摘要
"核心素养"是21世纪初世界教育改革的关键词。世界各主要国家相继出台了核心素养行动方案。核心素养框架均具有综合性、共通性的特点,同时亦呈现出各自鲜明的特色。在应对未来社会发展挑战这一共同命运之外,核心素养在证成方式上主要有存在论、社会生活品质、社会正义三个维度,这三个维度各有侧重,相互补充,共同构成了核心素养的合理性论证。它们只是在证成方式上有所区别,并不构成对核心素养界定的本质差异。改变"看"核心素养的方式,将会提醒我们不仅仅纠缠于核心素养的概念辨析,而是关注核心素养的实质性内容以及教育价值取向的深刻变革。
＂Key competence＂ are the key words of the world education reform in the early 21st Century. Since then, the world＇s major countries and regions have introduced key competence plans. The key competence framework has the characteristics of comprehensiveness, commonality and distinctiveness. In response to the challenges of future social development, the key competence has three dimensions of justification, namely the ontology, the quality of social life and social justice. These three dimensions have different emphases, and they complement each other, which constitutes the rationality of key competence. They are only different in the form of evidence, which does not constitute an essential difference in the definition of key competence. The change of ways to ＂see＂ the key competence will remind us not to be entangled in the concept discrimination, but to put focus on the core substance of key competence and the deep reform of educational value orientation.
出处
《教育研究》
CSSCI
北大核心
2017年第7期4-13,共10页
Educational Research
基金
江苏高校优势学科建设工程资助项目(PAPD)
关键词
核心素养
存在论
生活品质
社会正义
key competence, ontology, quality of life, social justice
作者简介
高伟，江苏师范大学教育科学学院／教师教育学院教授（江苏徐州221116）
