中国社区教育资格框架:欧洲资格框架的逻辑映射与思维嬗变  

Community Education Qualification Framework in China:The Logical Mapping and Thinking Evolution of European Qualification Framework

作　　者：王仁彧[1] 

机构地区：[1]上海开放大学普陀分校(上海市普陀区业余大学)发展研究中心

出　　处：《职业技术教育》2016年第16期74-79,共6页Vocational and Technical Education

基　　金：上海市终身教育研究会2015年重点课题"社区教育资格框架建设研究"(ZYZ1501);主持人:王宏;全国教育科学"十二五"规划2015年教育部重点课题"学习型社会视域下终身学习质量指数开发与应用研究"(DKA150212);主持人:王仁彧

摘　　要：欧洲资格框架的确立不仅促进了欧盟国家不同层级教育的有效衔接,而且也为学习结果认证提供了保障,提升了社会终身学习能力与水平。由于我国尚未构建国家教育资格框架,在推进社区教育资格框架构建过程中,既可以借鉴欧洲资格框架知识、技能与能力三个维度的建设思路与结构特点,推动我国社区教育的有序开展;也需要积极关注二者的差异之处,关注我国社区教育资格框架的模块化、适切性与模糊性对接等特点,将成为有效推进我国终身学习与学习型社会建设的关键。The establishment of European qualification framework not only promotes the effective convergence of different education levels in European Union countries, but also provides guarantee for learning outcomes identification, and improves the ability and level of lifelong learning of individuals. Because there isn＇ t national education qualification framework in China, during the construction process of community education qualification framework in China, on one side, we can refer the construction ideas and structural characteristics of European Qualification Framework including knowledge, skills and ability, to promote the development of conmmnity education in China orderly; on the other side, we need to focus on the differences between the two kinds of qualification frameworks, and the characteristics of the community education qualification framework, such as modularity, appropriate identification and fnzzy docking, which will be the key to promote the development of lifelong learning and learning society construction in China effectively.

关 键 词：社区教育 资格框架 模块化架构 适切性认定 模糊性对接 

分 类 号：G779.2[文化科学—教育学]