从日本的「学力」概念看我国学力研究的课题

Viewing Topic of Learning Ability Research in China from Japan's Concept of Learning Ability

日本的「学力」概念远远超越了「双基」研究或是「学业成就」的教学论范畴，比之「学业成绩」的概念，更能全面反映学生学习能力的动态发展。学力研究解读的两种性质的学力落差———基于社会处境不利而产生的落差和基于个人先天素质而产生的落差，正是公共教育政策需要响应的课题。学力研究归根结底牵涉到如何实现「教育公平」借以维护「社会公正」的课题，可以为我们提示分析「基础学力」问题的基本框架。

Compared with the concept of “academic achievements”， Japan's concept of learning ability far transcends the category of teaching theory of “double-base” study or “academic achievement”. It can fully express the dynamic development of students' learning ability. Two kinds of disproportion in learning ability caused by unfavorable social situation and individual's congenital quality are topics to which public education policy needs to respond. Japan's learning ability research can provide the basic framework for us to analyze problems of “basic learning ability”.