学科核心素养与核心素养的关系辨析——基于学科核心素养逻辑起点的考察
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摘要
探讨学科核心素养与核心素养的关系具有重大的理论与实践价值,考察学科核心素养的逻辑起点有助于明晰二者之间的复杂关系。核心素养和学科特征是研制学科核心素养的两大逻辑起点,基于核心素养可以演绎方式研制学科核心素养,基于学科特征可以归纳方式获得学科核心素养。二者对于学科核心素养具有不同影响,前者能明晰学科在落实核心素养中所承担的育人责任,后者能凸显学科独特的育人价值,实际研制过程中二者可以兼顾。基于逻辑起点的考察,可发现学科核心素养与核心素养存有四种基本关系,即下位概念与上位概念的关系、互为目的与手段的关系、相互包含与相互促进的关系、超越机械相加与一一对应的关系。
It is of very important theory and practice value to discuss the relationship between subject competencies and key competencies. The study of logic origin of subject competencies can make the complex relationship clear. Key competencies and subject characteristics are two basic logic origin of subject competencies. Subject competencies can be deduced from key competencies, and subject competencies can be induced from subject characteristics. This two-logic origin have different influences on subject competencies. Speaking concretely, key competencies can make educational responsibility of subject clearly, subject characteristics can reflect special educational value of subject. In fact, those two ways can be joint to develop subject competencies.Based on this study mentioned above, the article points out that there are lower concept and epistatic concept relationship, mutual ends and means relationship, mutual inclusion and mutual promotion relationship, beyond mechanical addition and one-to-one match relationship between subject competencies and key competencies.
It is of very important theory and practice value to discuss the relationship between subject competencies and key competencies. The study of logic origin of subject competencies can make the complex relationship clear. Key competencies and subject characteristics are two basic logic origin of subject competencies. Subject competencies can be deduced from key competencies, and subject competencies can be induced from subject characteristics. This two-logic origin have different influences on subject competencies. Speaking concretely, key competencies can make educational responsibility of subject clearly, subject characteristics can reflect special educational value of subject. In fact, those two ways can be joint to develop subject competencies.Based on this study mentioned above, the article points out that there are lower concept and epistatic concept relationship, mutual ends and means relationship, mutual inclusion and mutual promotion relationship, beyond mechanical addition and one-to-one match relationship between subject competencies and key competencies.
引文
[1]李彦群,张文.学科核心素养的学理审思[J].当代教育科学,2017,(4).
[2]史宁中.推进基于学科核心素养的教学改革[J].中小学管理,2016,(2).
[3]辛涛.学生发展核心素养研究应注意几个问题[J].华东师范大学学报(教育科学版),2016,(1).
[4]邵朝友.基于学科素养的表现标准研究[M].上海:华东师范大学出版社,2017:71-72.
[5]翟亚军,王站军,候丽.也谈学科---基于特征的视角[J].河北大学学报(哲学社会科学版),2007,(5).
[6]Aldrich,R.Lessons from history of education[M].Routledge,London and New York,2006:149.
[7]全美数学教师理事会.美国学校数学教育的原则和标准[M].北京:人民教育出版社,2004:10.
[8]National Assessment Governing Board(NAGB).Science Framework for the 2011 National Assessment of Educational Progress[M].Washington,D.C.,2010:62.
[9]中华人民共和国教育部.普通高中物理课程标准(2017年版)[M].北京:人民教育出版社,2017:2.
[10]唐群,林陪英.从历史文献看课程设计者对高中地理核心素养的认识[J].中学地理教学参考,2015,(13).
[11][美]拉尔夫·泰勒.课程与教学的基本原理[M].北京:中国轻工业出版社,2014:27.
[12]Gordon,J.,Halász,G.,Krawczyk,M.,et al.Key Competences in Europe:Opening Doors for Lifelong Learners Across the School Curriculum and Teacher Education[J].Case Network Reports,2009,(87).
[13]邵朝友.学科素养的国际理解及启示[J].教育理论与实践,2016,(7).
[14]辞海编辑委员会.辞海[M].上海:上海辞书出版社,1979:312.
[15][16]邵朝友.素养导向课程标准的剖析:魁北克经验与启示[J].当代教育科学,2017,(2).
[17]马云鹏.数学核心素养及其特征分析[J].小学教学(数学版),2017,(1).
(1)本文统一用核心素养表示学生终身学习须具备的关键能力与素养,代表的是教育目标。文中一些特定称呼的涵义要参考具体语境,如在我国背景下它主要指中国学生发展核心素养。
[2]史宁中.推进基于学科核心素养的教学改革[J].中小学管理,2016,(2).
[3]辛涛.学生发展核心素养研究应注意几个问题[J].华东师范大学学报(教育科学版),2016,(1).
[4]邵朝友.基于学科素养的表现标准研究[M].上海:华东师范大学出版社,2017:71-72.
[5]翟亚军,王站军,候丽.也谈学科---基于特征的视角[J].河北大学学报(哲学社会科学版),2007,(5).
[6]Aldrich,R.Lessons from history of education[M].Routledge,London and New York,2006:149.
[7]全美数学教师理事会.美国学校数学教育的原则和标准[M].北京:人民教育出版社,2004:10.
[8]National Assessment Governing Board(NAGB).Science Framework for the 2011 National Assessment of Educational Progress[M].Washington,D.C.,2010:62.
[9]中华人民共和国教育部.普通高中物理课程标准(2017年版)[M].北京:人民教育出版社,2017:2.
[10]唐群,林陪英.从历史文献看课程设计者对高中地理核心素养的认识[J].中学地理教学参考,2015,(13).
[11][美]拉尔夫·泰勒.课程与教学的基本原理[M].北京:中国轻工业出版社,2014:27.
[12]Gordon,J.,Halász,G.,Krawczyk,M.,et al.Key Competences in Europe:Opening Doors for Lifelong Learners Across the School Curriculum and Teacher Education[J].Case Network Reports,2009,(87).
[13]邵朝友.学科素养的国际理解及启示[J].教育理论与实践,2016,(7).
[14]辞海编辑委员会.辞海[M].上海:上海辞书出版社,1979:312.
[15][16]邵朝友.素养导向课程标准的剖析:魁北克经验与启示[J].当代教育科学,2017,(2).
[17]马云鹏.数学核心素养及其特征分析[J].小学教学(数学版),2017,(1).
(1)本文统一用核心素养表示学生终身学习须具备的关键能力与素养,代表的是教育目标。文中一些特定称呼的涵义要参考具体语境,如在我国背景下它主要指中国学生发展核心素养。