摘要
在全球化、信息化和知识经济时代的背景下,林崇德先生课题组经过三年多的研究,发布了《中国学生发展核心素养总体框架》,包括核心素养的概念、维度和行为指标,意义重大。中国学生发展核心素养框架发布之后,对于我国教育理论和实践产生多方面重大影响,也引发了一些比较严肃的讨论,涉及核心素养的概念解释、维度划分、指标定义、基本特征、中国特色以及实践评估等多方面。基于上述研究工作和学术讨论,从教育哲学视角看,对中国学生发展核心素养的理解和实践应用还需要从本体论、认识论和价值论等角度展开进一步深入的思考,以期更好地理解与把握中国学生发展核心素养概念框架并实现其实践价值,防止它的标签化和成为一种新的教育实践的支配性力量。
In the era of globalization, informatization and knowledge-based economy, Professor Lin Chongde and his research group worked hard for more than three years and published The Framework of Developing Key Competencies of Chinese Students in September 2016, which defines the conception, domains and indicators of key competencies. The framework has already influenced education researches and practices in many respects and generated some serious discussions around the definition, classification, characteristic, interpretation, practice and assessment of key competencies. Based upon the above researches and discussions, this paper endeavors to undertake some deeper thinking on key competencies from the perspectives of ontology, epistemology and axiology, thus to better understand the framework, carry it out in educational practice, and prevent it to be labeled or become some new dominant powers over education activities.
作者
石中英
Shi Zhongying(Institute of Education,Tsinghua University,Beijing 100032,China)
出处
《课程．教材．教法》
CSSCI
北大核心
2018年第9期36-41,共6页
Curriculum，Teaching Material and Method
关键词
核心素养
中国学生发展核心素养
教育哲学
key competencies
developing key competencies of Chinese students
philosophy of education
