Core literacy is a collection of personal qualities necessary for lifelong development, integration into the mainstream society and full employment. These qualities are necessary for children and adults to live a responsible and successful life in a modern democratic society and for society to meet the current and future challenges of technological change and globalization.
The research on literacy has a long history, and the competency model in psychology can be regarded as the predecessor of literacy research. In recent years, with the advancement of the wave of education reform in the world, countries (regions) and international organizations all over the world have established models of students' core literacy in the field of education, so as to promote the implementation and implementation of educational goals, reform educational evaluation methods and promote the improvement of educational quality.
Many foreign core literacy frameworks are different, and some take the "comprehensive route", which covers almost all the literacy of students; Some take the "simple route" and only involve some key and high-level literacy. The determination of the core literacy framework must be contemporary and forward-looking. From a global perspective, the selection of core literacy reflects the latest requirements of the development of social economy and scientific and technological informatization, emphasizing innovation and creation, information literacy, international perspective, communication and exchange, teamwork, social participation and social contribution, self-planning and management, etc. Although the contents are different, they are all designed to meet the challenges of 2 1 century.
Since 1997, international organizations such as the Organization for International Economic Cooperation and Development (OECD), the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the European Union (EU) have successively carried out research on core literacy. Influenced by it, the United States, Britain, France, Germany, Finland, Japan, Singapore, and Taiwan Province Province of China are also actively developing core literacy frameworks. This paper mainly introduces the core literacy framework formulated by international organizations, including the United States (representatives of western countries) and Singapore (representatives of Asian countries with the same Confucian cultural background as China).
Core Literacy Framework of Students in Three International Organizations
From 1997 to 12, OECD launched the project "Definition and Selection of Literacy: Theoretical and Conceptual Basis", and identified nine literacy in three dimensions. (1) can use tools interactively, including three qualities: interactive use of language, symbols and text; Interactive use of knowledge and information; Interactive use of (new) technologies. (2) Being able to interact in heterogeneous groups includes three qualities: knowing the external environment, predicting the consequences of one's actions, and being able to determine one's specific actions in a complex environment; Form and implement personal plans or life plans; Knowing your rights and obligations can protect and safeguard your rights and interests, and you also know your limitations and shortcomings. (3) Being able to act independently includes three qualities: building a good relationship with others; Teamwork; Managing and resolving conflicts. This framework has a direct impact on PISA testing, and then it has an important impact on the core literacy framework formulated by many countries and regions.
From June, 5438 to February, 2006, the European Union passed a proposal on core literacy, which includes eight fields: mother tongue, foreign language, mathematics and scientific literacy, information literacy, learning ability, civic and social literacy, entrepreneurship and artistic literacy, and each field is composed of three dimensions: knowledge, skills and attitude. As the overall target system of EU education and training system, the core idea of these core qualities is to enable all EU citizens to have lifelong learning ability, so as to realize the ideal of personal success and social and economic development in the challenge of globalization and knowledge economy.
20 13 February, UNESCO released the report "Towards lifelong learning-what every child should learn". Based on humanism, the report puts forward the core literacy, that is, the transformation from "instrumental goal" (training students as tools to improve productivity) to "human goal", so that people's emotional, intellectual, physical and psychological potential and quality can be developed through learning. In the basic education stage, we pay special attention to the core literacy in seven dimensions: physical health, social emotion, culture and art, written communication, learning methods and cognition, numbers and mathematics, and science and technology.
The Core Literacy Framework of American Students
The United States formulated the framework of "2 1 century literacy" in 2002, and released an updated version of this framework in 2007, which comprehensively and clearly presented various literacy and their relationships (see figure 1).
The American "2 1 century literacy" framework takes core disciplines as the carrier and establishes three skill fields, each of which contains several literacy requirements. (1) Learning and innovation ability, including critical thinking and problem solving ability, creativity and innovation ability, communication and cooperation ability. (2) Information, media and technical skills, including information literacy, media literacy, information exchange and scientific literacy. (3) Life and professional skills, including flexibility and adaptability, initiative and self-guidance, social and cross-cultural skills, work efficiency and ability, leadership and responsibility.
Core Literacy Framework for Students in Singapore
20 10 in March, the Ministry of Education of Singapore promulgated the framework of "2 1 century literacy" for Singaporean students (see Figure 2). Among them, the core values include respect, responsibility, honesty, care, persistence and harmony. Social and emotional management skills include self-awareness, self-management, social awareness, interpersonal relationship management and responsible decision-making. Civic awareness, global awareness and cross-cultural communication skills, including active community life, national and cultural identity, global awareness, cross-cultural sensitivity and awareness. Critical and innovative thinking includes rational reasoning and decision-making, reflective thinking, curiosity and creativity, complexity and fuzziness. Communication, cooperation and information skills, including openness, information management, responsible use of information and effective communication.
The teaching of all subjects in the school is to cultivate these qualities, and finally cultivate people who are full of confidence, who can take the initiative to learn, who are actively dedicated and who care about the motherland.
(The above content source: Guan Wei, China Education Association; According to relevant research articles, conduct a comprehensive combing. )
Enlightenment from the Construction Mode of International Students' Core Literacy
Wang taoxin
First, the British model: the core literacy is closely integrated with the national curriculum.
1. Establish a national curriculum with core literacy as an important part through legislation.
1979, the Royal Society for the Promotion of Literature, Manufacturing and Commerce (RSA) issued the Manifesto of Ability Education, pointing out that education has serious defects in the quality composition of cultivating talents, ignoring the cultivation of students' ability to apply knowledge and develop their expertise in practice. Subsequently, the National Curriculum Committee, National Vocational Qualification Committee, Qualification and Curriculum Bureau and many other institutions have systematically studied students' core literacy, providing a clear framework for the subsequent curriculum reform. 1988, the education reform bill was officially promulgated, which required the establishment of a unified national curriculum, a unified curriculum objective and syllabus, and the evaluation at the end of four key stages: students aged 7, 1 1, 14 and 16.
Based on the research on students' core literacy in previous years, Britain has defined students' core literacy in the overall goal of national curriculum, which includes not only interdisciplinary development involving students' spirit, morality, sociality and culture, but also core competencies required by these developments and key competencies closely integrated with disciplines. The national curriculum revised in 2007 has a clearer and more comprehensive expression of core literacy, and systematically and completely expounds the literacy and ability that interdisciplinary students need to develop from the aspects of curriculum objectives, subject importance, key concepts, key processes and content scope.
2. Establish a cross-grade continuous academic quality evaluation standard based on core literacy.
Academic quality standard is another important part of national curriculum, which is based on core literacy. The academic achievement standard of each subject includes eight levels and an excellent level, and each level describes the type and range of abilities that students can demonstrate after completing their studies at that level. These eight levels run through the four key stages of students. According to the academic quality standard, the national curriculum examination at the end of the four key stages monitors students' mastery of the curriculum and their ability development in real time, finds problems in time, ensures that the preset curriculum objectives are realized, and students' abilities in all aspects are increased.
Britain's concern for students' core literacy originated from vocational education, and gradually spread to the whole education system, and finally closely integrated with the curriculum. In terms of curriculum, Britain does not simply divide core competence into disciplines: on the one hand, all disciplines have the embodiment of comprehensive competence; On the other hand, each discipline has its own unique corresponding key ability. With the deepening of knowledge and understanding of various abilities and the accumulation of practical experience, the revised national curriculum has made a more detailed distinction and definition of various abilities, which provides clear guidance for the implementation of the curriculum and teachers' teaching and helps to cultivate students' various abilities. This is the result of long-term accumulation and improvement of British national curriculum.
Second, the Australian model: refine the core literacy into various disciplines.
1. Summarize seven general abilities and integrate them into various disciplines.
Since 1980s, faced with the rapid development of science, technology and economy, Australia has initiated the largest curriculum reform in history and started to try to establish a curriculum system covering all educational stages. From the perspective of long-term planning, the Melbourne Declaration on Australian Youth Education Goals issued in 2008 provides strategic thinking and development direction for Australia's future education development-promoting the fairness and Excellence of education, and cultivating young people to become successful learners, self-confident and creative individuals and active and wise citizens is its overall goal. Based on this overall goal, Australia has summarized seven general abilities and three interdisciplinary themes that citizens must possess (the history and culture of Aboriginal and Torres Strait Islander people, Asian culture, communication and sustainable development between Australia and Asia), including reading and writing, computing, information and general technology, critical and creative thinking, moral behavior, personal and social abilities and cross-cultural understanding.
The curriculum of the whole basic education stage in Australia needs to fully integrate the seven general abilities put forward according to the overall training goal into all disciplines. Because of the different nature of disciplines, some disciplines can integrate all seven general abilities, while others can only partially integrate them. Take the literacy of cross-cultural understanding as an example. In English courses, students are required to use cross-cultural understanding to create a series of texts, that is, to present diverse cultural perspectives and identify with people and things with various cultural backgrounds. In science courses, it is pointed out that there are many opportunities to develop cross-cultural understanding, especially in science as the content line of human activities and its application in multicultural background. In addition, each discipline has a special part to explain how this discipline embodies the three cross-disciplinary themes and the relationship between this discipline and other disciplines.
2. Establish an operable academic quality evaluation standard based on grade level.
Australia's national curriculum standard has a clear structure and clear thinking, which is divided into two parts: overview and standard. In the summary part, the general ability, interdisciplinary theme and the relationship with other disciplines that should be cultivated in this discipline are fully expounded and explained from the macro level; The standard part includes three parts: level description, content description and performance standard. The detailed regulation and explanation of each subject according to grade is the concretization of summarizing the content structure and achievement standards, and clearly gives the level that students of all grades should reach.
Generally speaking, from the perspective of talents needed in the future, Australia has determined the overall educational goals, outlined the interdisciplinary general abilities and disciplines that the corresponding students need to cultivate, and refined these contents into various disciplines. At the same time, the setting of academic achievement standards is closely combined with grades, and the specific goals that most students expect to achieve in this grade are stipulated from the perspectives of knowledge and ability. The academic standard, content standard and grade level description of the same grade echo each other, and provide concrete examples of qualified level, above qualified level and below qualified level. The diversity of examples provides a clear paradigm for subsequent curriculum evaluation and teachers' evaluation of students.
Third, the Finnish model: the integration of core literacy and overall curriculum design
1. Establish a cross-disciplinary core literacy model and decompose it into various disciplines and sectors.
The goal of compulsory education in Finland is to teach children the basic knowledge and skills they need in life, cultivate their autonomous learning ability, and make them grow up to be members of society who love life, are willing to explore, have basic knowledge and skills, and have morality. 1994, the Finnish National Education Commission promulgated the Curriculum Outline for Senior High School Education, which clearly defined the purpose of senior high school education: to cultivate social members with high comprehensive quality, healthy and all-round development of personality, creativity and cooperative spirit, independent knowledge-seeking and peace-loving.
In the national basic education core curriculum promulgated in 2004, according to the requirements of contemporary and future society for citizens and European countries for citizens, Finland has set seven clear themes for students: growth as a person, cultural identity and internationalization, information literacy and communication, participation in exercising the rights of citizens and entrepreneurs, responsibility for the future environment, health and sustainable development, safety and transportation, and technical individuals. Under each theme, there are clear provisions on specific objectives and core content. These regulations are interdisciplinary and reflect the core part of the education and teaching process. In the actual course design and teaching, according to the characteristics of different disciplines and the physical and mental characteristics of students at different stages of development, these objectives and core contents are decomposed into different disciplines, and further more specific subject objectives and core contents are put forward, as well as specific evaluation criteria for students' excellent performance. Finland's definition of students' core literacy is closely related to the formulation of its curriculum. There is a good connection between all levels, from the upper educational goal to the intermediate core literacy to the specific subject goal. The integration of core literacy and overall curriculum design is helpful for teachers to implement the curriculum and grasp the educational goal.
2. Academic quality evaluation criteria are relatively independent.
Comparatively speaking, Finland's curriculum system and evaluation are relatively separated. Although Finland also has special basic education quality standards, it does not have the same legal effect as the national basic education core curriculum, but only provides suggestions for schools and teachers at all levels. This setting is closely related to the characteristics of Finnish education system. The quality of education in Finland is very balanced, the courses are rich and varied, and the overall quality of teachers is high. All teachers, school leaders and regional stakeholders are involved in the preparation of local school curriculum. Under the guidance of the macro goal of the national curriculum framework, the whole process of curriculum development is a combination of top-down and bottom-up aspects. People involved in all aspects of education have a deep understanding of the curriculum system, so the corresponding evaluation only needs to provide general requirements and directions.
Fourthly, the enlightenment to the curriculum reform in China.
We review and summarize the construction of the core literacy model in the international curriculum system, not to encourage the direct copying of any country's practices, but to learn from them and learn from some mature and effective international practices, so as to provide new perspectives and ideas for China's subsequent curriculum reform and consolidate and further enhance the effectiveness of China's curriculum reform.
1. Based on students' development, establish a core literacy system for students with socialist core values as the core.
According to the comprehensive analysis of the social demand for talents and the basic ability of citizens to adapt to modern society, countries all over the world have summed up the core qualities that their students should have, which are necessary for students to live successfully and responsibly in modern society and to cope with various challenges in the current and future world.
In China, facing the society's thirst for quality education, we should further change the current situation that curriculum reform pays more attention to content than ability, base ourselves on socialist core values, fully absorb and learn from the mature practices of other countries, clarify the core literacy that China students need to master, integrate socialist core values into national education, realize quality education and promote students' all-round and sustainable development.
2. Design and improve the curriculum under the framework of students' core literacy system.
The cultivation of students will eventually fall into the curriculum system and teachers' teaching. Core literacy is a relatively macroscopic theoretical model. How to refine the core literacy into the curriculum is an important link in the success of curriculum design and reform. Although Britain, Australia, Finland and other countries have different models of integrating core literacy into the curriculum, they are all based on the model or framework of core literacy in the design of specific disciplines, which is similar. With the passage of time and the accumulation of experience, these countries have been refining, decomposing and adjusting all aspects of core literacy in the process of curriculum design and reform, and concretizing the macro-superior core literacy idea. Finally, it is closely combined with micro-discipline knowledge, so that theoretical literacy can be embodied in the content that teachers can implement and teach concretely, and the cultivation of core literacy can be completely integrated into specific courses, thus the cultivation of students' core literacy can be implemented.
3. Establish a systematic academic quality evaluation standard based on the core literacy system.
Britain, Australia and Finland all have systematic academic quality evaluation standards in their curriculum systems, but their respective models are different. As far as the specific situation of our country is concerned, it is more appropriate to set up a systematic academic quality evaluation standard in the guiding document of the curriculum system, Curriculum Standards. Under the guidance of students' core literacy system, establishing a systematic academic quality evaluation standard in curriculum standards can bring many benefits to teaching and evaluation in China. First of all, due to the authoritative position of curriculum standards in China's curriculum system, the establishment of academic quality standards can provide a strong basis for the design and compilation of subsequent teaching materials, the implementation of teachers' teaching and the evaluation of students. Secondly, because the evaluation standard of academic quality based on the core literacy system starts with the evaluation of students' ability development, and is no longer limited to memorizing knowledge content, this can gradually reverse the one-sided pursuit of "exam-oriented education" and gradually establish a scientific and reasonable evaluation concept. At the same time, as a set of systematic evaluation standards, it can provide clear indicators for teachers, tell teachers the degree of teaching, and ensure that students meet the requirements of quality evaluation standards. [4] Such academic quality evaluation criteria can be used not only as an important basis for teachers' self-evaluation in peacetime teaching, but also as an external evaluation criterion to realize scientific evaluation of the quality of education for students, teachers, schools and even regions, which is an important guarantee for improving the quality of education in China and realizing quality education.
(Article source: China Social Science Network; Primary and secondary school management, No.09, 2015; Author: Wang,; Authors: Department of Education, Beijing Normal University, China Center for Quality Monitoring and Innovation of Basic Education. )
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