论我国核心素养教育的价值取向  

On the Value Orientation of Educational Reform in China's Key Competencies

作　　者：王汉江[1] 付光槐 WANG Han-jiang1,FU Guang-huai2(1.The Faculty of Education, Southwest University; 2.School of Education Science, Hubei Normal Universit)

机构地区：[1]西南大学教育学部,重庆400715 [2]湖北师范大学教育科学学院,湖北黄石435002

出　　处：《教育理论与实践》2018年第10期8-12,共5页Theory and Practice of Education

基　　金：湖北省教育厅人文社会科学研究项目2016年青年项目"地方师范院校‘三位一体’的教师教育协同创新机制研究"(项目编号:17Q106)的阶段性研究成果之一

摘　　要：任何一次教育变革往往都是其深层次教育价值理念转变推动使然,核心素养教育作为我国21世纪教育变革的新主题,其背后的价值理念和价值取向应予以优先探讨。无论教育形态如何"幻化",其根本的价值向度(人与社会价值诉求)是不变的,需要从我国特定的社会—文化发展脉搏中作出价值澄清。核心素养教育,在外部价值困境方面,面临着回归我国自身教育文化逻辑的问题,在内部价值困境方面,则表现为"人的价值失落"问题。突破当前教育异化的价值困境,需要在"核心素养"人的培养、课程作为价值平衡的阶梯、核心素养教育变革的目标与目的指向的价值实践过程中,寻求我国核心素养教育价值取向——人与社会价值诉求的统一。Any educational reform is promoted by the change of its profound educational value ideas. Key competency education is the new subject of educational reform in the 21st century and the value ideas and orientation behind it should be discussed preferably. No matter how the educational form changes, its fundamental value dimension （the value appeal of people and society） is constant. So we should make the value clarification based on the social and cultural development. Educational reform of key competency is faced with the problem of returning back to our own educational culture logic in terms of the external value plight, and the loss of human values in terms of the internal value plight. To get out of the current value dilemma of educational alienation, it is necessary to seek the unity of human and social value pursuit in the educational value orientation of key competency in the course of fostering people＇ s key competencies, curriculum being the ladder of balancing values, and targeting at the educational reform of key competency.

关 键 词：核心素养 教育变革 教育价值取向 人与社会统一 

分 类 号：G40-011[文化科学—教育学原理]