国际性与本土性之间的张力与平衡——以经合组织PISA-D项目为例  

PISA for Development and the OECD's Approach to Balancing the Tensions Between International Comparability and Contextual Relevance

作　　者：李晓敏[1] 康云菲 LI Xiaomin;KANG Yunfei(Institute of International and Comparative Education,Beijing Normal University,Beijing 100875,China;Graduate School of Education,Peking University,Beijing 100871,China)

机构地区：[1]北京师范大学国际与比较教育研究院,北京100875 [2]北京大学教育学院,北京100871

出　　处：《外国教育研究》2025年第2期47-60,共14页Studies in Foreign Education

基　　金：教育部人文社会科学重点研究基地北京师范大学国际与比较教育研究院课题“全球教育治理视阈下世界主要国家与国际组织互动的比较研究”(项目编号:2023IICEZS14)。

摘　　要：以经合组织PISA-D项目为代表的治理工具在其发展过程中呈现出的“国际性”与“本土性”矛盾,为我国深入参与全球教育治理的理念与实践提供了思考契机。从文化视角来看,尽管PISA-D项目在测试内容、理论框架、评价方法等方面对原有PISA工具进行了多重调整,但这些调整并未完全达到预期效果。PISA-D项目仍然被质疑无法真实反映发展中国家学生的实际水平,并存在文化殖民的风险。PI⁃SA-D项目的调试过程以及国际社会的反馈表明,全球教育治理工具的国际性与本土性之间存在张力,二者的矛盾只能被尽量平衡而难以彻底消除,其根源在于全球教育治理工具所面临的文化多样性与权力博弈格局。The OECD's PISA for Development(PISA-D)project and its approach to balancing the tensions and contradictions between international comparability and contextual relevance provide an opportunity for reflection on China's deeper engagement in global education governance.While PISA-D has made improvements to PISA by including more easier test items,adjusting the contextual questionnaires,and introducing an out-of-school assessment,it was still seen as inadequate for addressing the epistemological and contextual differences between the OECD countries and PISA-D participating countries.The adjustment process of PISA-D and the feedbacks received suggest that it was difficult to reconcile the differences and tensions,and that cultural diversity and power asymmetry were the two major constraints.

关 键 词：全球教育治理 国际教育评价工具 “PISA促进发展”项目 文化视角 

分 类 号：G40-058.3[文化科学—教育学原理]