21世纪，世界迎来了全球化、信息化、市场化的全面转型，学校教育应该赋予学生怎样的学力才能帮助其更好地适应当下、开创未来？这是教育研究界、教育政策制定界面临的重要理论问题。在我国，随着基础教育改革的不断深化，人们对学力问题的关注也日益高涨。但在现实中，仍存在着学力结构偏差、学力水准失衡、学力落差加剧等亟需解决的课题。而日本早在第二次世界战争结束之后便开始探究学力本质，迄今积累了诸多理论知识与实践经验。本文通过比较研究日本文部科学省、学者、一线教师的学力观，思考开展学力理论研究之际应当注意的要点，以期为我国解决上述问题提供些许参考。 本文分为五部分：第一部分为绪论，包括问题提出、概念界定、文献综述、研究方法和理论基础。第二部分通过对《学习指导要领》的分析，指出日本文部科学省的学力观呈现出从两极游荡走向综合、均衡与国际化的特点。第三部分通过对日本学者各类学力理论的分析，指出日本学界的学力观呈现出从广狭对峙走向综合、均衡与社会化的特点。第四部分通过对日本一线教师的访谈，指出日本一线教师的学力观呈现出综合、模糊与个体化的特点。第五部分为结论，通过比较，指出三类群体的学力观既有共性又有差异。在共性方面，三类群体均呈现出综合性学力内涵观和教学型学力形成观。在内涵观上，均认同学力应包括基础知识、基本技能、学习能力与学习态度四大要素；在形成观上，均认为要通过改善教学方法来培养学生学力。在差异方面，文部科学省在内涵观上更为强调与OECD核心素养的国际接轨、在形成观上聚焦教学方法的改善；学者在内涵观上更为强调学生立足社会所需的广博素养、在形成观上除了关注校内教学，还从职业发展、社会公平、家庭教育资本等角度阐释校外因素对学力培养的作用；一线教师在内涵观上更为强调学生个体获取幸福的能力、在形成观上关注学生的心理因素与教师教学水平对学力培养的作用。三类群体的学力观共同建构起了日本学力哲学的大厦，对基础教育产生了深远影响。 通过研究，笔者得到以下启示：一是学力理论研究要关注学力内涵的综合性；二是学力理论研究要关注影响学力形成因素的多样性；三是学力理论研究要关注一线教师在学力培养活动中的实际困难，打通“最后一公里”，真正将研究成果裨益于学校教育。

In the 21st century, the world ushers in a comprehensive transformation of globalization, informatization and marketization. What kind of abilities do students need to master in order to adapt to the present and create the future? This is an important theoretical problem faced by educational researchers and policy makers. In our country, with the deepening of the reform of basic education, people pay more and more attention to learning ability. What is the scope of students' learning ability? How to cultivate students' learning ability? The answers to these questions are imminent. Japan has begun to explore the essence of learning ability after the end of the Second World War. So far, Japan has accumulated a lot of theoretical knowledge and practical experiences. This paper makes comparison on perspectives of learning ability among three different groups: Japanese scholars, Japanese teachers, and Ministry of Education, Culture, Sports, Science and Technology (MEXT); in addition, it deliberates on the key points which should be paid attention to while carrying out the theoretical research of learning ability. By doing this, this paper provides reference for learning-ability-concerned problems in China. This paper is divided into five parts. The first part is the introduction, including the issues raised, the definition of concepts, literature review, research methods and theoretical basis. In the second part, through the analysis of the curriculum guidelines in Japan, it is found that the concept of learning ability of MEXT has the characteristics of moving from two poles to integration, balance and internationalization. In the third part, through the analysis of various academic theories of Japanese scholars, it is pointed out that the view of learning ability of Japanese scholars is characterized by a shift from broad-narrow confrontation to comprehensive, balanced and socialized. The fourth part, via interviews with Japanese front-line teachers, it is discovered that Japanese front-line teachers' view of learning ability presents the characteristics of synthesis, ambiguity and individualization. The fifth part comes down to two conclusions. Firstly, the three groups all hold that learning ability is comprehensive and teaching methods are very important. In terms of connotation, they all consent that learning ability should include four elements: basic knowledge, basic skills, learning ability and learning attitude; in terms of formation, they all agree that students' learning ability should be cultivated by improving teaching methods. Secondly, MEXT emphasizes the international integration with the core quality of OECD and the improvement of teaching methods. Scholars emphasize the extensive quality that students need to base themselves on society more in the view of connotation. In the view of formation, besides paying attention to in-school teaching, they also explain the cultivation of learning ability from the perspective of vocational development, social equity and family education capital. Front-line teachers emphasize the ability of individual students to obtain happiness in terms of connotation, and pay attention to the role of students' psychological factors and teachers' teaching level in the cultivation of learning ability. The view of learning ability of three groups jointly constructed the edifice of learning ability philosophy, which had a far-reaching impact on basic education in Japan. Through the research, I attained the following enlightenment. Firstly, the theoretical research of learning ability should put more focus on the comprehensiveness of connotation. Secondly, the theoretical research of learning ability should pay more attention to the diversity of influencing factors. Thirdly, practical difficulties of front-line teachers should be taken into consideration when doing theoretical research of learning ability.