摘要
探讨作为国民核心素养的"学力"的基本构成及其时代脉络,是教育研究中的根本性课题。通过日本"学力"概念与"学力论争"的考察表明,日本的"学力"概念随着时代的进展而不断演进:从战前倾向于"学科学力观",到战后初期一时占据上风的"实践学力观",再到90年代以来的"回归",勾画了一条明显的概念演进的轨迹。但这种"回归"并不是单纯地在传统的二元对立的两极之间的游荡,而是求得两种学力观之间的均衡。
It is regarded as an essential project in educational research to explore the basic components and development of learning ability which comprise the core quality of people in a country. Through the survey on learning ability concepts in Japan and its related discussion,it can be demonstrated that the learning ability concept in Japan evolves as time goes by which witnesses an obvious pathway of theories on subject-centered learning ability prior to the war to the practice-centered learning ability in the post-war period and back to its origin after 1990s. However,its return is not a wander but a balance between two theories.
出处
《教育探究》
2014年第1期1-7,共7页
Educational Study
关键词
学力论争
学科学力观
实践学力观
核心素养
learning ability
discussion
subject-centered learning ability theory
practice-centered learning ability theory
core quality
