教育创新与创新教育的界定、测量与实现策略——对经合组织《教育创新和创新教育:数字技术和技能的力量》报告的解读与思考

The Definition, Measurement and Implementation Strategy of Education for Innovation——An Analysis of OECD Report of Innovating Education and Educating for Innovation: The Power of Digital Technologies and Skills and Its Enlightenment

教育创新与创新教育是当前世界各国关注的重要问题。该文通过解读2016年经济合作与发展组织发布的《教育创新和创新教育:数字技术和技能的力量》报告,明确了教育创新的界定、测量方式和实践战略,获悉了技术支持的学习的创新潜力,明晰了从整个教育产业视角探讨教育创新的新思路。经过报告解读并结合相关文献,我们提出了以下观点:创新技能的成分构成、特征、产生机制与测量方式还有待探索;创新技能相关主题在学校课程中逐渐凸显,效果尚待证实;技术支持的学习的教育创新潜力仍需进一步挖掘;构建创新教育生态系统有助于持续推进教育创新。他山之石,可以攻玉,我们期望在借鉴与学习中,为中国的教育创新与创新教育研究与实践提供借鉴。

Innovating Education and Educating for Innovationare highly important issue across the world. This paper analyzes the definition, measurement methods, practical strategies of innovating innovation, the potential of technology-supported learning, and business-driven innovation in educationby interpreting Innovating Education and Educating for Innovation： The Power of Digital Technologies and Skills published by the Organization for Economic Co-operation and Development （OECD） in 2016. Based on the analysis of this report and literature review, we have drawn several conclusions： firstly, skills dimension, characteristics, mechanism and measurement methods of innovation have yet to be explored; secondly, innovation skills are gradually integrated into the school curriculum, but the effect is not yet to be confirmed; thirdly, the potential of technology-supported learning needs morestudies to make clear; finally, Educational longitudinal information systems are crucial to innovation in education.We hope that we can learn from others＇ experiences and make them the references for the study and practice of education innovation in China.