中国义务教育课程标准与经合组织能力框架的比较研究——以初中学段为例

A Comparative Study of OECD Competencies Framework and Compulsory Education Curriculum Standards in China——Taking Junior High School as an Example

2019年,OECD开展了国际范围的课程图谱分析,形成了2030能力框架,致力于为各国课程设计和学生发展提供信息。采取文本分析法,对义务教育初中学段12门学科的课程目标进行能力编码,将其与2030能力框架进行比较,结果显示:中国义务教育初中学段课程目标所包含的能力与2030能力框架的匹配情况较好,但是不同学科所包含的能力数量存在差异,不同能力在初中学段课程目标中的出现频次差异较大,不同能力在学科间的分布不均衡现象较为突出。未来,需要加强对面向2030能力的关注;以学科核心素养为抓手,提升不同学科在学生能力培养上的系统性和一致性;调整课程设计,致力于学生综合型、复合型能力的培养;吸纳不同利益相关者参与学生的学习与发展。

Recently OECD carries out an international program of curriculum content map and forms 2030 competencies framework to provide information for curriculum design and student development.Based on text analysis,this study chooses curriculum goals of junior high school in China as object to compare with 2030 competencies framework.The results show that the compatibility between Chinese curriculum goals and 2030 competencies framework is good,but competencies number among subjects is different,the frequency of different competencies varies greatly and the distribution of competencies among subjects is uneven.In the future,it is nessesary to emphasize 2030 literacy,promote the systemic and consistency of competencies cultivation,committed to students integrated complex competencies training and absorb different stakeholders involved in student learning and development.