摘要
核心素养是目前国际教育改革的重要趋势,自其产生到成为主流话语的过程映射出当代教育改革与研究的基本逻辑和价值取向。在谱系学视域中,核心素养是由特定思想和实践规则建构而成的历史实践。作为核心素养的出身地,OECD深受冷战文化与思潮的影响,催生了特定的"普世价值"和主导研究范式。人力资本、新自由主义、全球化、知识经济和终身学习等理论思想为核心素养的出现准备了知识论基础,构成了"现代人"的真理生产机制。基于这些真理性认识,核心素养项目落实为一套规范化技术,对人类心智发挥着更加全面而精细化的规训作用。
The concept key competencies shows a major trend in the reform of international education. It mirrors the logic and orientation of contemporary educational reform and research in the process of its becoming the mainstream discourse. In the perspective of genealogy, key competencies are historical practices constructed by rules of thoughts and practices. As the womb of key competencies, OECD was deeply rooted in the culture and ideology of Cold War, which produced specific "universal values" and research paradigms. Human capital, neo-liberalism, globalization, knowledge economy and lifelong learning have prepared the epistemology for the emergence of key competencies. These theories constitute the truth production mechanism of "modern man". The program on key competencies implemented as a set of normalized techniques,which plays a more comprehensive and refined disciplinary role on the human mind.
作者
杨惠雯
YANG Huiwen(School of Education,Renmin University of China,Beijing 100872)
出处
《比较教育研究》
CSSCI
北大核心
2019年第2期53-59,共7页
International and Comparative Education
作者简介
杨惠雯,女,中国人民大学教育学院博士研究生。
