试论核心素养的课程意义  

A Study on the Curriculum Meaning of Key Competencies

作　　者：崔允漷[1] 邵朝友[2] 

机构地区：[1]华东师范大学课程与教学研究所 [2]浙江工业大学教育科学与技术学院

出　　处：《全球教育展望》2017年第10期24-33,共10页Global Education

基　　金：全国教育科学"十二五"规划教育部重点课题"基于核心素养的形成性评价研究"(课题编号:DHA150273)成果之一

摘　　要：核心素养是当今国际课程改革的风向标,探讨核心素养的课程意义有助于提升我国课程育人的专业认知与课程发展的质量。当前我国课程发展的突出问题是学科内容的立场,亟需转向以学习者为中心的核心素养立场。核心素养可作为课程发展中可把握的教育目标实体、课程目标的来源、内容处理与教学实施的GPS、学习质量评价的参照。核心素养的课程意义在于建构课程育人的专业话语,打破学科等级化的困境,提供更具教育性的问责,消解分科与整合的课程对立,推动课程领域的专业对话。Key competencies are the bellwether of international curriculum reform nowadays. Discussing key competencies from the perspective of curriculum will help promote the qualities of professional know-bows and curriculum development. One of the most serious problems in curriculum development in China is the subject-matter-focused view, which should be replaced by a key-competencies-focused and student-centered view. This paper argues that the roles of key competencies in curriculum can be regarded as educational aims, sources for curriculum objectives, GPS for subject matter organization and teaching, and reference for learning assessment. These roles have potential values of curriculum, including constructing professional discourse of curriculum, breaking the traditional hierarchy of subjects, providing more educative accountability, reducing the tensions between the disciplinary and the interdisciplinary, and promoting professional dialogues in the field of curriculum.

关 键 词：核心素养 课程发展 课程角色 课程意义 

分 类 号：G423[文化科学—课程与教学论]