作为理论构念的素养及其模型构建

doi:10.16382/j.cnki.1000-5560.2022.11.004

摘要/Abstract

摘要：

素养在最一般的意义上是指人类个体与环境互动的能力，旨在维持和促进个体与种群的生存和发展，具有主体性、社会性和文化性等内在特征。素养理论需要采取一种整合的、生态化的视角，从个体和环境互惠共生、彼此调节的双向动态关系中阐明素养的本质及其发生和发展机制。素养发展贯穿个体生命始终，整合了生理—物理、社会—文化、心理—行为等诸多层次的要素及其关系，是一个持续有机的生成和建构过程。其中，集体实践、个体主体性和社会互动构成了人类素养发展的三维辩证系统，作为广义工具的文化在其中起到中介作用。按照这一理论视角，既有核心素养模型的构建路径可以概括为“需求—功能”“文化—心理结构”和“全息—层次”三种模式。“需求—功能”模式关注素养满足社会现实需求的使能性质，“文化—心理结构”模式关注历史积淀的素养内涵共性，“全息—层次”模式关注特定实践活动（或领域）承载和培养素养的蕴含性。三种模式彼此补充，有助于更加全面系统理解人类素养的内涵、结构和发展。

关键词: 素养, 主体性, 社会-文化实践, 自我系统, 核心素养模型

Abstract:

Competence can be broadly defined as the capacity of a human being interacting with environment, with the aim to maintain and enhance the survival and development of humankind at both individual and population level. Inherently implied in the concept of competence are such characteristics as agency-driven, socially-constructed and culturally-laden. Therefore, a theory of competence should explicate from an ecological perspective the nature of various competences as well as their epigenetic and developmental mechanism within the dynamically bilateral relationship of co-existence and co-ordination between an individual and environment. Competence development is an organic process, a process of continuous becoming and constructing throughout the life-span of an individual, during which various elements and their relationships are involved and integrated across a variety of layers including those of physical-biological, social-cultural as well as psychological-behavioral. In particular, collective practice, individual agency and social transaction constitute a three-dimensional dialectic system for human competence development, within which the culture plays a mediated role in that it can be considered as tools in the most general sense. Under this theoretical perspective, three approaches to competence model building can be described as demand-functional approach, culture-psychological configuration approach and hologram-layer approach, respectively. These approaches are complementary with each other and provide a more comprehensive and systematic understanding of the nature, structure and development of human competences.

Key words: competence, agency, social-cultural practice, self, competence model

杨向东. 作为理论构念的素养及其模型构建[J]. 华东师范大学学报(教育科学版), 2022, 40(11): 41-57.

Xiangdong Yang. Competence and Its Model Building: A Theoretical Analysis[J]. Journal of East China Normal University(Educational Sciences), 2022, 40(11): 41-57.

图/表 5

图 1

表 1

表 2

具有跨文化一致性的6种美德及24个良好品格"

美德（virtue）	良好品格（character strength）	美德（virtue）	良好品格（character strength）
智慧和知识（wisdom and knowledge）	好奇心（curiosity）?兴趣（interest）?寻求新异（novelty-seeking）?接纳新经验（openness to experience）	正义（justice）	公民精神（citizenship）?社会责任（social responsibility）?忠诚（loyalty）?团队精神（teamwork）
	喜欢学习（love of learning）		公平公正（fairness）
	思想开放（open-mindedness）?判断力（judgement）?批判性思维（critical thinking）		领导力（leadership）
	创造性（creativity）?创新性（originality）?独创力（ingenuity）	自制（temperance）	自我调节（self-regulation）?自我控制（self-control）
	洞察力（perspective）?智慧（wisdom）		谨慎（prudence）
勇气（courage）	勇敢（bravery）?英勇（valor）		谦逊（humility）?谦虚（modesty）
	坚韧（persistence）?毅力（perseverance）?勤勉（industriousness）		宽恕（forgiveness）?仁慈（mercy）
	正直（integrity）?真诚（authenticity）?诚实（honesty）	精神卓越（transcendence）	对美和卓越的欣赏（appreciation of beauty and excellence）?敬畏心（awe）?好奇（wonder）?升华（elevation）
	活力（vitality）?热情（zest）?热心（enthusiasm）?热忱（vigor）?精力充沛（energy）		感恩（gratitude）
仁爱（humanity）	爱与被爱（love）		希望（hope）?乐观（optimism）?展望未来（future-mindedness, future orientation）
	善良（kindness）?慷慨（generosity）?滋养（nurturance）?关爱（care）?同情（compassion）?大爱（altruistic love）?体贴（niceness）		幽默（humor）?举重若轻（playfulness）
	社会智慧（social intelligence） ?情感智慧（emotional intelligence）?个人智慧（personal intelligence）		灵性（spirituality）?宗教性（religiousness）?信仰（faith）?使命感（purpose）

表 2

图 2

图 3

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维度	具体素养
能互动地使用工具	互动地使用语言、符号和文本
	互动地使用知识和信息
	互动地使用技术
能与异质社会群体互动	与他人建立良好关系
	团队合作
	处理和解决冲突
能自主行动	在复杂的大环境中行动
	设计和实施人生规划和个人计划
	维护和争取权利、利益、条件和需求

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