谁的知识最有价值?——论衡量课程知识价值的“人的尺度”

Whose Knowledge Has the Highest Value? On Human Being as a Dimension to Measure the Value of Curriculum Knowledge

核心素养已经成为我国当前教育领域的研究热点,对此问题的探讨不能只停留在关注核心素养本身,而更应当探讨核心素养所关涉的主体。人是衡量课程知识价值大小的尺度,但这个"人的尺度"究竟是指什么,却是莫衷一是。到底是指"成人",还是"儿童";是指"个体人",还是"社会人";是指"过去人",还是"未来人"。在不同的时代和不同的历史语境下,存在不同的回答这个问题的方式或视角。历史的经验证明,任何单一的尺度都不足以回答这个经典的问题,最好的策略是在成人与儿童、个体与社会、过去与未来之间寻找平衡点。

Key competency has become a research hotspot in the current education field in China. The discussion of this issue should not only focus on the key competency itself,but also on the subject that key competency relates to.Generally speaking,human being is viewed as a dimension to measure the value of curriculum knowledge.But there is no consensus among educational scholars on what human being refers to:adult or child,individual or social being,person in the past or in the future.There are different ways or perspectives to answer this question in different eras and different historical contexts. Historical development shows that any single dimension is not enough to answer it.So it is necessary to balance between all these factors.