学生发展核心素养的历史蕴含与培育路径——基于三位国外经典教育家的视角

On the Historical Connotations and Cultivation Paths of Students' Key Competencies:In the Eye of Three Classical Educators

学生发展核心素养研究理应具有历史蕴含与国际视野,吸收三位国外经典教育家的核心素养理念精元是深化核心素养理论的重要思路。赫尔巴特、杜威、第斯多惠分别认为,核心素养是型构中的"素质",是形成中的经验,是被文化充实的天资。自主性、文化性、形成性是核心素养概念的基本蕴含。透过经典教育家的论述,核心素养的四大特性尤为抢眼,这就是:生长性、合成性、泛化性与可育性。它们从不同角度彰显着"核心素养"这一教育事物的独特性。在经典教育家的视野中,核心素养培育的基本路径是:植根经验与交际的教育,儿童活动中心式教育,思维饱满的教学活动,主体参与型教学样态与知识适量的"基础教学"。

Research on the development of students＇ key competencies should have its historical connotations and international view and it is a significant thread to deepen key competency theory by assimilating the quintessence of key competency concepts maintained by the three classical educators, Herbart, Dewey and Diesterweg. They believe that key competency is a formative quality, an experience in the making and a gift nourished by culture. In this connection, the attributes of autonomy, culture and constructiveness form the basic connotations of key competencies. According to the arguments made by the above educators, it can be found that there are four distinctive features of the development of students’ key competencies, formativeness, integration, generalization and cultivability, which showcase the uniqueness of key competencies from different angles. In the eye of the aforementioned classic educators, the basic cultivation paths to key competencies are： education rooted in experience and communication, children-centred education, teaching activities with fully-developed thinking,subject participatory teaching and basic teaching with optimum knowledge.