网络出版日期: 2016-07-26
基金资助
中央高校基本科研业务费专项资金资助(2013NT34)
Curriculum, Teaching, Learning and Assessment for 21st Century Competencies
Online published: 2016-07-26
为应对全球化、知识时代与科技发展等挑战,各国或地区结合自身经济、社会和教育发展需求,从不同角度提出了面向21世纪的核心素养。这些素养需通过多层次的复杂教育系统最终落实到实践中。由于核心素养提出的时间并不长,全球总体上很多地区尚处于框架制订和论证阶段,还缺少广泛的、系统的教育实践;其实践效果在学生身上得以体现也尚需一段时日,因此对核心素养教育的实践成效展开述评为时尚早。但通过各个国家、地区或国际组织官方文件和相关研究报告中展现出的实例,可以从课程、教学和评价这三方面,呈现目前已有的21世纪素养教育的推进方式与途径。
刘晟 , 魏锐 , 周平艳 , 师曼 , 王郢 , 刘坚 , 陈有义 , 刘霞 . 21世纪核心素养教育的课程、教学与评价[J]. 华东师范大学学报(教育科学版), 2016 , 34(3) : 38 -45 . DOI: 10.16382/j.cnki.1000-5560.2016.03.005
To meet the challenges of globalization, knowledge age, and scientific and technological development, various frameworks of 21st Century Competencies have been constructed by different countries or regions. Fostering 21st Century Competencies is a sophisticated process which can only be achieved through multilayered education systems. Examples in official documents or research reports from various countries and regions could illustrate the ideas and understanding about how 21st Century Competencies could be incorporated into current educational systems. The examples show that curriculum, teaching and learning and assessment, as three interconnected elements in education, should target these competencies. First, the framework of 21stCentury Competencies should be integrated into every stage of K12 disciplinary curriculum. Meanwhile, some interdisciplinary themes should also be embedded into the current curricula to help cultivate students’ competencies through experiential learning in the real world. Three interdisciplinary themes are typical of this kind. The first one concerns international, domestic or local events or affairs, which could engage students in learning. The second theme—STEM (Science, Technology, Engineering and Mathematics) has already been universally accepted as interdisciplinary. In addition, the theme of entrepreneurship and innovation is getting more attention and become an interdisciplinary theme as well. These changes in curricula for 21st Century Competencies need to be supported by proper teaching resources. Second, competencybased education calls for reform in teaching and learning strategies. The studentcentered approach could motivate students, satisfy their various needs and promote the development of related competencies. Problem or ProjectBased Learning (PBLs) can help teachers shift from teachercenteredness to studentcenteredness. Third, besides changes in curriculum and strategies of teaching and learning, assessment reform is imperative to monitor and guide the implementation of competencybased education. Formative assessment can provide timely and complete record and feedback to students so as to promote their further learning. Meanwhile, national, regional or school examinations should be geared towards competencies. In addition, many competencies are closely related to professions and occupations. Certificate tests are another important way to carry out evaluation. Nevertheless, there are still many issues to be explored about the implementing of 21stCentury Competencies education.
Key words: 21st Century Competencies; practice; curriculum; teaching and learning; assessment
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