核心素养的结构和社会文化性分析  

An Analysis of the Structure and Social Culture of Key Competence

作　　者：赵长林[1] 孙海生[1] 陈国华[1] 

机构地区：[1]聊城大学教育科学学院,山东聊城252059

出　　处：《湖南师范大学教育科学学报》2016年第5期12-19,共8页Journal of Educational Science of Hunan Normal University

摘　　要：新中国成立后,对课程与教学改革产生重大影响的教育理论主要有"教育实践论"、"双基论"、"素质教育论"和"三维目标论"。"教育实践论"和"素质教育论","双基论"和"三维目标论"从理念与实践层面对课程与教学改革产生了重要影响。"核心素养论"作为当下在国内外具有重要影响的课程与教学理论,正对世界基础教育课程与教学改革实践产生重大影响。如何借鉴国外核心素养研究成果,基于本土社会文化特征,构建面向世界、面向未来、面向现代人的学生核心素养体系,并切实落实到课程标准、教科书设计和教学过程中去,是迫切需要研究的问题。After the founding of new China,some educational theories have great influence on the reform of the curriculumand teaching,such as the theory of“educational practice”,the theory of“double base”,the theory of“quality education”and the theory of“three-dimensional targets”. The theories of“quality education”and“educational practice”,thetheories of“double base”and“three-dimensional targets”have great important influence on the reform of the curriculumand teaching from the perspective of the curriculum philosophy and the technology of curriculum implementation respectively.As the current important theory in the world,the theory of“key competence”plays a significant role in the reform ofcurriculum and instruction in elementary education. The urgent thing is that how to use the foreign studies on key competencefor reference,how to build the standards of the structure connotation of student’s key competence based on the localsocial and cultural characteristic,and how to implement it into the design of curriculum standard,the design of textbookand the teaching practice effectively.

关 键 词：核心素养 结构内涵 社会文化性 课程与教学 

分 类 号：G40-012[文化科学—教育学原理]