论文部分内容阅读
“博物馆学习”是博物馆观众研究的一个分支,也是博物馆领域的重要研究议题。博物馆学习基于建构主义的学习理论,以观众作为研究对象,旨在测量观众参观前后的智识变化,并寻找这种变化产生的原因。约翰·福尔克在该领域著述颇丰,成果影响深远,其贡献之一是通过博物馆学习的理论模式,系统地建构了该领域的研究体系。他在近30年间先后提出了“交互体验模式”、“情景学习模式”、“‘身份相关的’观众参观动机”三种理论模式。前两者一脉相承,属于“情景”范畴,后者属于“身份”范畴。由于国内缺少对福尔克研究成果的翻译推介,因此对他的研究、尤其是近来的重要成果,尚缺少系统的认识。文章旨在梳理各个模式的发展与演变,阐明福尔克关于博物馆学习研究体系的思路与内涵,为国内博物馆学习的研究提供新的依据和参考。
“Museum Learning ” is a branch of the museum audience research, but also an important research topic in the field of museums. The museum studies learning theories based on constructivism and takes the audience as the object of study to measure changes in knowledge before and after the audience’s visit and to find out the reasons for the change. John Falk in the field is quite profitable, far-reaching results, one of its contributions is to study the theoretical model of museums to systematically construct the research system in this area. In the past 30 years, he put forward three theoretical models of “interactive experience mode”, “situational learning mode”, and “identity related audience visiting motivation”. The first two belong in the same strain, belonging to the category of “Scenario”, which belongs to the category of “Identity”. Due to the lack of translation and promotion of Falk’s research results in China, there is no systematic understanding of his research, especially recent important achievements. The purpose of this article is to sort out the development and evolution of each model, to clarify Falk’s thinking and connotation of the study and research system of museums, and to provide a new basis and reference for the study of domestic museums.