisdom,and wisdom can improve the learning ability and learning efficiency.The organic combination of learning and wisdom will become the learning wisdom.Therefore, learning wisdom is that in a complex school environment, based on understanding the learning criterion and through their own legislation and the autonomy of the will, students develop the learning belief and good study quality by the balanced choice of the learning value and behavior.Secondly, to more deeply understand the learning wisdom, a comprehensively theoretical analysis is presented.Four characteristics of learning wisdom are discussed, namely, independence, generating creativity, implicit stipulation, and individual difference. The learning wisdom is divided into the wisdom of the balance of the value and the wisdom of the balance of the learning behavior. On this basis, it is found that the learning wisdom has fully reflected the functions of the essence of learning and students, improving the learning efficiency, and promoting students and social development.From the four kinds of relationship of learning as well as the classification of learning wisdom, the thesis explores the characterization of learning wisdom in the learning process, including five kinds of good value of learning and learning behavior.1) The learning wisdom for dealing with the relationship of students and themselves contains the learning value of the physical and mental harmony after the balance of perfect and desire, and the learning behavior of self-acceptance after the balance of wanton indulgence and restrained demanding.2) The learning wisdom for dealing with the relationship of students and teachers contains the learning value of personified teacher after the balance of deified teacher and demonized teacher, the learning behavior of respecting and cooperating teacher after the balance of obeying and opposing teacher.3) The learning wisdom for dealing with the relationship of the student and students contains the learning value of both successful after the balance of individualism and collectivism, and the cooperative learning behavior after the balanced of isolated competition and assented convergence.4)The learning wisdom for dealing with the relationship of students and Learning contents contains the learning value of both formal and material important after the balance of formal learning and material learning, and the learning behavior of choosing, understanding, inheriting, and innovating learning contents after the balance of knowledge acquirement and intelligence training.5) The learning wisdom for dealing with the relationship of students and learning environment (technology) includes the learning value of achieving its function and promoting the development of students after the balance after technology worship and technology contempt, namely, the adaptive, creative, and superior learning behavior after the balance of the rejection and pursuit of the learning technology.The formation mechanism of learning wisdom is explored.The learning wisdom experiences three different stages:learning norms, learning beliefs, and learning quality. There are two processes from external learning norms to internal learning beliefs and from internal learning beliefs to individual learning behavior.The psychological mechanism of supporting and promoting the development of learning wisdom contain the cognitive capacity, the affective autonomy ability and the balanced selection ability.The education mechanism also play a critical role in promoting the development of students' learning wisdom.The curriculum design guides the germination of learning wisdom. The teaching process promotes the growing of the learning wisdom.The teaching environment disseminates the development of learning wisdom.The teaching evaluation rules the formation of the learning wisdom.Thirdly, from the perspective of curriculum and teaching theory, we put forward the four strategies of promoting students to develop learning wisdom. The first one is about curriculum:personalized curriculum with comprehensive literacy facilitates the learning wisdom, including curriculum design helping students to possess the subject consciousness of learning, and curriculum content promoting the development of the leaning wisdom. The second one is about teaching:a variety of teaching ways for the exercise of leaning ability, developing the learning wisdom, including the teaching situation with mutual care supporting the produce of the learning wisdom, the "research-exploration" teaching mode for promoting learning wisdom, and the dialogue teaching driving the formation of the learning wisdom. The third one is about the environment of stimulating the students' emotion and the will to cultivate students' learning wisdom, including the social psychology being full of positive energy, school becoming spiritual place of residence, and the class environment stimulating students' desire to explore. The evaluation promote student self-awareness, leading learning wisdom,including the evaluation idea with encouragement and love, the purpose of the evaluation promoting the development of students, the content of the evaluation reflecting sincerity and concreteness.