全面发展·综合素质·核心素养

All-Round Development · Comprehensive Qualities · Key Competencies

核心素养被官方和专家当成教育或课程目标改革的重要转向,是对全面发展教育和综合素质教育的超越。但在官方发布的指导课程改革的重要文件中,核心素养、全面发展和综合素质却并行不悖。在实践中,一些学校也只是把全面发展和综合素质的内容换成了核心素养的表述。三者关系的思考事关核心素养能否转化到学校课程改革实践。通过历史比较分析发现,全面发展教育、综合素质教育和核心素养教育目标在提出主体、背景与理论依据、内涵与规定性、实施途径和效果等方面存在异同。中国教育目标变革应在学生发展的内容、研制主体、价值取向、理论基础等方面吸取历史经验教训。

Key competencies are regarded as an important turning in the reform of education and curriculum objectives, which is the transcendence of all-round development and comprehensive qualities education.However,'in the official document issued by the guidance of curriculum reform,key competencies,all-round development and comprehensive qualities are in parallel.In practice,some schools only changed the all-round development and comprehensive qualities into key competencies expression.The reflection on the relationship among these three aspects is coficerned with whether key competencies can be transformed into school curriculum reform practice.Through historical comparative analysis,we found that all-round development, comprehensive qualities and key competencies are different in the proposing subject,background and-theoreticalbasis,connotation and stipulation,implementation method and effect.The comparative analyses of the relationship between these three aspects are conducive to a correct understanding of the key competences'value of the connotation and properly promote the curriculum reform practice and guide the transformation.