学习何以发生：Z世代大学生课堂学习的发生机制与课堂重构

How Learning Occurs: Mechanisms of Classroom Learning and Classroom Reconstruction for Generation Z University Students

摘要: 当下高校出现大学生不坐前三排、人到心不到的现象，看似是学风问题，实质上是课堂中学习的缺席。本文分析了Z世代大学生课堂学习缺席的四重断裂。并从目标重构、过程重构、角色重构与评价重构四个维度提出课堂重构路径，并建构了以真实性学习任务为锚点、以形成性评价为驱动的“教练式课堂”的范式，从而较好地回答学习如何发生这一命题。

Abstract: Currently, a prevalent phenomenon in higher education involves students avoiding the front rows and being physically present yet mentally disengaged. While this appears to be an issue of academic atmosphere, it essentially represents an absence of learning in the classroom. This paper analyzes the four-fold disconnection underlying the absence of classroom learning among Generation Z university students. It proposes pathways for classroom reconstruction across four dimensions: goal reconstruction, process reconstruction, role reconstruction, and evaluation reconstruction. Furthermore, it constructs a practical paradigm of the “coaching classroom” anchored by authentic learning tasks and driven by formative assessment, thereby offering an answer to the proposition of how learning occurs.