Abstract:

Authentic situation aligns with the contextual characteristic of core competencies and serves as a critical medium for realizing the competencies goal, becoming the keywords in the new wave of curriculum reform. Based on conceptual tracing and theoretical clarification, the essential connotation of authentic situation is manifested as the organic unity of four kinds of authenticity. Real-world authenticity provides objective situation; personal authenticity reflects subject’s affect; task authenticity serves as “shi” that connects objectivity and subjectivity; and impact authenticity represents educational “outcome”. These four kinds of authenticity are indispensable. Authentic situation serve as the “realm” for competency-oriented cultivation, in which subject and object are united. It transcends the fragmented, ornamental and instrumental features of traditional teaching contexts, aiming for the cohesive integration among learners, situation, knowledge and tasks. It also emphasizes driving the alignment of teaching, learning and assessment through assessment contexts, so as to transition from the stimulation of sensory experiences to the cultivation of core competencies. The effective implementation of authentic situation requires a guiding role at the curriculum notion level, as well as coordinated design across teaching and assessment dimensions, creating a chain effect that fosters students’ desire to learn (“want to learn”), ability to learn (“know how to learn”), and mastery of learning (“have learned”).

Key words: authentic situation, core competencies, authentic assessment, authentic task, situated learning