从教育目标分类学看语文学科核心素养论

The Core Competency Theory of Chinese Subject from the Taxonomy of Educational Objectives

将"语文素养"和"语文学科核心素养"概念及其界说置于2001年《学习、教学和评估的分类学:布卢姆教学目标分类学修订版》的知识与认知过程两维目标分类框架中考察,并将它们与叶圣陶语文教育思想相对照,结果表明,前者的依据是"语感论",在回答语文课教什么和怎么教方面仍需进一步探讨;后者与当代认知心理学的知识、技能与能力的学习理论大方向一致,但需要与时俱进,并深入研究语文课怎么教的问题。新近小学语文教材编者提出"语文要素"概念,并努力"构建语文能力发展训练体系"。这是小学语文教育指导思想对叶圣陶的"知识—训练—技能"路线的回归;但若向其中注入知识与认知过程两维目标分类思想和现代心理学的学习分类理论,则能更科学、有效地解决语文课教什么和怎么教的问题。

The concepts and definitions of "Chinese literacy" and "core competency of Chinese subject" guiding the reform of Chinese teaching in the 21 st century are investigated in the twodimensional objective classification framework of knowledge and cognitive process of A Revision of Bloom’s Taxonomy of Educational Objectives in 2001,and they are compared with Ye Shengtao’s Chinese teaching thought since the founding of the People’s Republic of China.The results show that the former is based on "language sense theory".The lack of scientific basis makes it difficult to answer the question of what and how to teach Chinese.The latter is consistent with the general direction of the learning theory of knowledge,skills and ability of contemporary cognitive psychology,but it needs to keep pace with the times and make up for its defects, otherwise it is difficult to answer the question of how to teach Chinese.Recently,primary school Chinese textbook editors put forward the concept of"Chinese elements" and strive to "build a Chinese ability development training system".This shows that the guiding ideology of primary school Chinese teaching finally returns to Ye Shengtao’s guideline of"knowledge-training-skills".However,textbook editors need to integrate the two-dimensional objective classification framework of knowledge and cognitive process and the learning classification theory of modern psychology into Ye Shengtao’s teaching thought,so as to scientifically and effectively solve the problems of what and how to teach Chinese.