| 6,698 | 180 | 333 |
| 下载次数 | 被引频次 | 阅读次数 |
核心素养的全球讨论使其成为21世纪教育和课程变革的关键标识,并在经济社会发展和全球学力竞争的压力下持续发酵。基于国内外之于核心素养内涵与框架认识的不一而足,本文从核心素养的发生背景、逻辑起点和关键向度等方面对核心素养的阐发与建构进行再思考,指出核心素养的核心属性在于联通性、可变性和文化鲜活性,而不在于宏大叙事或统一框架;提出从更广泛的社会"变化"的维度思考核心素养构建的学习向度、人际向度和自我向度的可能视角。本文认为,核心素养驱动下的教育需要打破纯粹基于经验或理念的教育观念与行为框架,而去重新发现学习、课程和教育的结构与生态,并对我们知之甚少的领域作系统而持续的研究。
Abstract：Global discussion on key competencies has made the concept the representative symbol of education and curriculum change in 21 stcentury,and continues to expand its effect under the pressure of socio-economic development and global academic competition. Considering the diversified understanding of key competencies and varied models,the article tries to rethink the intension and structure of key competencies based on international and national background,logical starting point and key dimensions, proposing the core attributes of key competencies is its connectivity,feasibility and cultural novelty,rather than the grand narrative or unified framework;suggesting to construct the framework of key competences from a broader social "changing "perspective,to rethink the possible perspectives from learning dimension,intrapersonal dimension and interpersonal dimension. Since key competencies is a brand new way to organize education,educators need to break through merely experiences or ideal based understanding of education,to rediscover the ecology and space for the unknown learning,curriculum and education.
[1]蔡清田.台湾十二年国民基本教育课程改革的核心素养[J].上海教育科研,2015(4):6.
[2][17]张娜.De Se Co项目关于核心素养的研究与启示[J].教育科学研究,2013(10):42,44.
[3]Katerina Anaiadou&Magdalena Claro.21st Century Skills and Competencies for New Millennium Learners in OECD Countries,EDU Working paper no.41.OECD Publishing.P8.[EB/OL].http://www.oecdilibrary.org/education/21st-century-skills-and-competences-for-new-millennium-learners-in-oecd-countries_218525261154,2009.
[4]Perez,C.(2002).Technological Revolutions and Financial Capital:The Dynamics of Bubbles and Golden Ages.Cheltenham,UK,Edward Elgar.[A]UNESCO.(2011).Transforming Education:The Power of ICT Policies.UNESCO.P.19.http://www.unesco.org/new/en/media-services/single-view/news/transforming_education_the_power_of_ict_policies-1/
[5][38][39][40]教科文组织.反思教育:向“全球共同利益”的理念转变[M].联合国教科文组织出版,2015:3,65,66,28,27.
[6]Sahlberg,P.(December 14,2012).PISA+TIMSS+PIRLS=GERM?Retrieved April 20,2014,from http://pasisahlberg.com/pisa-timss-pirls-germ/[A]Padro De Bruyckere,Paul A.Kirschner.&Casper D.Hulshof.Urban Myths about Learning and Education.[M]Elsevier.Psahlberg,2015:240.
[7]成尚荣.基础性:学生核心素养之“核心”[J].人民教育,2015(7):24-25.
[8]常珊珊,李家清.课程改革深化背景下核心素养体系建构[J].课程.教材.教法.2015(9):32.
[9]蔡文艺、周坤亮.以“核心素养”为中心的课程设计——苏格兰的经验和启示.[J]辽宁教育,2014(7):88.
[10]褚宏启、张咏梅、田一.我国学生的核心素养及其培养.[J]中小学管理,2015(9):5.
[11][16]刘磊.建构中国学生的核心素养[J].中国德育,2016(1):24,23.
[12][20]钟启泉.基于核心素养的课程发展:挑战与课题[J].全球教育展望,2016(1):6,9.
[13]康敏.核心素养:幸福课堂的本质回归[J].课程建设,2016(1):33.
[14]施久铭.核心素养:为了培养“全面发展的人”[J].人民教育,2014(10):14.
[15]李艺,钟柏昌.谈“核心素养”[J].教育研究,2015(9):19.
[18]OECD.Definition and Selection of Key Competencies—Executive Summary[EB/OL]http://www.oecd.org/pisa/35070367.pdf.
[19]Katerina Anaiadou&Magdalena Claro.(2009).21st Century Skills and Competencies for New Millennium Learners in OECD Countries,EDU Working paper no.41.OECD Publishing.[EB/OL].http://www.oecd-ilibrary.org/education/21st-century-skills-and-competences-for-new-millennium-learners-in-oecdcountries_218525261154.
[21]Singapore Ministry of Education.21st century Competencies.[EB/OL]https://www.moe.gov.sg/education/education-system/21st-century-competencies.
[21]裴新宁,刘新阳.为21世纪重建教育——欧盟“核心素养”框架的确立[J].全球教育展望,2013(12).
[23]王志军,陈丽.联通主义学习理论及其最新进展[J].开放教育研究,2014(5):11-27.
[24]安德烈.焦尔当.学习的本质[M].杭玲译.华东师范大学出版社,2015(7):3.
[25][31][32]克里希那穆提.教育就是解放心灵[M].张春城、唐超权译.九州出版社,2010(6):19,19,24.
[26]Sandra Taylor&Miriam Henry.Globalization and Educational Policymaking:A Case Study.Educational Theory,2000,50(4):487-503[A].Bob Lingard&Jenny Ozga.The Routledge Falmer Reader in Education Policy and Politics.USA&Canada:Routledge,2007:109-110.
[27]Frances Fowler,The International Arena:The Global Village,Journal of Education Policy,9(5/6):94[A].Bob Lingard&Jenny Ozga.The Routledge Falmer Reader in Education Policy and Politics.USA&Canada:Routledge,2007:110.
[28]Kogan,Education Policies in Perspective,p.71.[A].Bob Lingard&Jenny Ozga.The Routledge Falmer Reader in Education Policy and Politics.USA&Canada:Routledge,2007:111.
[29]Cortright,Joseph New Growth Theory,Technology and Learning:A Practitioner’s Guide.Impressa Inc.:Portland,Oregon,2001:2-4.
[30]Nic Blakeley,Geoff Lewis and Duncan Mills(2005)The Economics of Knowledge:That Makes Ideas Special for Economic Growth?New Zealand Treasury Policy Perspectives Paper 05/05,P.3-5
[33]蔡元培.教育独立议[J].新教育,1922年第4卷第3期[A]蔡元培教育名篇[M].教育科学出版社,2007(11):159.
[34][35]克莱.舍基.人人时代:无组织的组织力量[M].胡泳,沈满琳译.中国人民大学出版社,2012(8):5,173.
[36][37]戴维·温伯格.知识的边界[M].胡泳,高美译.山西人民出版社,2014.12,第四章.
基本信息:
中图分类号:G40
引用信息:
[1]屠莉娅.基于变革社会的视角:核心素养阐发与建构的再思考[J].全球教育展望,2016,45(06):3-16.
2016-06-24
2016-06-24
2016-06-24