Educating for Wholeness, but Beyond Competences: Challenges to Key-Competences- Based Education in China  

作　　者：Kang Zhao 

机构地区：[1]College of Education,Zhejiang University

出　　处：《ECNU Review of Education》2020年第3期470-487,共18页华东师大教育评论（英文）

摘　　要：Purpose:This article aims to conduct a critical analysis of key-competences-based education in China today by revealing three main challenges that Chinese educational practitioners,researchers,and policymakers might face.Design/Approach/Methods:Against the backdrop of international and Chinese policy and the practice of key-competences-based education,this article focuses on a critical discourse analysis of this educational movement in China.Findings:China places great emphasis on the personal,cultural,and moral dimensions in generating a framework of competences,paying considerable attention to the well-being of children;hence it currently endeavors to provide a consistent educational framework to educate the young for the all-round development.However,three challenges are salient:the dilemma between Core-Suyang(Core-Competence)and the education for all-round development of the young,the limitations of design of“subject core-competences,”and a lack of consideration of subjectification as purpose of education.Originality/Value:Education which merely focuses on a list of key-competences might not only exclude non-key-competences but also exclude something unforeseen and unknown in the process of educational adventure.It is therefore suggested that a holistic education needs to be engaged in with an encompassing and dynamic view of purpose(s)of education,in which the education for subjectification is at stake in our educational endeavor.

关 键 词：Curriculum key-competences purpose of education SUBJECTIFICATION SUBJECTIVITY WHOLENESS 

分 类 号：H31[语言文字—英语]