摘要
各国际组织和经济体教育目标的共性与特性,决定了它们在选取素养要素与搭建框架方面存在异同,如OECD、欧盟、美国P21、新加坡、中国香港、中国大陆以及俄罗斯等21世纪核心素养框架均各具特色。全球29个框架中的素养条目经梳理与合并,最终形成两类共18项核心素养。这些素养在不同框架中被收录的情况不同,且受经济体的收入水平影响:中等及以下收入经济体对"学会学习与终身学习"素养的关注度显著高于高收入经济体;高收入经济体对"自我认识与自我调控"素养的关注度显著高于中等及以下收入经济体。这18项核心素养及其受关注情况提醒素养框架开发者:既要关注国际教育发展趋势,也应关注自身需求;既应关注素养框架内部层级结构,也应注意素养发展进阶研究等。
Due to the overlap in their educational goals,international organizations and economies possess both similarities and differences in the selection and framework construction of 21 st Century Competencies. This article first presents different frameworks for 21 st Century Competencies. For instance,the framework of OECD aims to help its citizens live a successful life and develop well-functioning societies; the EU framework is to sharpen citizens' learning skills and promote lifelong learning; and the US P21 framework is to cultivate creativity and entrepreneurship with a focus on the needs of job market. Frameworks of some Asian economies like Singapore,and China's Mainland,emphasize core values and sense of responsibility. Still there are other frameworks focusing on enriching citizens' daily life and improving the quality of their leisure time,such as Russia's framework. Then it identifies 18 competencies from 29 frameworks,which are categorized into two groups: subject-specific and general competencies. Next,the authors offer a comparative analysis of how much attention are paid to the 18 competencies in different frameworks,especially the discrepancy in competency selection between high-income,middle-and lower-income economies.Findings show that competency frameworks are characterized by inclusiveness,comprehensiveness and diversity. Seven competencies have gained attention from most organizations and economies,including competencies of communication and collaboration,information,creativity and problem solving,self-perception and self-control,critical thinking,learning skills and lifelong learning,civic responsibility and social participation. However,competencies like environment,finance,life planning and well-being and leadership,which are considered important in future education development,are not incorporated in many frameworks. Moreover,most economies have incorporated competencies like language,mathematics,humanities,sports and health,critical thinking,communication and collaboration,civic responsibility and social participation. Highincome economies pay special attention to several competencies,such as information literacy,creativity and problem solving,cross-cultural competence,especially self-perception and self-control. Competencies like science and technology,art,environment,especially learning skills and lifelong learning,have become the focus of the middle- and lower-income groups.In conclusion,based on the analysis above,the article makes some policy suggestions regarding the development of 21 st Century Competencies frameworks. Competencies should be developed in line with the times,global trends,regional demands,and local educational goals. The concept of competencies should be precisely interpreted and a systematic network within competencies should also be established. The framework and education practice of 21 st century competencies should focus on lifelong learning. In particular,it's important to pursue some eternal competencies facing the future.
出处
《华东师范大学学报（教育科学版）》
CSSCI
北大核心
2016年第3期29-37 115,共9页
Journal of East China Normal University:Educational Sciences
基金
教育部人文社会科学青年基金项目(11YJC880122)
关键词
核心素养
素养框架
关注度
经济发展水平
21st Century Competencies
competency frameworks
degrees of attention
income level
