Study On The Construction Of Identity Of Students As Learners

The 21 st century is a century of lifelong learning,which means that learning is no longer the exclusive activity of the school system,but a cause that occurs anywhere,everywhere,and throughout people's life.In particular,with the development of Internet technology and artificial intelligence technology,learning becomes more convenient and approachable.Individuals need only one mobile terminal,then they can get any mass information they want at any time.In this social condition where technology changes rapidly and learning is of flexibility,personality and diversity,everyone will have a new identity---learner.Learner identity will be the most significant identity in the lifelong learning age.However,to look at our current school education,it always,to a certain extent,restricts the achievement of social lifelong learning vision.On the one hand,schools still largely retain the characteristics of the great industrial Age,and the cultivation of students is still in a closed,fixed,unified way.On the other hand,the teachers' teaching,to a large extent,replaces the students' learning.Teachers dominate the discourse and implementation of the whole teaching,while students' learning has become a routine.In order to be able to grasp the opportunity of the science and technology era,to deal with the challenges brought by the individualized and pluralistic lifelong learning society,the key measure for school education is to promote the transformation of "students" to "learners",and to construct the identity of students as learners.The aim of this study is to solve the problem of the students' identity construction as learners from the theoretical level,namely,to try to answer the question of how to construct the identity of students as learners from the theoretical level.And this aim can be converted to such questions as(1)What is the learner's identity,what is the value of it;(2)What is the basis of students' identity as learners;(3)What are the characteristics and structural factors of learner identity;(4)What are the formative processes of students as learners,and what are the influencing factors;(5)What are the constructionstrategies or ways of students' identity as learners.In the research method,this research unifies the theory analysis and the demonstration research.The theoretical analysis is mainly manifested in the concept and value of learner identity,the basis for students' identity as learners,the characteristics and basic structural elements(also including the construction of theoretical models)of students' identity as learners and so on.The empirical study is based on the analysis of the formative process and the influencing factors of students' identity as learners by interviewing and narrative research.The specific research ideas are as follows.Firstly,through the analysis and research of the theory of learning and identity,find the intrinsic relationship between learning and identity and to understand the conceptual meaning and value of learner identity.Secondly,from the perspective of social background,school education and teachers' teaching,as well as the change of learning styles and situations,establish the basis of students' identity as learners through theoretical analysis and comparison with reality.Thirdly,return to the basic theory of learning and identity---through the analysis and excavation of the core essential elements of the two,find the basic structural elements of learner identity and to construct the theoretical model and analytic framework of learner identity.Then,by the ways of interviews and narratives,four students---Erdong,Chunli,Xiahe and Changqing are studied,and based on the above theoretical framework,their experiences and stories in their study and life are analyzed to understand the formative process of students' identity as learners as well as to analyze the factors.At last,put forward the construction strategy of students' identity as learners.Through theoretical analysis,it is found that such six elements as sense of recognition,motivation and emotion,meaning,discourse and action,belongingness and the previous learning experiences are the basic structural elements that constitute the learner identity,and are also the foundation of the theoretical model of the learner identity.Through the empirical study,we found that in the formative process of students' identity as learners,the structural elements of learner identity have undergone some certain change:(1)Sense of recognition: from typical students to autonomous learners;(2)Motivation and Emotion: from single to multiple,from external motivation to internal motivation;(3)Learning meaning: from sense of meaninglessness to meaningful sense,from the meaning of others to the meaning of self,from superficial meaning to deep meaning;(4)Discourse and Action: from passivity to initiative,from obedience to autonomy;(5)Belongingness: pluralism,complication,(6)Previouslearning experience: from formal to formal and informal.In terms of influencing factors,personal factors such as personality traits,academic achievement,and external factors such as teachers,student companions,social environment,and school environment have an important influence on the formation of students' identity as learners.The conclusions are as follows:(1)sense of recognition as a learner is the core of students' identity as learners;(2)transformation from other-recognition to self-recognition is the essential of students' identity as learners;(3)self-regulated learning is the essence of students' identity as learners;(4)attention payed from learning itself to human development is the identification of students' identity as learners;(5)previous subjective learning experience is the prerequisite for the construction of the learner identity;(6)teacher is the “important other person” in the construction of the students' identity as learners;(7)“legal marginal participation” can be used to describe the formative track of the students' identity as learners.Finally,the construction strategy of students' identity as learners can be realized by the following five parts.Firstly,change the role cognition of the education subject.Secondly,adhere to the learner-centered teaching.Thirdly,cultivate the students' consciousness ability of autonomous learning.Fourthly,achieve the support and cooperation of individualized learning.Fifthly,practice based on the Foucault's self-technology.