观照核心素养的人本价值:基于布鲁纳两种思维模式的反思与启示  

Scrutinizing the Humanistic Value of Key Competencies:Reflection and Implications Based on Bruner's Two Modes of Thinking

作　　者：杨惠雯 YANG Huiwen(Academy of Educational Sciences,Jiangsu Second Normal University,Nanjing,210013,China)

机构地区：[1]江苏第二师范学院教科院,南京210013

出　　处：《全球教育展望》2023年第8期30-44,共15页Global Education

基　　金：2022年度江苏省高校哲学社会科学研究一般项目“核心素养人本化建构的理论与实践研究”(项目编号:2022SJYB0512)的研究成果。

摘　　要：在西方语境下,核心素养通常被定义为关键能力,我国对核心素养的界定在关键能力的基础上加入了道德要素,强化了核心素养作为培养目标的价值导向功能,预设了核心素养的人本价值定位。然而,当前的核心素养概念在界定和落实过程中却存在着人本价值缺失的问题。从布鲁纳两种思维模式的视角来分析,该问题的症结在于核心素养的研究逻辑与实践路径的选择都单方面偏重范式思维,忽略了叙事思维的必要性和功能。为了充分观照和体现核心素养的人本价值,应将叙事思维引入核心素养的建构和落实之中,基于叙事思维拓展核心素养的概念内涵,优化核心素养的教学落实路径,进而提升核心素养导向课程教学的育人功能。In the western context,key competencies are usually defined as the core literacies,while the definition of key competencies in China adds moral elements on the basis of the core literacies.strengthens the value orientation function as educational goals,and presupposes the humanistic value orientation of key competencies.However,in the process of defining and implementing the current concept,problematic is a lack of the humanistic value of key competencies.From the perspective of Bruner's two modes of thinking,the crux of the problem lies in the fact that the research logic and the practical path unilaterally lay particular emphasis on paradigm thinking mode,while ignoring the necessity and function of narrative thinking.In order to fully manifest the humanistic value of key competencies,we should introduce narrative thinking into the construction and implementation of key competencies,expand the conceptual connotation based on narrative thinking,optimize the implementation path of key competencies,and then enhance the educational function of key competencies-oriented teaching.

关 键 词：核心素养 人本价值 范式思维 叙事思维 

分 类 号：G420[文化科学—课程与教学论]