摘要
素养在最一般的意义上是指人类个体与环境互动的能力,旨在维持和促进个体与种群的生存和发展,具有主体性、社会性和文化性等内在特征。素养理论需要采取一种整合的、生态化的视角,从个体和环境互惠共生、彼此调节的双向动态关系中阐明素养的本质及其发生和发展机制。素养发展贯穿个体生命始终,整合了生理—物理、社会—文化、心理—行为等诸多层次的要素及其关系,是一个持续有机的生成和建构过程。其中,集体实践、个体主体性和社会互动构成了人类素养发展的三维辩证系统,作为广义工具的文化在其中起到中介作用。按照这一理论视角,既有核心素养模型的构建路径可以概括为“需求—功能”“文化—心理结构”和“全息—层次”三种模式。“需求—功能”模式关注素养满足社会现实需求的使能性质,“文化—心理结构”模式关注历史积淀的素养内涵共性,“全息—层次”模式关注特定实践活动(或领域)承载和培养素养的蕴含性。三种模式彼此补充,有助于更加全面系统理解人类素养的内涵、结构和发展。
Competence can be broadly defined as the capacity of a human being interacting with environment,with the aim to maintain and enhance the survival and development of humankind at both individual and population level.Inherently implied in the concept of competence are such characteristics as agency-driven,socially-constructed and culturally-laden.Therefore,a theory of competence should explicate from an ecological perspective the nature of various competences as well as their epigenetic and developmental mechanism within the dynamically bilateral relationship of co-existence and co-ordination between an individual and environment.Competence development is an organic process,a process of continuous becoming and constructing throughout the life-span of an individual,during which various elements and their relationships are involved and integrated across a variety of layers including those of physical-biological,social-cultural as well as psychological-behavioral.In particular,collective practice,individual agency and social transaction constitute a three-dimensional dialectic system for human competence development,within which the culture plays a mediated role in that it can be considered as tools in the most general sense.Under this theoretical perspective,three approaches to competence model building can be described as demand-functional approach,culture-psychological configuration approach and hologram-layer approach,respectively.These approaches are complementary with each other and provide a more comprehensive and systematic understanding of the nature,structure and development of human competences.
作者
杨向东
Yang Xiangdong(Department of Educational Psychology,Faculty of Education,East China Normal University,Shanghai 200062,China)
出处
《华东师范大学学报（教育科学版）》
CSSCI
北大核心
2022年第11期41-57,共17页
Journal of East China Normal University:Educational Sciences
基金
全国教育科学规划国家一般课题“素养导向的嵌入式测评系统研究”(BHA200132)。
