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关于核心素养若干概念和命题的辨析

杨向东

杨向东. 关于核心素养若干概念和命题的辨析[J]. 华东师范大学学报(教育科学版), 2020, 38(10): 48-59. doi: 10.16382/j.cnki.1000-5560.2020.10.004
引用本文: 杨向东. 关于核心素养若干概念和命题的辨析[J]. 华东师范大学学报(教育科学版), 2020, 38(10): 48-59. doi: 10.16382/j.cnki.1000-5560.2020.10.004
Yang Xiangdong. On the Misconceptions about Key Competences[J]. Journal of East China Normal University (Educational Sciences), 2020, 38(10): 48-59. doi: 10.16382/j.cnki.1000-5560.2020.10.004
Citation: Yang Xiangdong. On the Misconceptions about Key Competences[J]. Journal of East China Normal University (Educational Sciences), 2020, 38(10): 48-59. doi: 10.16382/j.cnki.1000-5560.2020.10.004

关于核心素养若干概念和命题的辨析

doi: 10.16382/j.cnki.1000-5560.2020.10.004
基金项目: 华东师范大学2019年度“幸福之花”基金先导项目“复杂学习情境下核心素养的测评与培养机制研究”(2019ECNU-XFZH015)

On the Misconceptions about Key Competences

  • 摘要: 随着我国基础教育课程改革的推进,核心素养研究发展迅猛。同时也出现了一些认识或理解上的误区,如采用分析式的视角理解核心素养;将学科核心素养视为跨学科核心素养在特定领域的具体化;认为存在超越具体领域和情境的核心素养培养模式;秉承学习必须经过识记、理解和应用过程的观点等等。因此有必要从核心素养的内涵分析出发,突出整合的核心素养观对当前基础教育课程改革的重要性,从认识论、知识观和学习观的角度对上述观念的根源与弊端进行辨析,强调连接学生日常生活和社会实践的多样化真实情境在核心素养培养过程中的根本价值。核心素养的培养即孕育在教育过程中的学生成长性经验积累和改造的过程,是学生在经历完整的复杂现实问题解决过程中调动和整合人类文化工具、方法和资源建立起来的情境、观念和结果之间的内在联系和心智灵活性。
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