培养有教养的公民——加拿大BC省新课改中核心素养的价值导向与课程转化

Cultivate Educated Citizens——The Value Guideline and Its Curriculum Transformation of Core Competencies in the New Curriculum Reform in the Province of British Columbia, Canada

加拿大BC省的新一轮基础教育课程改革是在对时代发展背景研判--"儿童正在踏入什么样的世界"、对未来人才素养的谋划--"未来世界需要什么样的儿童"的基础上,将"培养有教养的公民"作为总的价值导向,将核心素养作为价值实现的根本载体与线索的全方位课程改革.为了实现核心素养的课程落实与转化,其确立了"知道-践行-理解"(KDU)的课程模式,重新设计了课堂评估、省级评估、国家与国际评估的三级课程评估模式.该文以六年级数学课程的实施为例,详细介绍了探究教学、个性化教学、合作教学与在地化教学等教学方式.

British Columbia, Canada launched a new round of basic education curriculum reform, on the basis of studying the development background of the times--"what kind of world children are stepping into", planning for future talent literacy--"what kind of children the future world needs", taking "cultivating educated citizens" as the general value orientation and core competencies as the value which can be the fundamental carrier and clue of realizing the general value. In order to realize the curriculum implementation and transformation of core competencies, it established the "Know-Do-Understand" curriculum model, redesigned the three-level curriculum assessment included of classroom evaluation, provincial evaluation, national and international evaluation. Take the Grade 6 mathematics curriculum’s implementation as an example, some teaching methods such as inquiry teaching, personalized learning, cooperative teaching and place-based teaching were introduced.