追求更有道德意蕴的核心素养

Constructing the Core Literacy with Moral Connotation

OECD和欧盟所推广的"关键能力"在世界范围产生了广泛影响,中文教育学术领域中的热点"核心素养"与此有着割不断的联系。但中文教育学术对"关键能力"推介者多、反思者少。任何教育改革议程都需经受道德审视,从道德的角度看,"关键能力"的一个关键问题是道德贫困。素养这个词本身就有道德意涵,将"关键能力"翻译为"核心素养"就是对"关键能力"道德贫困问题在用语上的修正。"中国学生发展核心素养"体系对"关键能力"的道德贫困进行了有意识的弥补,但这一体系也有自身的问题与缺陷。在"核心素养"建构中如何有机融入道德要素?纳斯鲍姆等人所倡导的"可行能力"理论提供了有益的思路。沿着"核心素养"体系所开创的思路,吸取"关键能力"的经验教训,参考"可行能力"的启示,可以去探索"核心素养"建构的道德方法论。

The"key competency(KC)"promoted by OECD and EU has a wide influence in the world while the concept of"core literacy(CL)"in the academic field of Chinese education is closely related to it.However,there are more promoters but less reflections on KC in Chinese education.Any educational reform agenda needs to be examined morally.From the perspective of morality,one of the key issues of KC is moral deficiency.The word"literacy"has inherently moral meaning.Translating KC into CL is the revision of the concept.The system of"Chinese students developing core literacy"makes up for the moral deficiency of KC but still has defects.The theory of"capability"advocated by M.C.Nussbaum and others provides ideas to integrate moral elements into the construction of CL.This study,based on the existing research system,believes learning lessons from the deficiency of KC can help construct the moral methodology of CL with reference to the enlightenment of capability.