基于学生核心素养的课程体系建构  

Curriculum System Constitution Based on Students′ Key Competencies

作　　者：辛涛[1,2] 姜宇 王烨辉[2] 

机构地区：[1]北京师范大学发展心理研究所,北京100875 [2]北京师范大学教育测量研究所,北京100875 [3]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）》2014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重大攻关项目"义务教育阶段学生学业质量标准体系研究"(12JZD040)

摘　　要：课程改革是教育改革与发展的重要组成部分。国际课程改革的发展趋势与特点显示,当前世界各国注重促进学科融合,发展学生综合能力,以学生核心素养模型来推动和促进课程改革的发展成为重要方式。主要国家核心素养与课程体系相互关系呈现三种模式:核心素养独立于课程体系之外的美国模式,在课程体系中设置核心素养的芬兰模式以及通过课程标准内容设置体现核心素养的日本模式。基于此,构建基于核心素养的课程体系应至少包含具体化的教学目标、内容标准、教学建议和质量标准四部分;其中,具体化的教学目标和质量标准要体现学生核心素养;内容标准和教学建议要促进学生形成核心素养。Curriculum reform is an important part of the reform and development of education. The development of cur-riculum reform has focused on the international trend of students＇ key competencies, which have three patterns in current major countries： those set outside the curriculum independently in America, those in the curriculum in Finland and those re- fleeted by the curriculum content in Japan. Curriculum systems based on students＇ key competencies in our country should contain at least four parts, that is, specific education objectives, content standards, teaching suggestions and quality stand-ards, of which the first and the last have the function of reflection whereas the other two the promotion.

关 键 词：学生核心素养 课程体系 课程标准 

分 类 号：G40[文化科学—教育学原理]