回到教育的未来:OECD关于学校教育的四种图景
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作者 经济合作与发展组织 编;窦卫霖 张悦晨 王淑琦 译
出版社 上海教育出版社
出版时间 2022-03
版次 1
装帧 其他
上书时间 2024-06-19
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作者
经济合作与发展组织 编;窦卫霖 张悦晨 王淑琦 译
出版社
上海教育出版社
出版时间
2022-03
版次
1
ISBN
9787572012594
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46.00元
装帧
其他
开本
16开
纸张
胶版纸
【内容简介】
lopment,简称OECD)于2020年9月发布报告《回到教育的未来:OECD关于学校教育的四种图景》(Back to the Future of Education:Four OECD Scenarios for Schooling)。这是OECD“趋势塑造教育”(Trends Shaping Education)系列的配套报告。报告以多元的思维和视角展望未来教育的四种图景: 学校教育扩展(Schooling Extended):接受正规教育的人数持续增加。国际合作和技术进步支持更加个性化的学习,而学校教育的结构和过程仍然存在。 教育外包(Education Outsourced):随着社会更加直接地参与到公民教育中,传统的学校教育系统逐渐瓦解。以数字技术作为关键驱动力,学习安排变得更加多样化、私有化和灵活。 学校作为学习中心(Schools as Learning Hubs):学校依然存在,但多样化和实验是常态。拆除学校“围墙”,将学校与社区联系起来,有利于不断改变学习、公民参与和社会创新的形式。 无边界学习(Learn-as-you-go):教育随时随地都在进行。当社会完全依靠机器力量时,正规学习和非正规学习不再有区别。 本书的目的不在于倡导或建议,而在于促进人们的思考,激发人们的想象。任何关心教育未来的人都可以从中获得启发。
【作者简介】
作者 经 济 合 作 与 发 展 组 织(Organisation for Economic Co-operation and Development,简称OECD)是各国政府合作商讨应对经济、社会和环境全球化 挑战的特别组织。OECD还是促进各国相互理解,帮助各国政府应对新局势、 新问题的前线力量,例如企业管治、信息经济以及人口老龄化的挑战。该组织 提供了一个平台,让各国政府能够相互比较政策经验,寻求共同问题的答案, 共同确定良好实践,以及致力于协调国内和国际政策。 OECD成员国包括澳大利亚、奥地利、比利时、加拿大、智利、哥伦比亚、哥 斯达黎加、捷克共和国、丹麦、爱沙尼亚、芬兰、法国、德国、希腊、匈牙利、冰岛、 爱尔兰、以色列、意大利、日本、拉脱维亚、立陶宛、韩国、卢森堡、墨西哥、荷兰、 新西兰、挪威、波兰、葡萄牙、斯洛伐克共和国、斯洛文尼亚、西班牙、瑞典、瑞士、土耳其、英国和美国。欧盟委员会参与OECD的工作。 OECD的出版物广泛传播该组织收集的统计数据,内容涉及经济、社会和 环境问题的研究结果,以及其成员国达成一致的协议、指导方针和标准。 译者 窦卫霖,华东师范大学外语学院教授,博士生导师,翻译专业责任教授,跨文化交流学科带头人。兼任上海翻译硕士教育指导委员会委员、中国话语分析研究协会常务理事、上海市外文学会理事,英国剑桥大学英语学院、美国佛罗里达A & M大学商学院和美国圣奥拉夫学院访问学者。主要研究方向为跨文化交际与翻译、跨文化商务沟通、话语分析、对外传播等。主持并完成8项和省部级科研项目,在《外语教学与研究》《中国翻译》《外国语》《外语教学理论与实践》《外语与外语教学》《现代传播》等核心期刊上发表论文几十篇,出版专著、译著及教材十余部。具有近40年高校英语教学经验和丰富的跨国访学经历,主讲的“跨文化交际”课程获教育部精品网络课程和中国大学资源共享课程。
【目录】
纲要 ······················································································1 为什么是图景?·································································1 了解现在有助于我们思考未来 ··············································2 学校的未来会怎样?七大矛盾和悖论 ·····································2 章 回到教育的未来:OECD关于学校教育的四种图景 ··············5 面向变化中的世界的教育 ····················································6 多重未来··········································································7 OECD关于未来学校教育的初图景 ······································8 本书:OECD关于未来学校教育的四种图景 ······························9 结语·············································································· 10 参考文献········································································ 11 第二章 图景:用户指南 ························································· 13 导言·············································································· 142 为什么要考虑未来? ························································ 14 怎样看待未来?······························································· 15 如何运用图景? ································································ 21 注释·············································································· 24 参考文献········································································ 24 第三章 盘点当下:教育与学校教育的趋势 ································· 25 导言·············································································· 26 前端教育模式继续扩大 ····················································· 26 面向变化中的世界的学习 ·················································· 31 教师、教学和教师政策 ······················································· 35 教育治理的变革······························································· 39 结语·············································································· 42 参考文献········································································ 43 第四章 OECD关于未来学校教育的图景···································· 53 导言·············································································· 54 展望未来:OECD关于学校教育的四种图景 ···························· 55 图景1:学校教育扩展 ······················································· 59 图景2:教育外包 ····························································· 63 图景3:学校作为学习中心 ················································· 68 图景4:无边界学习 ·························································· 73 参考文献········································································ 78 第五章 回到未来:成果、影响和悖论 ········································· 81 导言·············································································· 82 连续性与非连续性:图景的维度和影响 ································· 82 教育的未来:目标、矛盾和悖论 ············································ 92 结语·············································································103 参考文献·······································································105
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