“学会学习”素养的内涵与评价  

Connotation and Assessment of Learning to Learn Competency

作　　者：贾绪计[1,2] 王泉泉 林崇德 

机构地区：[1]潍坊医学院心理学系,潍坊261053 [2]天津师范大学心理与行为研究院,天津300074 [3]北京师范大学发展心理研究院,北京100875

出　　处：《北京师范大学学报（社会科学版）》2018年第1期34-40,共7页Journal of Beijing Normal University(Social Sciences)

基　　金：教育部人文社会科学重点研究基地重大项目"中小学生核心素养发展与评价"(16JJD880008)

摘　　要：学会学习素养作为中国学生的六大核心素养之一,如何科学的界定与评价受到研究者的广泛关注。学会学习素养的产生和发展是适应知识经济时代发展需要的结果,是全球教育质量提升的共同诉求,也是公民自我完善和建设学习型社会的重要保证。学会学习素养具有主体性、延展性、整合性、建构性、价值性等特点,而且国际上学会学习的评价研究取得很大进展,英国的有效终身学习项目、芬兰的学会学习研究、欧盟学会学习的三维框架以及经合组织的国际学生评价项目都颇具代表性。为深入推动学会学习研究,亟需建构兼具全球化和本土化的学会学习评价框架、优化评价方法和工具、坚持评价主体的多元化等。As one of the six key competencies for Chinese college students, how to define and assess learning to learn competency caught a wide attention from researchers and educators. The learning to learn competency was initiated to meet the demands of and the challenges from an information-knowledge-based economy and a global quality education. With a characteristic of subjectivity, continuity and integrity, learning to learn competency is crucial to build a self-improvement and lifelong learning society. Although remarkable accomplishments were achieved in the assessment of the learning to learn competency by researchers and educators in the United Kingdom, Finland and other European nations, it is imperative for Chinese researchers and educators to develop an assessment system for the learning to learn competency which can be applied to diverse groups locally and globally.

关 键 词：学会学习素养 核心素养 内涵与评价 

分 类 号：G44[哲学宗教—心理学]