21世纪初德国学校教育的新发展与挑战

New Developments and Challenges of German Schooling at the Beginning of the 21th Century

本世纪初以来,德国学校教育在国际大环境的影响下发生了诸多变革。在宏观层面,学校教育在寻求学生发展的过程中呈现出能力导向和基于证据的发展方向;在学校层面,学校自治权遭遇挑战;在课堂教学层面,学校与课堂中的异质性逐渐增加,教师面临着能力导向的教学要求所带来难题。与此同时,德国普通教学论和教化理论的研究也遭遇到学科教学论和基于证据的研究范式的挑战,德国特色的教师教育体系也在这些变革中反思前行。这些变革一方面受到国际上基于证据的学校教育研究范式的影响,但另一方面更激发了学校教育研究者对德国社会内部发生的根本性变化的反思。

This article aims to give an overview on new challenges and strategies of German schooling since the beginning of the 21th Century. On macro-level, Germany adopts the strategy of competence- oriented and evidence-based curriculum to look for the development of the students. On meso-level, the autonomy of single school is confronted with challenges. On micro-level, classroom has a high level of heterogeneity and teachers are dealing with the difficulties caused by competence-oriented instruction. Meanwhile, the development of German general didactics and Bildungstbeorie are also facing the challenges from subject-matter didactics and evidence-based research paradigm. Under the influence of the international trend, teacher education in the German tradition has become more and more reflective. PISA-shock was the main reason for these changes, but only on the surface; the deeper reasons are still rooted in the German society.