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1、试论核心素养的课程意义 The Curriculum Meaning of Core Competencies崔允漷 博士 CUI Yunhuo Ph.D. ICI, ECNU教育部人文社会科学重点研究基地 华东师范大学课程与教学研究所与你分享/Outline 何为核心素养What is Core Competence? 核心素养在课程发展中的角色定位The Role of Core Competencies in Curriculum Development 核心素养对于课程发展的意义The Meaning of Core Competencies to Curriculum Develop
2、ment个体在信息化、全球化、学习型社会，面对复杂的 不确定情境时，综合运用所学的知识、观念、方法解 决实际问题所表现出来的关键能力、必备品格与价值 观念。Dealing with complex situations in information, global, and lifelong learning society, individuals need key skills, necessary characters, and values to solve real life problems with knowledge, ideas, and methods they learn
3、ed. 一、何为核心素养？ What is Core Competence?价值观是21世纪核心素养的核心，核心素养必须对个人成功和社会进步都有价值强调真实、复杂情境中的问题解决能力具有连续性和阶段性，可教、可学、可评是课程育人价值的集中体现，超越具体的知识与技能是关键的、共同的素养，代表未来一代的新人形象 Values are central to 21st century core competencies. CC need to be valuable to both individual success and societal development.Solve problems i
4、n real and complex contextsConsistency and periodicity; Teachable, learnable, and evaluableThe real merit of curriculum；Transcending knowledge and skillsKey and common competencies; the expectation of future generation一、何为核心素养？ What is Core Competence?实例：汽车驾驶 知识、技能、能力、素养之关系 Example: Driving Knowledg
5、e, Skills, Ability and Competencies 交规/知识 Transportation /Knowledge移库/技能 Parking/Skills路考/能力 Road Test/ Ability素养 安全驾驶 礼貌行车 尊重生命 Competencies Drive safely Courteously Respect Life 课程设计/Curriculum Design教学实践/Teaching Practice情境 ContextKey Ability Necessary Characters Values关键能力 必备品格 价值观念Competencies=
6、AR=(K+S+Context)R反思 Reflection核心素养的理解误区 Misunderstanding of Core Competencies 仅把核心素养作为教育 目的或意图。 只要求核心素养与学科 或学习领域建立关联。 只强调教师在课堂教学 层面落实核心素养的目 标或指标。 Only setting CC as the goal or intention of education Only connecting CC with learning subjects or areas Only focusing on implementing CC in classroom tea
7、ching 二、核心素养在课程发展中的角色定位 The Role of Core Competencies in Curriculum Development 作为可把握的教育目标实体 作为课程、教学与评价目标 的来源 作为内容处理与教学实施的 GPS 作为学习质量评价的参照 Tangible goals of education Sources of the goals of curriculum, teaching, and evaluation GPS of content design and teaching References of performance evaluation指
8、向核心素养的课程发展 课程建设像房屋建造吗？ CC-oriented Curriculum Development Imagining Building a House课时1/Lesson 1 知识点1，如水泥 Knowledge 1, cement单元1 Unit 1 知识点1+2+3 Knowledge 1+2+3 如水泥+钢筋+门+窗，形成房间1 Cement+Reinfocing Bars+Doors+Windows Room 1学科核心素养/Subject-based Core Competencies 单元1+2+3，形成某学科学期课程/Unit 1+2+3Subject cont
9、ent in a semester 如房间1+2+3，形成一幢楼/Room 1+2+3A House单元2 Unit 2 房间2 Room 2单元3 Unit 3 房间3 Room 3课时2/Lesson 2 知识点2，如门 Knowledge 2, doors课时3/Lesson 3 知识点3，如窗 Knowledge 3, windows三、核心素养对于课程发展的意义 The Meaning of Core Competencies to Curriculum Development 建构课程育人的专业话语 打破学科等级化的困境 消解分科与整合的课程对立 提供更具教育性的问责 推动课程领域
10、的专业对话 Professional discourse of cultivating students Breaking the hierarchy of different subjects Dispelling division between subject-based and integrated curriculum Accountability in education Professional conversation in curriculum课程育人的专业话语 Professional DiscourseEducation GoalSubject GoalInstructi
11、onal ObjectivesSocialism Core Values Subject-Based CC Content Standard Performance StandardSemester Goal Unit/Lesson ObjectivesGuiding Principles for EducationCore CompetenciesMerits of SubjectsStudent Background Contextual Factors从课程标准到课堂目标的一致性 Consistency from Curriculum Standard to Lesson Goal课程标
12、准 Curriculum Standard 学科核心素养1 Subject-based CC1单元1目标 Unit 1 Goal课时1目标 Lesson 1 Objectives课标分解与 叙写技术 Decomposing & Writing课程标准 Curriculum Standard 学科核心素养2 Subject-based CC2单元2目标 Unit 2 Goal课时2目标 Lesson 2 Objectives课时3目标 Lesson 3 Objectives对学科育人目标的认知升级 Cognitive Upgrade in Subject Goals3.0版2016年，普通高中课
13、程标准2.0版2001年，基础教育课程改革纲要1.0版1952年，中学教育暂行规定学科核心素养/Subject-based CC三维目标/Three Dimensional Goals基础知识与基本技能/Basic Knowledge and Skills教书育人TeachingCultivating重新思考课程组织的两难问题 Rethinking the Dilemma of Organizing Curriculum课程发展的逻辑起点 Logical Starting Point 核心素养Core Competencies主科与 副科分科与 整合先学与 后学Subject VS Integ
14、rationMajor VS Minor SubjectLearn Earlier VS Later安全驾驶尊重生命礼貌行车驾驶素养评价的启示 Inspiration from the Evaluation of Driving Competence 没有评价，就没有课程 没有课程就没有专业的教育 教之于学，犹如卖之于买 形成性评价与终结性评价之别Drive SafelyDrive CourteouslyRespect LifeNo Evaluation, No Curriculum No Curriculum, No Professional Education Teaching as to
15、 Learning-Selling as to Buying Formative vs Resultative Evaluation安全驾驶尊重生命礼貌行车驾驶素养评价的启示 Inspiration from the Evaluation of Driving CompetenceDrive SafelyDrive CourteouslyRespect LifeLearn knowledge and skills in context Apply knowledge and skills in context Reflect while experiencing Cultivate attit
16、udes and behaviors whilereflecting Forming Values from attitudes and behaviors 在情境中习得知识与技能 在情境中应用知识与技能 在经验与体验中学会反思 在反思中养成态度与习惯 在态度与习惯中养成价值观结束语 Concluding Remark为课程，为儿童，为未来！ For Curriculum, For Children, For Future 课程是条船，素养是彼岸， Curriculum is a boat, Competence is the other shore 我们都是撑渡人！ We are all Captains
