华东师范大学学报(教育科学版) ›› 2021, Vol. 39 ›› Issue (12): 28-41.doi: 10.16382/j.cnki.1000-5560.2021.12.003
阎琨, 吴菡, 张雨颀
出版日期:
2021-12-01
发布日期:
2021-11-23
基金资助:
Kun Yan, Han Wu, Yuqi Zhang
Online:
2021-12-01
Published:
2021-11-23
摘要:
本文旨在论证社会责任感是拔尖人才的核心素养。文章首先厘清了培养拔尖人才社会责任感的必要性,进而通过对理论和模型的梳理,分析了拔尖人才社会责任感的深刻内涵和重要组成元素。在此基础上,本文讨论了社会责任感与拔尖人才其他特质之间的供给关系。最后,论文对我国拔尖人才社会责任感培养过程提出了具体建议,为拔尖人才培养实践提供指导和参考。
阎琨, 吴菡, 张雨颀. 社会责任感:拔尖人才的核心素养[J]. 华东师范大学学报(教育科学版), 2021, 39(12): 28-41.
Kun Yan, Han Wu, Yuqi Zhang. Social Responsibility: The Core Characteristic of Top-notch Talents[J]. Journal of East China Normal University(Educational Sciences), 2021, 39(12): 28-41.
博克. (2001). 走出象牙塔: 现代大学的社会责任(徐小洲, 陈军译). 杭州: 浙江教育出版社. | |
扈中平 教育目的中个人本位论与社会本位论的对立与历史统一 华南师范大学学报(社会科学版) 2000 02 87 94 扈中平. (2000). 教育目的中个人本位论与社会本位论的对立与历史统一. 华南师范大学学报(社会科学版),(02),87—94.
doi: 10.3969/j.issn.1000-5455.2000.02.014 |
|
教育部. (2010). 国家中长期教育改革和发展规划纲要(2010—2020年). 取自http://www.moe.gov.cn/jyb_xwfb/s6052/moe_838/201008/t20100802_93704.html | |
教育部. (2015). 国务院关于印发统筹推进世界一流大学和一流学科建设总体方案的通知. 取自http://www.moe.gov.cn/jyb_xxgk/moe_1777/moe_1778/201511/t20151105_217823.html | |
教育部. (2018). 教育部等六部门关于实施基础学科拔尖学生培养计划2.0的意见. 取自http://www.moe.gov.cn/srcsite/A08/s7056/201810/t20181017_351895.html | |
教育部. (2020). 教育部关于在部分高校开展基础学科招生改革试点工作的意见. 取自http://www.moe.gov.cn/srcsite/A15/moe_776/s3258/202001/t20200115_415589.html | |
刘川生 社会责任感是创新型人才成长的核心素质 中国高等教育 2012 10 4 7 刘川生. (2012). 社会责任感是创新型人才成长的核心素质. 中国高等教育,(10),4—7. | |
马克思主义哲学编写组. (2020). 马克思主义哲学. 北京: 高等教育出版社. | |
毛昭娟, 许彤 普林斯顿大学夏普罗校长办学理念研究 黑龙江教育(高教研究与评估) 2012 10 56 58 毛昭娟, 许彤. (2012). 普林斯顿大学夏普罗校长办学理念研究. 黑龙江教育(高教研究与评估),(10),56—58. | |
梅贻琦 大学一解 清华学报 1941 13 1 1 12 梅贻琦. (1941). 大学一解. 清华学报,13(1),1—12. | |
纽曼. (2001). 大学的理想(徐辉等译). 杭州: 浙江教育出版社. | |
人民网. (2017−01−03). 习近平首次点评“95后”大学生. 取自人民网, http://cpc.people.com.cn/GB/n1/2017/0103/c64094-28993285.html. | |
石中英 学习领会习近平总书记的教育价值观 思想理论教育导刊 2020 09 15 16 石中英. (2020). 学习领会习近平总书记的教育价值观. 思想理论教育导刊,(09),15—16. | |
习近平. (2018−05−03). 习近平: 在北京大学师生座谈会上的讲话. 出自新华网, http://www.xinhuanet.com/2018-05/03/c_1122774230.htm. | |
谢维和 学以为己的德育传统——立德树人的逻辑与实践研究之五 人民教育 2017a 11 46 48 谢维和. (2017a). 学以为己的德育传统—立德树人的逻辑与实践研究之五. 人民教育,(11),46—48. | |
谢维和 学习成绩背后的“秘密”——立德树人的逻辑与实践研究之二 人民教育 2017b 8 33 35 谢维和. (2017b). 学习成绩背后的“秘密”—立德树人的逻辑与实践研究之二. 人民教育,(8),33—35. | |
阎琨, 吴菡 拔尖人才培养的国际趋势及其对我国的启示 教育研究 2020 41 6 78 90 阎琨, 吴菡. (2020). 拔尖人才培养的国际趋势及其对我国的启示. 教育研究,41(6),78—90. | |
Ambrose, D. (2009). Morality and high ability: Navigating a landscape of altruism and malevolence. In Morality, Ethics, and Gifted Minds (pp. 49−71). Boston, MA: Springer. | |
Ambrose, D., & Cross, T. L. (2009). Connecting ethics with high ability: An interdisciplinary approach. In Morality, Ethics, and Gifted Minds (pp. 1−13). Boston, MA: Springer. | |
Berman, S Educating for social responsibility Educational Leadership 1990 48 3 75 80 Berman, S. (1990). Educating for social responsibility. Educational Leadership, 48(3), 75—80. | |
Borland, J. H. (2003). The death of giftedness: Gifted education without gifted children. In Rethinking gifted education (pp. 105−124). New York, NY: Teachers College Press. | |
Collins, M. A., & Amabile, T. M. (1999). Motivation and creativity. In Handbook of creativity (pp. 297−311). New York: Cambridge University Press. | |
Dai, D. Y. (2010). The nature and nurture of giftedness: A new framework for understanding gifted education. New York, NY: Teachers College Press. | |
Dai, D. Y., Renzulli, J. S Dissociation and integration of talent development and personal growth: Comments and suggestions Gifted Child Quarterly 2000 44 4 247 251 Dai, D. Y., Renzulli, J. S. (2000). Dissociation and integration of talent development and personal growth: Comments and suggestions. Gifted Child Quarterly, 44(4), 247—251.
doi: 10.1177/001698620004400405 |
|
Feldhusen, J. F. (2003). Beyond general giftedness: New ways to identify and educate gifted, talented, and precocious youth. In Rethinking gifted education (pp. 34−45). New York, NY: Teachers College Press. | |
Foreman, J., Villanueva, M. (2015). Talents for the greater good: Houndstooth theory and research. National Association for Gifted Children’s Conceptual Foundations Network Newsletter, pp. 4−10. Retrieved from https://www.academia.edu/13435522/Talents_for_the_Greater_Good_Houndstooth_Theory_and_Research?auto=download | |
Freeman, J. (2005). Permission to be gifted: How conceptions of giftedness can change lives. In R. J. Sternberg, & Davidson, J. (Eds.). Conceptions of Giftedness (pp. 80−97). Cambridge: Cambridge University Press. | |
Freeman, J. (2008). Morality and giftedness. In Balchin, T., Hymer, B., & Matthews, D. J. (Eds.). The Routledge international companion to gifted education (pp. 141−148). London and New York: Routledge. | |
Galton, F. (1869). Hereditary genius: An inquiry into its causes and consequences. London: Macmillan. | |
Grant, B. A., & Piechowski, M. M Theories and the good: Toward child-centered gifted education Gifted Child Quarterly 1999 43 1 4 12 Grant, B. A., & Piechowski, M. M. (1999). Theories and the good: Toward child-centered gifted education. Gifted Child Quarterly, 43(1), 4—12.
doi: 10.1177/001698629904300102 |
|
Hernandez de Hahn, L Socially responsible citizens: promoting gifts and talents that support social and humanitarian advancement International Studies in Sociology of Education 2014 24 4 415 434 Hernandez de Hahn, L. (2014). Socially responsible citizens: promoting gifts and talents that support social and humanitarian advancement. International Studies in Sociology of Education, 24(4), 415—434.
doi: 10.1080/09620214.2014.979595 |
|
Kohlberg, L., & Hersh, R. H Moral development: A review of the theory Theory Into Practice 1977 16 2 53 59 Kohlberg, L., & Hersh, R. H. (1977). Moral development: A review of the theory. Theory Into Practice, 16(2), 53—59.
doi: 10.1080/00405847709542675 |
|
Kidder, R. M. (2005). Moral courage: Taking action when your values are put to the test. New York, NY: William Morrow. | |
Lovecky, D. V Identity development in gifted children: Moral sensitivity Roeper Review 1997 20 2 90 94 Lovecky, D. V. (1997). Identity development in gifted children: Moral sensitivity. Roeper Review, 20(2), 90—94.
doi: 10.1080/02783199709553862 |
|
NAGC. (2010). 2010 Pre-K-Grade 12 Gifted Programming Standards. Retrieved from https://www.nagc.org/sites/default/files/standards/K-12%20programming%20standards.pdf. | |
Morelock, M. J On the nature of giftedness and talent: Imposing order on chaos Roeper Review 1996 19 1 4 12 Morelock, M. J. (1996). On the nature of giftedness and talent: Imposing order on chaos. Roeper Review, 19(1), 4—12.
doi: 10.1080/02783199609553774 |
|
Nguyen, T. M. P., Jin, P., & Gross, M. U Confucian values in Vietnamese gifted adolescents and their non-gifted peers Gifted and Talented International 2013 28 1-2 227 238 Nguyen, T. M. P., Jin, P., & Gross, M. U. (2013). Confucian values in Vietnamese gifted adolescents and their non-gifted peers. Gifted and Talented International, 28(1-2), 227—238.
doi: 10.1080/15332276.2013.11678417 |
|
Reis, S. M., & Renzulli, J. S Research related to the schoolwide enrichment triad model Gifted Education International 2003 18 1 15 39 Reis, S. M., & Renzulli, J. S. (2003). Research related to the schoolwide enrichment triad model. Gifted Education International, 18(1), 15—39.
doi: 10.1177/026142940301800104 |
|
Renzulli, J. S The enrichment triad model: A guide for developing defensible programs for the gifted and talented Gifted Child Quarterly 1976 20 3 303 306 Renzulli, J. S. (1976). The enrichment triad model: A guide for developing defensible programs for the gifted and talented. Gifted Child Quarterly, 20(3), 303—306.
doi: 10.1177/001698627602000327 |
|
Renzulli, J. S Expanding the conception of giftedness to include co-cognitive traits and to promote social capital Phi Delta Kappan 2002 84 1 33 58 Renzulli, J. S. (2002). Expanding the conception of giftedness to include co-cognitive traits and to promote social capital. Phi Delta Kappan, 84(1), 33—58.
doi: 10.1177/003172170208400109 |
|
Renzulli, J. S. (2005). The Three-Ring Conception of Giftedness: A developmental model for promoting creative productivity. In R. J. Sternberg & J. Davidson (Eds.). Conceptions of giftedness (2nd ed., pp. 217−245). Boston, MA: Cambridge University Press. | |
Renzulli, J. S Reexamining the role of gifted education and talent development for the 21st century: A four-part theoretical approach Gifted Child Quarterly 2012 56 3 150 159 Renzulli, J. S. (2012). Reexamining the role of gifted education and talent development for the 21st century: A four-part theoretical approach. Gifted Child Quarterly, 56(3), 150—159.
doi: 10.1177/0016986212444901 |
|
Renzulli, J. S., Koehler, J. L., & Fogarty, E. A Operation Houndsooth Intervention Theory: Social capital in today’s schools Gifted child today 2006 29 1 14 24 Renzulli, J. S., Koehler, J. L., & Fogarty, E. A. (2006). Operation Houndsooth Intervention Theory: Social capital in today’s schools. Gifted child today, 29(1), 14—24.
doi: 10.4219/gct-2006-189 |
|
Reynolds, F. C., & Piirto, J. (2009). Depth psychology and integrity. In Morality, Ethics, and Gifted Minds (pp. 195−206). Boston, MA: Springer. | |
Roeper, A., & Silverman, L. K. (2009). Giftedness and moral promise. In Morality, ethics, and gifted minds (pp. 251−264). Boston, MA: Springer. | |
Ryan, R. M., & Deci, E. L Intrinsic and extrinsic motivations: Classic definitions and new directions Contemporary Educational Psychology 2000 25 1 54 67 Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54—67.
doi: 10.1006/ceps.1999.1020 |
|
Sands, M. M., & Heilbronner, N. N The impact of direct involvement I and direct involvement II experiences on secondary school students’ social capital, as measured by co-cognitive factors of the operation Houndstooth intervention theory Gifted Child Quarterly 2014 58 4 297 310 Sands, M. M., & Heilbronner, N. N. (2014). The impact of direct involvement I and direct involvement II experiences on secondary school students’ social capital, as measured by co-cognitive factors of the operation Houndstooth intervention theory. Gifted Child Quarterly, 58(4), 297—310.
doi: 10.1177/0016986214547633 |
|
Seider, S., Davis, K., & Gardner, H. (2009). Morality, ethics and good work: Young people’s respectful and ethical minds. In Morality, ethics, and gifted minds (pp. 209−222). Boston, MA: Springer. | |
Silverman, L. K The moral sensitivity of gifted children and the evolution of society Roeper Review 1994 17 110 116 Silverman, L. K. (1994). The moral sensitivity of gifted children and the evolution of society. Roeper Review, 17, 110—116.
doi: 10.1080/02783199409553636 |
|
Sternberg, R. J., & Davidson, J. E. (1986). Conceptions of giftedness: A map of the terrain. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 3–18). New York: Cambridge University Press. | |
Sternberg, R. J. (1990). Understanding wisdom. In R. J. Sternberg (Eds.). Wisdom: Its nature, origins, and development (pp. 1−10). Cambridge: Cambridge University Press. | |
Sternberg, R. J Wisdom as a form of giftedness Gifted child quarterly 2000 44 4 252 260 Sternberg, R. J. (2000). Wisdom as a form of giftedness. Gifted child quarterly, 44(4), 252—260.
doi: 10.1177/001698620004400406 |
|
Sternberg, R. J WICS as a model of giftedness High ability studies 2003 14 2 109 137 Sternberg, R. J. (2003). WICS as a model of giftedness. High ability studies, 14(2), 109—137.
doi: 10.1080/1359813032000163807 |
|
Sternberg, R. J Giftedness and ethics Gifted Education International 2012 28 3 241 251 Sternberg, R. J. (2012). Giftedness and ethics. Gifted Education International, 28(3), 241—251.
doi: 10.1177/0261429411435050 |
|
Urraca-Martínez, M. L., Sastre-Riba, S., & Viana-Sáenz, L World perception and high intellectual ability: A comparative study Psicología Educativa 2021 27 1 21 25 Urraca-Martínez, M. L., Sastre-Riba, S., & Viana-Sáenz, L. (2021). World perception and high intellectual ability: A comparative study. Psicología Educativa, 27(1), 21—25. | |
Visser, B. A., Ashton, M. C., & Vernon, P. A Beyond g: Putting multiple intelligences theory to the test Intelligence 2006 34 5 487 502 Visser, B. A., Ashton, M. C., & Vernon, P. A. (2006). Beyond g: Putting multiple intelligences theory to the test. Intelligence, 34(5), 487—502.
doi: 10.1016/j.intell.2006.02.004 |
|
Winner, E The Origins and Ends of Giftedness American Psychologist 2000 5 1 159 169 Winner, E. (2000). The Origins and Ends of Giftedness. American Psychologist, 5(1), 159—169. | |
Gardner, H. The theory of multiple intelligences Annals of Dyslexia 1987 37 1 19 35 Gardner, H. (1987). The theory of multiple intelligences. Annals of Dyslexia, 37(1), 19—35.
doi: 10.1007/BF02648057 |
|
Ziegler, A. (2005). The Actiotope Model of Giftedness. In R.J. Sternberg & J.E. Davidson (Eds.). Conceptions of giftedness (pp. 411–436). New York: Cambridge University Press. |
[1] | 魏锐, 刘坚, 白新文, 马晓英, 刘妍, 马利红, 甘秋玲, 康翠萍, 徐冠兴. “21世纪核心素养5C模型”研究设计[J]. 华东师范大学学报(教育科学版), 2020, 38(2): 20-28. |
[2] | 刘妍, 马晓英, 刘坚, 魏锐, 马利红, 徐冠兴, 康翠萍, 甘秋玲. 文化理解与传承素养:21世纪核心素养5C模型之一[J]. 华东师范大学学报(教育科学版), 2020, 38(2): 29-44. |
[3] | 马利红, 魏锐, 刘坚, 马鸣燕, 刘妍, 甘秋玲, 康翠萍, 徐冠兴. 审辨思维:21世纪核心素养5C模型之二[J]. 华东师范大学学报(教育科学版), 2020, 38(2): 45-56. |
[4] | 甘秋玲, 白新文, 刘坚, 魏锐, 马利红, 徐冠兴, 刘妍, 康翠萍. 创新素养:21世纪核心素养5C模型之三[J]. 华东师范大学学报(教育科学版), 2020, 38(2): 57-70. |
[5] | 康翠萍, 徐冠兴, 魏锐, 刘坚, 郑琰, 刘妍, 甘秋玲, 马利红. 沟通素养:21世纪核心素养5C模型之四[J]. 华东师范大学学报(教育科学版), 2020, 38(2): 71-82. |
[6] | 徐冠兴, 魏锐, 刘坚, 李静懿, 康翠萍, 马利红, 甘秋玲, 刘妍. 合作素养:21世纪核心素养5C模型之五[J]. 华东师范大学学报(教育科学版), 2020, 38(2): 83-96. |
[7] | 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. |
[8] | 张华. 论学科核心素养——兼论信息时代的学科教育[J]. 华东师范大学学报(教育科学版), 2019, 37(1): 55-65+166+167. |
[9] | 郑昀, 徐林祥. 语文美育学的学科性问题研究[J]. 华东师范大学学报(教育科学版), 2018, 36(6): 93-99+158. |
[10] | 褚宏启. 中国教育发展方式的转变:路径选择与内生发展[J]. 华东师范大学学报(教育科学版), 2018, 36(1): 1-14+159. |
[11] | 蔡清田. 核心素养的学理基础与教育培养[J]. 华东师范大学学报(教育科学版), 2018, 36(1): 42-54+161. |
[12] | 钟柏昌, 李艺. 核心素养如何落地:从横向分类到水平分层的转向[J]. 华东师范大学学报(教育科学版), 2018, 36(1): 55-63+161+162. |
[13] | 夏尔·提于斯, 林静. 法国中小学生核心素养要求及评价——夏尔·提于斯与林静的对话[J]. 华东师范大学学报(教育科学版), 2018, 36(1): 149-154+167. |
[14] | 胡卫平, 首新, 陈勇刚. 中小学STEAM教育体系的建构与实践[J]. 华东师范大学学报(教育科学版), 2017, 35(4): 31-39+134. |
[15] | 崔鸿, 朱家华, 张秀红. 基于项目的STEAM学习探析:核心素养的视角[J]. 华东师范大学学报(教育科学版), 2017, 35(4): 54-61+135+136. |
阅读次数 | ||||||
全文 |
|
|||||
摘要 |
|
|||||