迁移能力是学生的学业水平及学习素养的综合体现，是其可持续的发展潜力的有效预测指标。以往关于学习迁移的研究大多是短期的、横断的实验室研究，以学生重复学习或学习类似材料的时间或准确性为指标。本研究希望在前人研究的基础上，将学习迁移的研究从实验室环境拓展到真实的问题解决情境中。服务学习作为一种将正式学习与非正式学习合而为一、将经验习得与应用性问题解决紧密衔接的学习方式，在迁移能力的培养中具有独到作用。与常规学习方式相比，服务学习为学生提供了切身体验复杂问题以及新异事物的机会，因此更易诱发学习者的认知冲突体验，进而促使学习者的深入反思，并试图从其亲身经历中以及已有经验中构建出更为完整、丰富的意义，发展起更复杂的理解和更全面的智力功能，迁移能力也随之提升。本研究考察了服务学习与传统课堂相比对学生学习迁移的作用，并在服务学习的背景下，考察了大学生在服务学习过程中体验到的认知冲突对学习迁移的影响及其机制，并动态分析了服务学习过程中认知冲突和投入的发展变化。研究一采用教学干预的实验法对比了63名服务学习组的学生和48名传统课堂组的学生在学习迁移方面的差异。结果发现：服务学习可以促进大学生学习迁移的能力。与传统课堂相比，服务学习组学生对知识的掌握更加准确，理解更加深刻，在分析问题时，会更多地联系个人的生活经验、经历。研究二包括两个子研究，分别从结果和过程两个角度出发，较为系统地探讨了服务学习对学习迁移的作用机制。子研究1采用了问卷调查和文本分析的方法考察了96名参与服务学习的学生在认知冲突、行为投入以及学习迁移方面的情况。结果发现：（1）服务学习中认知冲突的各维度得分有显著差异，其中兴趣的得分最高，焦虑得分最低；（2）认知冲突的兴趣维度对行为投入有正向的预测作用，对行为懈怠有负向的预测作用；焦虑维度对行为懈怠有正向的预测作用，对迁移数量有负向预测作用；认知上的再评估对迁移质量有正向预测作用；（3）认知冲突的数量对行为投入有显著影响，认知冲突的性质对行为懈怠、迁移数量、迁移质量均有显著影响。（4）服务学习中认知冲突通过对学生行为投入和行为懈怠的影响进而影响了学习迁移的表现。为了更全面地了解服务学习对迁移的作用机制，并对子研究1的结果进行印证和补充。子研究2从过程性的视角出发，对96名学生8次的反思日志进行了分析，考察了认知冲突、行为投入和学习迁移的动态变化。结果发现：（1）根据认知冲突的变化趋势，可将服务学习划分为三个阶段，随着阶段的发展，学生对冲突的感知与焦虑情绪逐步降低。（2）服务活动过程中，活动中的行为投入随着认知冲突的变化而波动。整体上呈现先上升，后下降，再上升的趋势。（3）服务学习中，服务过程中的行为投入与服务后的行为投入的变化趋势不一致，二者存在一定程度的分离。（4）服务学习中，学生学习迁移的变化趋势与行为投入的变化趋势一致。

The ability of learning transfer is a comprehensive reflection of students’ academic level and learning literacy. It is also one of the valid predictors of students’ sustainable development potential. The former researches on students’ learning transfer abilities were mostly short-term, cross-sectional laboratory studies, which are lack of ecology validity. In this study, the research environment was moving from laboratory to real problem-solving situation. Service-learning, as one of the new teaching methods, has positive effect on students’ learning transfer abilities, since it integrates formal learning and informal learning and combines knowledge acquisition and real problem-solving.Compared with traditional learning method, service-learning provides students opportunities to experience complicated issues and unfamiliar things. Thus service-learning has an advantage in inducing cognitive conflicts which would prompt students’ deep reflection, help them construct more complete and richer meanings from the old and new experiences, and develop more complicated comprehensions and more comprehensive intellectual functions. Therefore the learning transfer abilities would also be improved.This study examined the role of service-learning on college students’ learning transfer, and studied the relationships among cognitive conflicts, engagement and learning transfer. It also described the dynamic development of cognitive conflicts and engagement in the 8 weeks service-learning process.In study 1, 111 college students of 2 classes were selected to explore the impacts of two teaching methods, which are traditional teaching method, service-learning method. The results showed that service-learning could promote students’ learning transfer abilities. Compared with traditional teaching method, students from service-learning group performed better in the accuracy of knowledge mastery, the depth of knowledge understanding, and had more contact with their personal experiences.Study 2 explored the mechanism of the effect of service-learning on learning transfer, which contained two sub-studies that were from the perspectives of results and processes respectively. In sub-study 1, to explore the relationships among cognitive conflicts, engagements and learning transfer abilities, 96 college students were selected to join in service-learning activities and fulfill questionnaires. The results showed that: (1) there were significant differences among 4 cognitive conflict dimensions scores, as the highest score was interest and the lowest score was anxiety. (2) The dimension of interest had positive prediction effect on behavior engagement and had negative prediction effect on behavior disengagement. The dimension of anxiety had positive prediction effect on behavior disengagement and negative prediction effect on the quantity of learning transfer. The dimension of cognitive reevaluation had positive prediction effect of quality of learning transfer. (3) The quantity of cognitive conflicts had significant effect on behavior engagement, and the character of cognitive conflicts had significant effect on behavior disengagement and the quality of learning transfer. (4) Behavior engagements and behavior disengagements mediated the relationship between cognitive conflicts and learning transfer abilities.In sub-study 2, we described dynamic developments of cognitive conflicts, behavior engagements and learning transfer. The results showed that: (1) According to the development tendency of cognitive conflicts, the service-learning activities could be divided into three phases. With the development of the phases, both the students’ perception of cognitive conflicts and anxiety emotion decreased. (2) In the 8 weeks service-learning activities, the behavior engagements fluctuated with changes of cognitive conflicts. Overall, the behavior engagements first increased, and then decreased. In the end, the behavior engagements increased again. (3) In the service-learning activities, the engagement in the activities and the engagement after the activities were separated in some degree. (4) The development of learning transfer was consistent with behavior engagement.