方 向1 盛群力2
（1.浙江师范大学 教师教育学院，浙江 金华 321004；2.浙江大学 教育学院，浙江 杭州 310028）
【摘要】OECD“2030学习罗盘”是“未来教育和技能2030”项目的一个重要组成部分。它面向更广泛的教育目标——为个人和集体的幸福感。学习罗盘由主体精神与变革能力、课程能力和能力发展循环圈组成，其核心是学生的主体精神，强调学生需要学会在陌生的环境中自主导航，并以有意义和负责任的方式找到自己的方向，而不是被动地接受固定的指示。变革能力包括创造新价值、勇于担责任、学会破难题；课程能力指向核心基础、知识、技能、态度和价值观；能力发展循环圈由预期—行动—反思三个阶段构成，揭示了学习的迭代过程。这对于我国当前教学改革中制定未来教育目标、设计适应未来时代的学习、发展核心素养以及建设融合性课程等方面有着重要的参考价值。
【关键词】学习罗盘；主体精神；变革能力；课程能力；OECD2030教育项目
2030 Learning Compass:Design Learning for the Future
FANG Xiang1 and SHENG Qunli2
(1.College of Teachers Education, Zhejiang Normal University, Jinhua 321004, China; 2.College of education, Zhejiang University, Hangzhou 310028, China)
Abstract: OECD 2030 learning compass is an important part of the Future Project of 2030 Education and Skills. It is geared towards a broader educational goal: for individual and collective well-being. Learning compass is composed of student agency, transformative competencies, curriculum competencies and the Anticipation-Action-Reflection (AAR) cycle. Its core is student agency which emphasizes that students need to learn to navigate independently in unfamiliar environment and find their own direction in a meaningful and responsible way, rather than passively accept fixed instructions. Transformative competencies include creating new value, taking responsibility and reconciling tensions and dilemmas. Curriculum competencies points to core foundation, knowledge, skills, attitude and values. AAR circle consists of three stages: anticipation，action and reflection, which reveal the iterative process of learning. This is of great reference value in the current teaching reform in China, which is embodied in formulating future educational goals, designing learning contents adapting to the future era, developing the key competencies, constructing integrated courses and so on.
Keywords: learning compass; student agency; transformative competencies; curriculum competencies; OECD 2030 Education Project
下载：
2030学习罗盘：设计未来时代的学习.pdf
