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首页> 外文期刊>Asia Pacific Education Review >An international study of the changing nature and role of school curricula: from transmitting content knowledge to developing students’ key competencies
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An international study of the changing nature and role of school curricula: from transmitting content knowledge to developing students’ key competencies

机译：关于学校课程的不断变化的性质和作用的国际研究：从传播内容知识到发展学生的关键能力

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The primary purpose of this study is to investigate how key competencies can be incorporated into school curricula, what relevant instructional methods are needed and what institutional support is required to make school curricula based more on key competencies. For this, the study uses qualitative data from three schools (one each in South Korea, Australia, and New Zealand). The results indicate that a transformative approach, not an additive approach, is required. That is, teachers tend to restructure existing curricula to develop students’ key competencies instead of considering the latter as a new teaching component. In terms of instructional methods, teachers are likely to believe that more engaging and participatory instructional methods would help their students to practice and develop diverse aspects of their competencies. Further, the principal’s efforts to enhance communication and interaction with teachers is crucial to constructing local definitions of key competencies and shared visions for integrating such competencies with school curricula and instruction. The results indicate a need for redirecting the role of school curricula from transmitting content knowledge of academic subjects to developing students’ key competencies.
机译：这项研究的主要目的是研究如何将关键能力整合到学校课程中，需要哪些相关的教学方法，以及需要什么机构支持才能使学校课程更多地基于关键能力。为此，研究使用了三所学校（韩国，澳大利亚和新西兰各一所）的定性数据。结果表明，需要一种变革性方法，而不是加性方法。也就是说，教师倾向于重组现有课程以发展学生的关键能力，而不是将后者视为新的教学内容。在教学方法方面，教师可能会认为，更具吸引力和参与性的教学方法将帮助他们的学生练习和发展其能力的各个方面。此外，校长为加强与教师之间的交流和互动所做的努力对于构建关键能力的本地定义以及将此类能力与学校课程和教学相结合的共同愿景至关重要。结果表明，有必要将学校课程的角色从传播学术主题的内容知识转移到发展学生的关键能力上。

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