Key Competencies in China: Tao's Three-competency Theory and Basic-skill Theory
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摘要: 以培养生活力、自动力和创造力为主要能力的“三力论”和“常能论”是陶行知教育学说的重要组成部分,也是其教育目的观的具体体现。在注重培养能力的21世纪,重温陶行知的“三力论”和“常能论”很有必要,也很有意义。陶行知的“三力论”和“常能论”在原则、结构和内容等方面可为构建21世纪核心素养体系提供诸多启示。本文对比分析国内外相关研究,从当前我国实际出发,结合陶行知的“三力论”和“常能论”,尝试提出一种“学生核心素养”的假说,供教育界讨论。Abstract: Ever since OECD started in 1997 the project of Definition and Selection of Competences:Theoretical and Conceptual Foundations, the term "key competences" has been highlighted in the educational documents in many countries and regions. Despite varied definitions of key competencies, there is a common understanding in those countries and regions. First, key competences should be understood from two aspects:fostering the whole person and promoting social development; second, both citizenship and internationalization have been emphasized by each economy and international organizations; third, most economies put emphasis on such competences as information, science and creativity in the new century. Meanwhile, each economy pays more attention to their excellent traditional culture in building the system of their own key competences.In order to deepen the comprehensive educational reform, it is imperative to explore and construct the system of key competences in China. Therefore, it is necessary to review the Three-competence theory and Basic-skill theory developed by Tao Xingzhi, a famous Chinese educator in the 20th century. In his career, Tao first proposed three essential competencies, including learning to live, learning to be initiative and learning to be creative; later, Tao developed the idea of 23 basic skills at Yu Cai Middle School, which came to be known as Three-competence theory and Basic-skill theory. In Tao's opinion, learning to live, learning to be initiative and learning to be creative are necessary for one to be a whole person and the 23 basic skills are the embodiment of these three competences. In a sense, these two theories could be considered as Tao's idea of key competencies.Based on Tao's Three-competence theory and Basic-skill theory, as well as a comparative analysis of the related researches on key competences, this paper attempts to develop a new system of key competencies in the new era. That is, key competences involve field competencies and general competencies. General competencies cover social development (social responsibility, national identity, international understanding and cooperation), personal development (self-understanding and self-management, the competence to be happy) and advanced learning ability (critical thinking, creativity and lifelong learning). Field competences put more emphasis on specific fields, such as language literacy, mathematical competences, science skills, art literacy and information skills.
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Key words:
- key competences /
- Three-competence theory /
- Basic-skill theory /
- Tao Xingzhi
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表 1 (师曼 等,2016) 由29个素养框架中提取的18项核心素养
维度 核心素养 领域素养 基础领域:语言、数学、科技、人文与社会、艺术、运动与健康;新兴领域:信息、环境、财商 通用素养 高阶认识:批判性思维、创造性与问题解决、学会学习与终身学习;个人成长:自我认识与自我调控、人生规划与幸福生活;社会性发展:沟通与合作、领导力、跨文化与国际理解、公民责任与社会参与 表 2 “学生核心素养”假说
维度 核心素养 通用素养 社会性发展:社会责任、国家认同、国际理解、团队与合作;个人成长:自我认识与自我管理、幸福力;高阶认识:批判性思维、创造力、终身学习 领域素养 语言、数学、科技、艺术、信息 -
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