Since the 21st century, the paradigm of “student survey research” has increasingly occupied an important position in the study of Chinese college students’ learning and development. This study analyzes the theme evolution, knowledge base, and representative findings of the student survey research since 2000. It is found that the localization of the study paradigm has shown a trend from using foreign learning survey tools and Western student learning development theories to trying to build local theories based on Chinese problems and exploring the characteristics of Chinese learners — a sublimation from the “instrument” level to the “theory” level. Specifically, the research themes are still centered on the core topic of “learning engagement” but there is a shift from a behavioral perspective to a more diverse one; the cluster analysis of the theme words has formed three major theme clusters: learning process, learning outcomes, and institutional practice. As for the knowledge base, the research approach ranges from describing the current state of the learning situation to revealing deep mechanisms. Although Western learning theories continue to dominate, there are breakthroughs in local research. The important representative achievements include analyzing the current situation from an international comparative perspective, explaining Chinese problems, deciphering the key factors in the growth process of different types and grades of college students, and focusing on educational teaching reform at the institutional level. In the future, researchers should 1) continue to break through the old paradigm, take root in the Chinese educational context and enrich the theoretical explanation of the growth of Chinese college students; 2) adhere to the initial goal of research serving practice, find problems from educational practice and give feedback to educational practice with scientific results.