大学生核心素养协同培育论——基于教育生态空间的分析
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摘要
教育生态空间是指教育在宏观稳定状态下各生态要素相互协作、彼此协调的环境总和。它具有动态的生产功能,能有效整合教育资源,实现教育宏观和微观运行的协调发展。在教育生态空间作用下,大学生核心素能有效协同学科素养、教师素养、教学素养、课堂素养形成培育合力,从而使学生在高等教育阶段具备相应的适应社会发展的素养和能力。在核心素养培育过程中,我们一方面要处理好教育生态空间中各要素的协同关系,注重关键性素养的培育,另一方面要协调好协同培育与差异教学之间的关系,提倡个性化发展,切实提高大学生适应终身发展和社会发展所需的核心素养和能力。
University students' key competence centered on personal cultivation, self-development and social participation emphasizes abilities of adaptability to the social development, of solution to the complicated problems and of acclimatization to the unpredictable situation. University students' key competence has the features of spatial and discipline differences as well as "species" and "kind" which require the synergic cultivation of university students' key competence. From the educational ecology, educational department, school, teaching and classroom form the synergic subject relationship and cultivation spaces of discipline, teaching, teacher and students.University students' key competence should be firstly combined with the disciplinary competence, which emphasizes the combination effect of knowledge structure, disciplinary ability and disciplinary thinking based on the different knowledge and subject. The synergic cultivation between university students' key competence and discipline cultivation require teachers to have a different disciplinary knowledge, key competence consciousness and ability to enlighten and cultivate the students' competence, then form the "teacher-student key competence community,"which, to a large extent, contributes to the construction of teaching ecological system, because the teaching objective,contents, procedure, approaches, organization and evaluation are all based on the "teacher-student key competence community" and aim to the university students' key competence cultivation. The construction of teaching ecological system is finally realized in the classroom. The ecological classroom is a space full of varieties and differences to mould the individuality from the common.Thus it can be seen that synergy is the fulcrum of the key competence cultivation. It can integrate all the factors in the educational ecological space, and insure the gradual cultivation of key competence. The "type" feature of the university students' key competence determines the necessity of the synergic cultivation. The gradability of cultivation objective and synergy of cultivation process require the variety and difference of "species" teaching. In the process of key competence cultivation, we, on the one hand, must deal with the synergic relationship of all the factors and emphasize the cultivation of key competence; on the other hand, should coordinate the relationship between the synergic cultivation and different teaching, develop the students' individuality and really enhance the key competence and ability that the university students adapt to the lifelong development and social development.
University students' key competence centered on personal cultivation, self-development and social participation emphasizes abilities of adaptability to the social development, of solution to the complicated problems and of acclimatization to the unpredictable situation. University students' key competence has the features of spatial and discipline differences as well as "species" and "kind" which require the synergic cultivation of university students' key competence. From the educational ecology, educational department, school, teaching and classroom form the synergic subject relationship and cultivation spaces of discipline, teaching, teacher and students.University students' key competence should be firstly combined with the disciplinary competence, which emphasizes the combination effect of knowledge structure, disciplinary ability and disciplinary thinking based on the different knowledge and subject. The synergic cultivation between university students' key competence and discipline cultivation require teachers to have a different disciplinary knowledge, key competence consciousness and ability to enlighten and cultivate the students' competence, then form the "teacher-student key competence community,"which, to a large extent, contributes to the construction of teaching ecological system, because the teaching objective,contents, procedure, approaches, organization and evaluation are all based on the "teacher-student key competence community" and aim to the university students' key competence cultivation. The construction of teaching ecological system is finally realized in the classroom. The ecological classroom is a space full of varieties and differences to mould the individuality from the common.Thus it can be seen that synergy is the fulcrum of the key competence cultivation. It can integrate all the factors in the educational ecological space, and insure the gradual cultivation of key competence. The "type" feature of the university students' key competence determines the necessity of the synergic cultivation. The gradability of cultivation objective and synergy of cultivation process require the variety and difference of "species" teaching. In the process of key competence cultivation, we, on the one hand, must deal with the synergic relationship of all the factors and emphasize the cultivation of key competence; on the other hand, should coordinate the relationship between the synergic cultivation and different teaching, develop the students' individuality and really enhance the key competence and ability that the university students adapt to the lifelong development and social development.
引文
[1]吴鼎福.教育生态学刍议[J].南京师范大学学报(社会科学版),1988(3):33-36.
[2]范国睿.教育生态学[M].北京:人民教育出版社,2000:21-22.
[3]宁云中.生态空间失衡与重构:大学课堂微观思考[J].大学教育科学,2016(4):76-80.
[4]孙儒泳.基础生态学[M].北京:高等教育出版社,2002:190.
[5]师曼,等.21世纪核心素养的框架及要素研究[J].华东师范大学学报(教育科学版),2016(3):29-37.
[6]吴陈兵.核心素养研究:内涵、价值与展望[J].教师教育论坛,2016(12):25-29.
[7]邓成飞.核心素养的共轭培育与差异教学[J].当代教育科学,2016(22):17-19, 44.
[8]唐德海.论大学课程生成残缺之症结[J].大学教育科学,2017(2):33-37, 60.
[9]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):3, 6-7.
[10]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):6-7.
[11]姜宇,等.基于核心素养的教育改革实践路径与策略[J].中国教育学刊,2016(6):29-32, 73.
[12]何玉海.基于核心素养培养的基础教育课程标准建设[J].课程·教材·教法,2016(9):20-27.
[2]范国睿.教育生态学[M].北京:人民教育出版社,2000:21-22.
[3]宁云中.生态空间失衡与重构:大学课堂微观思考[J].大学教育科学,2016(4):76-80.
[4]孙儒泳.基础生态学[M].北京:高等教育出版社,2002:190.
[5]师曼,等.21世纪核心素养的框架及要素研究[J].华东师范大学学报(教育科学版),2016(3):29-37.
[6]吴陈兵.核心素养研究:内涵、价值与展望[J].教师教育论坛,2016(12):25-29.
[7]邓成飞.核心素养的共轭培育与差异教学[J].当代教育科学,2016(22):17-19, 44.
[8]唐德海.论大学课程生成残缺之症结[J].大学教育科学,2017(2):33-37, 60.
[9]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):3, 6-7.
[10]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):6-7.
[11]姜宇,等.基于核心素养的教育改革实践路径与策略[J].中国教育学刊,2016(6):29-32, 73.
[12]何玉海.基于核心素养培养的基础教育课程标准建设[J].课程·教材·教法,2016(9):20-27.