从国际经验切入看我国两套核心素养体系的关系

A Study of the Relationship between Two Sets of Chinese Core Competence Systems from the Perspective of International Experience

从国际核心素养教育的现有经验切入,通过分析我国“学生核心素养”和“学科核心素养”两套指标体系的对应关系,揭示其内在关系及其特征表现并试图获得相应的启示。研究结果表明,我国两套核心素养体系之间是相对独立又相互依存的上下位关系,素养发展水平有别,但目标指向一致,且指标间存在多种对应关系表现形式。两套核心素养指标体系精准对接,需要经过理论—实践的反复检视、调整或修正方能取得有效进展。学生核心素养中那些比较隐性、柔性的成分,尤其是涉及到心里、情感、价值观等元素的核心素养,并非现有学科所完全能够体现或充分表达。两套体系的上下位关系及发展水平差异,客观上要求实施者采取有区别的教育策略、测评标准和评价尺度,教师角色等也需随之做出相应调整或转换。而作为核心素养“中心”的学生主体,若其素养建构能力得不到充分挖掘和彰显,则核心素养培育将很难行稳至远。

From the experience of international core competence education, based on the analysis of the correspondence between student core competence and subject core competence in China, this study was to reveal its internal relations and characteristics and implications. The analysis shows that two sets of Chinese core competence systems are both independent and interdependent to each other and in an upper-lower relationship. Although they refer to different levels of competence development, their targets are consistent, and there are many forms of correspondence between the indicators of two sets of competence systems. Further analysis suggests that the precise joint of the two sets of core competence indicator systems requires constant review, adjustment or correction by theory and practice to achieve effective progress. Some student core competences are covert and flexible, especially those involving elements such as mind, emotions and values etc. They are not necessarily fully reflected or fully expressed by existing disciplines. The upper-lower relationship and the differences in levels of development of the two sets of core competence objectively require different core competence cultivation strategies and evaluation standards, and the role of teachers should be adjusted or transformed accordingly. In particular, students are regarded as the “center” of core competence. If their competence construction ability is not explored or demonstrated, the core competence education will not reach the goal in the long run.