国际比较视野下的全球素养评价:维度、方式与工具  

Global Competence Evaluation from the International Comparative Perspective:Dimension,Methods and Tools

作　　者：李娜 刘宝存[2] LI Na;LIU Baocun(Shandong University of Technology,Zibo Shandong 255000;Beijing Normal University,Beijing 100875)

机构地区：[1]山东理工大学马克思主义学院,山东淄博255000 [2]北京师范大学国际与比较教育研究院,北京100875

出　　处：《现代教育管理》2022年第8期111-119,共9页Modern Education Management

基　　金：山东省教育科学“十三五”规划2020年度一般课题“本科生全球胜任力评价指标体系构建研究”(2020YB048);山东理工大学高等教育研究项目“‘双一流’建设背景下地方高校院系国际化评价指标体系研究”(2021GJY08)。

摘　　要：全球素养是一种高度抽象、结构复杂而又难以直接观测的高阶能力,是学生理解具有全球意义的问题并对其采取行动的能力和倾向,其评价成为教育评价领域关注的重点与难点。近十年来,美国、英国、澳大利亚、加拿大等国家与UNESCO、OECD等国际组织相继开展全球素养评价,评价维度主要包括知识、技能、态度、价值观等;评价方式注重采用真实情境的评价任务、融入教学的评价过程、支持终身学习的评价反馈;评价工具主要有认知测试、口头演讲、档案袋展示、“我能”陈述等。我国全球素养评价尚处于起步阶段,相关国家和国际组织在指标选择、标准制定、方法创新等方面的探索和实践为我国提供一定启示。Global competence is a high-order competence with the characteristic of being abstract,complex and difficult to observe directly in nature.Therefore,global competence evaluation is regarded as an important but challenging topic in the field of education evaluation.In the past decade,global competence evaluation has been carried out in the United States,the United Kingdom,Australia,Canada,OECD,UNESCO and other countries and international organizations.The evaluation dimensions mainly include knowledge,skills,attitudes,values etc..The evaluation methods focus on the scenariobased evaluation task,the teaching integrated evaluation process,and support for the lifelong learning evaluation feedback.The evaluation tools include cognitive tests,oral presentations,portfolios,‘I can’statements,etc.The existing experiences provide reference and enlightenment for China to develop the evaluation that can support the improvement of students’global competence in terms of the indicator selection,standards formulation,as well as methods and tools development.

关 键 词：全球素养 素养评价 评价维度 评价方式 评价工具 

分 类 号：G649.21[文化科学—高等教育学]