我国义务教育阶段学生核心素养模型的构建  

Model Construction of Key Competencies of Students in Compulsory Education Period

作　　者：辛涛[1] 姜宇[1,2] 刘霞[1] 

机构地区：[1]北京师范大学发展心理研究所,北京100875 [2]解放军后勤学院后勤政工教研室,北京100858

出　　处：《北京师范大学学报（社会科学版）》2013年第1期5-11,共7页Journal of Beijing Normal University(Social Sciences)

基　　金：教育部哲学社会科学研究重大课题攻关项目"义务教育阶段学生学业质量标准体系研究"(12JZD040)

摘　　要：近年来,学生核心素养模型的建构成为推动世界教育改革的重要环节。通过总结质量标准建立的需要,梳理国家宏观教育目标,分析当前国际形势,提出我国基础教育阶段学生核心素养的概念内涵;并指出核心素养必须能够指导教师日常教学、促进教育评价、指引教育改革发展方向;在核心素养的遴选时要遵守素养可教可学、对个体和社会都有积极意义、面向未来且注重本国文化这三个原则。我国义务教育阶段学生核心素养的遴选应注重一贯性、发展性与时代性,其建立过程需要广泛征集教育利益相关者意见,要处理好核心素养与教育改革和发展的关系,让其更好地服务教学实践,要完善核心素养测量与评价体系,推进其服务教育评价领域。The key competencies of students have recently become the focal part in the international educational reform. This thesis, by analyzing the requirements in quality standards, the educational goal in our country, and the students＇ key competencies in the international context, tries to lay up the theoretical and conceptual foundations for the competencies, which should in fact guide teachers＇ teaching routine, promote the evaluation, and orient the reform and development. The key competencies can be nurtured by transcending the present curriculum, a step that is meaningful both to individuals and society. And education should pay its due attention to consistency, development function, and keeping with the pace of the age~ and the construction process should be based on extensive investigation and collection of educational stakeholders＇ opin- ions. It should harmoniously deal with the relationship between the key competencies and education reform and development, and improve the measurement and evaluation system.

关 键 词：学生核心素养 质量标准 教育目标 

分 类 号：G40[文化科学—教育学原理]