世界教育的走向

doi:10.16382/j.cnki.1000-5560.2024.07.001

摘要/Abstract

摘要：

在过去的几十年间，全世界的教育投入大大增加，教育改革也如火如荼，但是教育基本没有进步，甚至还有可能是退步了。本文旨在分析出现这个矛盾现象的原因，并展望世界教育的走向。现有教育体系的生发时代及其特点造就了其具有分学段标准化操作、统一课程与评估以及过程化选拔等特征，而这些特征禁锢了学生的发展空间、制约了教育质量提升的空间、限制了教育公平的实现，使现有教育体系变无可变。在当下这个知识快速迭代的信息化时代、“机器越来越像人”的AI快速发展的时代、“人人都（可）是创业者”的时代，这个教育体系再也无法满足社会对人才的需求，它不仅束缚了学生创新意识和创新素养的发展，也限制了人类灵活应对当下和未来社会发展不确定性的能力。基于此，我们展望了未来教育所需要具备的三大特征：可个性化、发现问题和解决问题以及全球化校园。我们呼吁全球教育工作者跳出现有这个以学校为主体、以班级为教学基础、以选拔为目标的教育体系的框架，带着当代和未来社会对新型人才的期许，一起畅想和创造教育的未来。

关键词: 教育改革, 教育体系, 未来教育

Abstract:

In the past few decades, we have witnessed exponential increase in educational investment and reform efforts. However, education has seen a decline or regression in quality globally. This paper aims to reveal the reasons behind this paradox and envision the future of education. We argue that the standard curriculum and assessment, the uniform progression, and the selection focus that characterize the current education system is shaped by the sociocultural circumstances of the Industrial Age when modern education was born. This education system constrains students’ growth, hampers education quality, and leads to educational inequalities. This system fails to produce the type of talents needed in the new era that is characterized by the rapid advancement of knowledge, the fast development of AI, and the increasing demand for entrepreneurship, thereby constraining human’s flexibility in thriving in the current and future uncertainties. We hence advocate three key cornerstones of future education: personalizable learning, learning that centers around problem finding and solving, and learning supported by global campus.

Key words: education reform, education system, future education

赵勇, 赖春, 仲若君. 世界教育的走向[J]. 华东师范大学学报(教育科学版), 2024, 42(7): 1-14.

Yong Zhao, Chun Lai, Ruojun Zhong. Directions of Education in the World[J]. Journal of East China Normal University(Educational Sciences), 2024, 42(7): 1-14.

图/表 4

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