教养—素养—能力——对学校教育目的和教育研究的反思

Education [Bildung] Literality Competence:On Competing Tasks of Public Schools and the Need for New Links Between Teaching and Educational Research

本文论述了有关公共学校教育目的的三个概念。第一个概念“教养”为教育系统赋予了一种传授和保障基本教养的功能;第二个概念“素养”来源于英文“literacy”一词,最初也属于基本教养的范围,后来被用于心理测量学;第三个概念“能力”体现出一种从传统的投入导向向能力测量的产出导向的转变。这些概念都受到争议,各有侧重,它们都无法全面定义教育系统中的教学实践。传统的教养概念未能形成对教学目标达成情况的评价;素养概念虽然被用于心理测量,但尚未与实际教学形成联系;能力概念必须与教养理论和教学内容相联系才有意义,能力测量不仅要测量学生达到的水平,也要考察相应的教学质量。

The article distinguishes between the three concepts of standardization of the tasks of pedagogical action in modern educational systems: the traditional concept of standardizing educational goals through curricula,the literacy concept of psychometric standardization,and the concept of competence, which can be developed in different ways. Traditional curriculum orientations suffer from the fact that they have not developed controls over the achievement of objectives;literacy concept allows for psychometric measurement,but this is not coordinated with the actual teaching and its goals;competence models only offer further possibilities if their subjectspecific requirements are aligned with the educational theoretical and didactic teaching objectives. Instead of replacing traditional input control with output measurements,it is important to link teaching and educational research in such a way that competence measurements not only measure the levels of demands achieved by learners but also the quality and effectiveness of teaching.