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A comprehensive literature review compiles key developmental events across distinct periods, then organizes and interprets the findings systematically. Results identify three major phases and show early progress, including collaborative research bodies, yet the field remains preliminary, with limited mechanisms for generating new knowledge and insufficient work reflecting distinctive Chinese characteristics.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-learning-sciences-in-china-historical-development-and-future-trends/600993/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-learning-sciences-in-china-historical-development-and-future-trends/600993.png","ImageObject",300,407,{"name":92,"@type":93},"mieayamfan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the study on learning sciences in China?","Question",{"text":112,"@type":113},"It traces the developmental history of learning sciences in China and analyzes the direction of future development.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which development periods does the study identify for learning sciences in China?",{"text":117,"@type":113},"It maps the LS developmental process across three periods: prescientific, psychological paradigm, and initial scientific paradigm.",{"name":119,"@type":110,"acceptedAnswer":120},"What key limitation does the study report about the field in China?",{"text":121,"@type":113},"The field remains at a preliminary stage, with no sound mechanism for producing new knowledge and insufficient contributions with distinctly Chinese characteristics.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600993,1792190566,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","The Learning Sciences in China: Historical Development and Future Trends  \nJian Zhao and Xiaozhe Yang East China Normal University  \nECNU Review of Education 2019, Vol. 2(2) 205–216 ª The Author(s) 2019 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/2096531119853084](DOI: 10.1177/2096531119853084)[ ](DOI: 10.1177/2096531119853084)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe)  \nAbstract  \nPurpose: This study charts the developmental history of the learning sciences (LS) in China and analyzes the direction of its future development.  \nDesign/Approach/Methods: An extensive literature review is presented to compile notable events in the development of LS in China over different periods. The findings are then systematically sorted and interpreted.  \nFindings: This study maps the LS developmental process across three main periods: prescientific, psychological paradigm, and initial scientific paradigm. China has achieved certain initial developments in LS and has formed collaborative bodies to conduct sustained and in-depth learning research. However, the field remains at a preliminary developmental stage in China. Overall, thereis still no sound mechanism for the production of new knowledge, and contributions bearing distinctive Chinese characteristics remain insufficient.  \nOriginality/Value: This article presents a comprehensive analysis of the development of LS in China. It proposes four main areas for future growth: forming a stable academic community, developing appropriate curriculum and teaching materials, creating an effective mechanism within the discipline for knowledge production, and establishing a local system of discourse for the discipline.  \nCorresponding authors:  \nJian Zhao, Institute of International and Comparative Education, East China Normal University, 3663 N. Zhongshan Rd., Shanghai 200062, China; Xiaozhe Yang, Institute of Curriculum and Instruction, East China Normal University, 3663 N. Zhongshan Rd., Shanghai 200062, China.  \nEmails: janezj [18@icloud.com](18@icloud.com); [worldetyang@gmail.com](worldetyang@gmail.com)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([http://www.creativecommons.org/licenses/by-nc/4.0/](http://www.creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nKeywords  \nChina, discipline paradigm, learning sciences  \nDate received: 22 December 2018; accepted: 6 May 2019  \nIntroduction  \nThe learning sciences (LS) has become a popular topic for education research in China. The increasing interest in LS, however, should not be viewed as an unexpected development. As oneof the oldest civilizations in existence, China has been accumulating a rich and nuanced understanding of learning over thousands of years. In the mid-1980s, Chinese researchers at the university level and educators in elementary and middle schools recognized the need to improve teaching and proposed concepts such as “learning to learn” and “the science of learning.” This was followed by the establishment of the Chinese LS Research Association (the “CLSRA”) at the end of the 20th century. The CLSRA was dedicated to promoting the exploration of learning principles and the improvement of pedagogical methods in schools.  \nThe concept of “the science of learning” discussed in academia today came into being as a circumstance of academic liberalization and interdisciplinary communication beginning in the 1990s. Owing to the convergence of theoretical developments in the fields of epistemology, brain and cognitive science, ","cbCainO0PH0XHhr4","https://ap.wps.com/l/cbCainO0PH0XHhr4","pdf",167574,12,"English","# Abstract\n# Introduction\n## Historical development and early foundations\n## Evolution in academic concepts and methodologies\n## Current status and open questions","[{\"question\":\"What is the purpose of the study on learning sciences in China?\",\"answer\":\"It traces the developmental history of learning sciences in China and analyzes the direction of future development.\"},{\"question\":\"Which development periods does the study identify for learning sciences in China?\",\"answer\":\"It maps the LS developmental process across three periods: prescientific, psychological paradigm, and initial scientific paradigm.\"},{\"question\":\"What key limitation does the study report about the field in China?\",\"answer\":\"The field remains at a preliminary stage, with no sound mechanism for producing new knowledge and insufficient contributions with distinctly Chinese characteristics.\"}]","The Learning Sciences in China - Historical Development and Future Trends | PDF",1792091766]