摘要
核心素养研究始于20世纪90年代,至今已经形成比较系统完善的内容结构、课程体系、教育质量保障体系。核心素养已经成为西方发达国家推动课程与教学改革的支柱性理念。核心素养研究是一种国际共识。有联合国教科文组织主导的以终身学习为目标的素养研究,有经济合作与发展组织以个体的成功生活与社会和谐发展为目标的核心素养内容结构框架研究,有欧盟组织的核心素养研究和美日为代表的以能力为目标的核心素养研究。核心素养研究包括核心素养概念、内容指标、课程体系、质量保障指标体系四个方面。核心素养研究对我国有重要启示,基础教育课程改革要契合个体和社会发展需要,课程变革要强化对教育信息的快速反应,要建构一体化的课程研究机制。
The research on key competencies began in the 1990s, and thorough content structure, curriculum system, and security system of quality of education have been formed. Key competencies have been the leading idea of promoting curriculum and teaching reform in western developed countries. And the research on key competencies is an international consensus. Researches have been conducted by UNESCO on lifelong learning, OECD on individual＇s successful life and social harmonious development, EU, and other countries, such as America, Ja- pan. The research on key competencies includes concept, content, course system and quality assurance. It has important enlightenment to the basic education reform which should correspond to the need of individual＇ s and social development, reinforce the reaction to educational information, and construct integrative curriculum research system.
出处
《天津师范大学学报（基础教育版）》
2016年第2期71-76,共6页
Journal of Tianjin Normal University(Elementary Education Edition)
关键词
核心素养
多维演进
特点
启示
key competencies
multidimensional evolution
characteristic
enlightenment
