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北京师范大学学报(社会科学版) ›› 2023, Vol. 0 ›› Issue (3): 85-92.

• 教育论坛 • 上一篇    下一篇

“全球素养”教育话语的困惑与澄清

苏洋1, 臧玲玲2, 赵成3   

  1. 1.北京师范大学 政府管理学院,北京 100875;
    2.河南大学 教育学部,开封 475004;
    3.北京师范大学,北京 100875
  • 出版日期:2023-05-25 发布日期:2023-06-16
  • 作者简介:赵成(通讯作者,E-mail:zhaoch@bnu.edu.cn),北京师范大学教师。
  • 基金资助:
    教育部哲学社会科学研究重大课题攻关项目“‘一带一路’国家与区域教育体系研究”(19JZD052)。

The Confusion and Clarification of the Educational Discourse of “Global Competence”

SU Yang1, ZANG Lingling2, ZHAO Cheng3   

  1. 1. School of Government,BNU,Beijing 100875;
    2. School of Education,Henan University,Kaifeng 475004;
    3. Beijing Normal University,Beijing 100875,China
  • Online:2023-05-25 Published:2023-06-16

摘要: 全球素养的本质属性体现在OECD和美国掌握着主导全球素养发展的国际话语权。全球素养的推广旨在巩固西方社会在全球化时代的竞争优势,包括培养掌握未来国际话语权的精英阶层、传播并渗透西方的全球化思想以及实现资本的全球化与利益最大化。全球素养以新自由主义和人力资本价值取向为依托,体现出明显的经济导向和工具属性。我们要理性、警惕地审视隐藏在西方社会所倡导的全球素养背后的意识形态和自由资本主义的价值渗透,秉承人类命运共同体理念,坚持文化自信和可持续发展观,扎根中国传统文化构建中国特色的全球素养教育理论体系。

关键词: 全球素养, 教育话语, 全球化, 全球素养测评

Abstract: The essential attribute of global competence is reflected in the fact that OECD and the United States hold the international discourse power of global competence.The promotion of global competence aims to consolidate the competitive advantage of Western societies in the globalization,including cultivating the elite class who will master the international discourse power in the future,spreading and penetrating the western globalization ideology,and realizing the globalization of capital and the maximization of benefits.Global competence is anchored by neoliberalism and human capital value orientation,and features obvious economic orientation and tool attributes.We must rationally and vigilantly examine the ideology hidden behind the global competence advocated by western society and the value penetration of liberal capitalism,uphold the concept of a community with a shared future for mankind,adhere to the cultural self-confidence and sustainable development concept,and take root in traditional Chinese culture to build a theoretical system of global competence education with Chinese characteristics.

Key words: global competence, educational discourse, globalization, the assessment of global competence

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