| The museum is an important part of the lifelong learning system and has become increasingly important in recent years.As a kind of designed informal learning environment,the learning that takes place in it has strong concealment and complexity.Not only the learners are diverse,but also the forms of learning are diverse.It hihlights the unique charm of the museum as a place to learn,and also brings difficulties to understanding the learning in museum.How to understand the mechanism of museum learning and grasp its essence through complicated visits is the basic subject of the construction of the basic theory of museum learning.It is also the prerequisite for optimizing the museum learning experience,improving the exhibition design and playing the role of museum education.From the perspective of social culture,this paper focus on the identity arousal of parent-child groups in the process of visiting,Under the guidance of the basic research methodology of history and logic,the paper uses the research methods of literature research and conversation analysis to conduct theoretical exploration and empirical research on the museum learning mechanism of parent-child groups.Trying to uncover the mysterious veil of museum learning and answering the basic question of how the parent-child group learns in the museum.The corresponding research works and research findings are as follows.First of all,this paper makes a comprehensive investigation on the history and reality of museum education development and learning research.It reveals its history and logic from both theoretical and practical levels,and establishes a basic theoretical orientation for further exploration of research issues.The study found that museum education has experienced four stages.They are function establishment,function expansion,concept transformation and service deepening.Correspondingly,the study of museum learning also uses the "cultural turn" to move from the descriptive research based on demographics to the explanatory research based on anthropological perspective,and then enters the new stage of comprehensive research led by empirical analysis.Overcoming the tension between individualism and groupism,and establishing a comprehensive framework for interpreting the mechanism of museum learning is a key issue in promoting the study of the basic theory of family group museum learning.Secondly,this study makes a three-dimensional theoretical perspective on the museum learning of parent-child groups based on the interaction between behavior,identity and cognition.From the perspective of behavioral interaction,museum learning is a triple-action interaction process between children,parents and artifacts.The process is influenced by the context of personal context,cultural context and physical context.From the perspective of identity cognition,museum learning is a psychological process in which individuals perceive external contexts based on existing identity schemas and continuously establish contextual cognition with external contexts.The process consists of identity arousal,cognitive construction and internalization identity.Behavior,identity and cognition are intertwined and constitute the ternary structure of the museum learning of parent-child group.There is a chain effect between behavior interaction,identity arousal and cognitive construction.It is worth noting that identity arousal is the key bridge to understanding the ternary structure,so it is also a key to open the black box of the parent-child group museum learning mechanism.Thirdly,this paper defines "identity arousal" as a complete proces which is the two-way role of "perception-stimulus" between the visitor and the external context,so that the existing identity establishes contextual association with the exhibition content,and transforms the existing identity into a specific contextual identity,and driving visitors generate cognitive interaction.The research uses behavioral interaction as a lens to examine the identity arousal mechanism,and constructs a comprehensive,matrix-based analysis model for understanding the process pattern of identity arousal.The study adopts the model analysis method to establish four kinds of identity arousal modes.They are "direct-individual","direct-group","indirect-individual" and "indirect-group".In addition,the study uses a hierarchical anajysis method to classify the identity arousal level into three levels:shallow arousal,medium arousal and deep arousal.Fourthly,this paper uses the analysis model to conduct an empirical analysis of the identity arousal mechanism of parent-child groups in museum learning,and finds that there are two typical characteristics in the museum learning of parent-child groups.First,the physical exhibition context has a perceptual orientation effect on museum learning.When the individual formally associates with the exhibition content,it plays a role in guiding the situation.Second,the influence of family group culture on museum learning is twofold.On the one hand,it restricts the duration and depth of individual independent exploration.On the other hand,it helps the individual to relieve the situational cognitive pressure invisibly.The empirical analysis also found that the identity arousal of the parent-child group in museum learning has two prominent problems.First,most of the identity arousal can not provide sufficient motivation for cognitive construction.Second,the deep-level identity arousal mainly depends on the spontaneous behavior of parent-child group.Fifthly,this paper further discusses the cultural resources and its optimized technical strategies in the parent-child group museum learning from the perspective of the integration of technology and culture.The study found that three cultures are scattered in the parent-child group museum learning.They are the museum culture with material exhibition as the carrier,the parenting culture based on parent-child relationship,and the teaching culture centered on subject knowledge.The collision of these three cultures is a hidden obstacle to the parent-child museum learning,and the deep integration constitutes the internal motivation for the parent-child museum learning.Based on two prominent problems found in empirical analysis,this study proposes a technical path for the optimization of cultural resources of parent-child museum learning.Broaden the cultural perception channel to improve the adaptation of visitors and external cultural resources.Provide cultural cognition support to enhance the quality of adaptation of visitors and external cultural resources.Create a cultural experience space to meet the deep and personalized cultural cognition needs of visitors.In addition,this research also discusses the specific application of technology.Location based cognitive guidance services,which can reduce the negative adaptation between visitors and external cultural resource.Expanding perceptions with mixed reality technology can optimize the interaction between visitors and external cultural resources. |
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