韩国“核心素养”体系的价值选择  

The Value Orientation of the‘Key Competencies' System in South Korea

作　　者：姜英敏[1] JIANG Ying-min(Institute of International and Comparative Education, Beijing Normal University, 10087)

机构地区：[1]北京师范大学国际与比较教育研究院,北京100875

出　　处：《比较教育研究》2016年第12期61-65,72,共6页International and Comparative Education

摘　　要：2015年9月,韩国教育部高调提出"核心素养"体系,在"培养创新、融合型人才"目标下,归纳、设计出创造性思考、审美感性、自我管理、知识信息处理、共同体、沟通等六方面素养。韩国核心素养的价值选择,是该国在积极吸纳世界教育潮流的同时对原有教育理念进行扬弃的结果,旨在消除韩国教育的痼疾,最大限度地保障学生的创造力和潜能。核心素养体系作为初中等教育课程的设计思路,将深刻影响韩国的基础教育模式,如打破学习的时空界限,彻底改变学习途径和方法,重构学习评价方式等。In 2015 ,the South Korean Ministry of Education pr^laimed that the ＇key compelencies＇system would be committed to cultivate talents with＇innovative and integrative competencies＇ ,which includes the competencies of C^ative thinking, Aesthetic awareness, Self management, Information processing and Community. Intended to remove the obstinate educational problems and to ensure creativity and capability of students, South Korea has made great ef- forts to learn from the world classical educational systems and turn away their original approach when they make the selection of the ＂key competencies＂. As the design philosophy of the secondm＇y curriculum, the ＂key competencies＂ will have a profound impact on basic education of South Korea, for example, breaking out the limitation of time and space, changing the educational approach and re-designing the way of evaluation.

关 键 词：韩国教育 核心素养 课程改革 

分 类 号：G40-012[文化科学—教育学原理]