论核心素养课程观:意义、限度与生成

发布时间：2018-02-06 03:17

本文关键词： 核心素养课程观意义限度生成　出处：《当代教育科学》2017年03期 　论文类型：期刊论文

【摘要】：核心素养作为信息时代的人才要求,已经成为深化我国课程改革的顶层理念。从域外经验到改革理念,其作为一种课程观日渐受到国内教育人的广泛关注。在一定程度上,核心素养的提出是对"培养什么样的人"这一教育问题的回答,延续了素质教育研究的思考进路。而对于核心素养课程观的教育学考察,需要将其进行适切性理解。具体而言,不仅需要阐明核心素养课程观的改革意义,同时需要注意其存在的限度,进而在本土化的教育实践中生成具有中国特色的核心素养课程观。
[Abstract]:As the requirement of talents in the information age, core accomplishment has become the top-level idea of deepening curriculum reform in our country, from overseas experience to reform idea. As a kind of curriculum concept, it has been paid more and more attention by domestic educators. To a certain extent, the core accomplishment is the answer to the educational question of "what kind of person to cultivate". It has continued the thinking path of quality education research. But to the core literacy curriculum view of the pedagogy inspection, need to carry on the appropriate understanding. Specifically, not only need to clarify the reform significance of the core literacy curriculum view. At the same time, we should pay attention to the limit of its existence, and then form the core literacy curriculum view with Chinese characteristics in the local educational practice.
【作者单位】：贵阳学院教育科学学院;陕西师范大学教育学院;
【基金】：教育部人文社科项目青年课题“西部乡村教师专业学习优化研究——基于行动学习理论的视角”(16YJC880010) 贵州省教育厅高校人文社科研究青年项目“贵州民族地区学前教育资源配置的现状研究”(项目编号:2016qn52)的研究成果之一
【分类号】：G423

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