三大国际组织核心素养指标框架分析与启示
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摘要
经合组织、欧盟、联合国教科文组织三大国际组织分别构建了《成功生活和健全社会的核心素养指标框架》《终身学习核心素养:欧洲参考框架》《全球学习领域框架》三大核心素养指标框架。三大指标框架虽在研究视角、价值表达、涉及对象、研究周期、构建目标、具体指标上有所不同,但均涵盖了人的全面发展和21世纪素养的指标,并共同指向个体的终身学习和发展。三大国际组织核心素养指标框架的内容设计和实施经验为我国核心素养相关研究和与实践提供了丰富的理论借鉴,未来,我国应以全面的教育支撑体系确保人才核心素养的养成;依据学生的身心发展规律,确定不同教育阶段核心素养指标框架的侧重点;自上而下和自下而上两条路径并行,发挥核心素养对课程、教学、评价的引导作用。
This paper introduces three important frameworks about key competences: Key Competencies for a Successful Life and a Well-Functioning Society from OECD,Key Competences:A European Reference Framework from EU,and The Global Learning Domains Framework from UNESCO.On this basis,the similarities and differences of the three frameworks are analyzed. Although three frameworks have much difference in some aspects,such as perspectives,values,objects,research cycles,building goals,and specific indicators,they cover the comprehensive development of human and 21 stcentury competence indicators,and point to the person-oriented lifelong learning and development.The content and implementation experience of key competences frameworks from the three major international organizations provide a rich theoretical reference for the research and practice of key competences in China. The experience of the three major international organizations helps to improve the framework and promote its influence. So,there are some suggestions based on above research: key competences are considered as the national human resource strategy,and a comprehensive education support system is established;policies of key competences in different stages are implemented based on their economic and social development;the focuses of the frameworks of key competences in different stages of education should be emphasized based on the students' physical and mental development;key competences should take an important role in the influence acting on curriculum,teaching,evaluation.
This paper introduces three important frameworks about key competences: Key Competencies for a Successful Life and a Well-Functioning Society from OECD,Key Competences:A European Reference Framework from EU,and The Global Learning Domains Framework from UNESCO.On this basis,the similarities and differences of the three frameworks are analyzed. Although three frameworks have much difference in some aspects,such as perspectives,values,objects,research cycles,building goals,and specific indicators,they cover the comprehensive development of human and 21 stcentury competence indicators,and point to the person-oriented lifelong learning and development.The content and implementation experience of key competences frameworks from the three major international organizations provide a rich theoretical reference for the research and practice of key competences in China. The experience of the three major international organizations helps to improve the framework and promote its influence. So,there are some suggestions based on above research: key competences are considered as the national human resource strategy,and a comprehensive education support system is established;policies of key competences in different stages are implemented based on their economic and social development;the focuses of the frameworks of key competences in different stages of education should be emphasized based on the students' physical and mental development;key competences should take an important role in the influence acting on curriculum,teaching,evaluation.
引文
[1]De Se Co.The Definition and Selection of Key Competencies:Executive Summary[EB/OL].[2017-06-25].https://www.pisa.oecd.org/dataoecd/47/61/35070367.pdf.
[2]European Commission Key Competences for Lifelong Learning:European Reference Framework[R].Luxembourg,Office for Official Publications of the European Communities,2007.
[3]UIS and CUE.Towards Universal Learning:What Every Child Should Learn[R].Paris:United Nations Educational,Scientific and Cultural Organization,2013.
[4]张娜.De Se Co项目关于核心素养的研究及启示[J].教育科学研究,2013(10):39-45.
[5]张娜.联合国教科文组织的核心素养研究及其启示[J].教育导刊:上半月,2015(7):93-96.
[6]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):89-102.
[7]刘晟,魏锐,周平艳,等.21世纪核心素养教育的课程、教学与评价[J].华东师范大学学报(教育科学版),2016,(3):38-45.
[2]European Commission Key Competences for Lifelong Learning:European Reference Framework[R].Luxembourg,Office for Official Publications of the European Communities,2007.
[3]UIS and CUE.Towards Universal Learning:What Every Child Should Learn[R].Paris:United Nations Educational,Scientific and Cultural Organization,2013.
[4]张娜.De Se Co项目关于核心素养的研究及启示[J].教育科学研究,2013(10):39-45.
[5]张娜.联合国教科文组织的核心素养研究及其启示[J].教育导刊:上半月,2015(7):93-96.
[6]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):89-102.
[7]刘晟,魏锐,周平艳,等.21世纪核心素养教育的课程、教学与评价[J].华东师范大学学报(教育科学版),2016,(3):38-45.