作　　者： ;

机构地区： 北京邮电大学经济管理学院

出　　处： 《现代远程教育研究》 2022年第1期75-81,103,共8页

摘　　要： 终身学习强调持续性的学习过程,对于提高人口素质以适应经济社会高质量发展具有重要意义。然而,个体在终身学习中常表现出学习行动滞后于实际需求的现象,这一现实层面的终身学习困境制约了其成效的发挥。从行为经济学视角来看,终身学习需求与实际行动不一致的原因在于学习者存在短视认知偏差,这使其更看重学习的短期收益与成本的对比,而对长期效用考虑较少。因此,为破解终身学习困境,可通过降低相对学习成本来提升学习的主动性,提升社会成员的受教育水平和信息技术素养以纠正和调节短视认知偏差,并采取锁定机制对短视认知偏差进行约束。基于中国综合社会调查数据的实证分析结果表明上述路径切实有效。未来,应当注重多元主体参与以丰富终身学习资源供给和降低学习成本,构建高质量的教育体系以提升社会成员的学校教育水平和信息技术素养,强化"技能—工作"匹配以纠正终身学习中的短视认知偏差。 Lifelong learning emphasizes the continuous learning process,which has a great significance to improve the quality of the population to adapt to the high-quality development of economy and the society.However,in lifelong learning,individuals often show the phenomenon that learning action lags behind the actual needs.This practical dilemma of lifelong learning restricts its effectiveness.From the perspective of behavioral economics,the reason why the demand for lifelong learning is inconsistent with practical action is that learners have cognitive bias of myopia,which makes them pay more attention to the comparison of short-term benefits and costs of learning,and pay less attention to the long-term utility.Therefore,in order to solve the dilemma of lifelong learning,we can improve the initiative of learning by reducing the relative learning cost,improve the education level and information technology literacy of social members,to correct and adjust the cognitive bias of myopia,and adopt a locking mechanism to restrict the cognitive bias of myopia.The empirical analysis based on China’s comprehensive social survey data shows that the above path is practical and effective.In the future,we should pay attention to the participation of multiple subjects to enrich the supply of lifelong learning resources and reduce learning costs,build a high-quality education system to improve the school education level and information technology literacy of social members,and strengthen the“skill-work”matching to correct the cognitive bias of myopia in lifelong learning.

关 键 词： 终身学习 行为经济学 短视认知偏差 信息技术素养

领　　域： [文化科学—成人教育学] [文化科学—教育学]