摘要
从素质教育、三维目标到核心素养的教育改革历程,都呈现了人们对"培养什么人"教育目的逻辑起点的回归和反思。不同目标层级定位和不同表述方式的理念是教育目的的时代意蕴和行动演绎,素质教育是教育宗旨的中国式表达,"三维目标"和"核心素养"则是对全面发展教育和素质教育在不同层级目标体系的深化、继承、演绎和超越。梳理并澄清不同改革时代中理念继承和行动演绎的误读与误解,对于走进和审思当前核心素养理念和行动都是必要的和必然的。
The course of education reform from quality education, three-dimensional object and key competencies presents the regression of and reflection on the logical starting point of ＂what kind of people does education cultivate＂. The concept of different target levels and different representations is the implication and action deduction of educational purposes. Quality education is the Chinese expression of the purpose of educational. ＂Three-dimensional object＂ and ＂key competencies＂ are the deepening, inheriting, deduction and transcendence of the all-round development education and quality education at different levels of the target system. It is necessary and inevitable to sort out and clarify the misunderstanding of the concept inheritance and action deduction in the different reform eras, and to enter and review the current core literacy philosophy and actions.
出处
《国家教育行政学院学报》
CSSCI
北大核心
2018年第3期44-49,共6页
Journal of National Academy of Education Administration
基金
教育部人文社会科学研究项目(17YJC880080)
关键词
核心素养
全面发展教育
素质教育
三维目标
培养目标
Key competencies
All-round development of education
Quality education
Threedimensional object
Cultivate aims
