幻象与否认：OECD《回到教育的未来》的价值取向研究——基于非工具性分析路径 (Fantasy and Disavowal: Research on Value Orientation of OECD Report "Back to the Future of Education" —Based on Non-Instrumental Analysis Approach)
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Abstract经济合作与发展组织（OECD）最近发布了《回到教育的未来：经合组织关于学校教育的四种图景》报告（以下简称报告），报告已成为各国政府构想教育未来发展的重要参考。分析报告的价值取向有助于揭示OECD作为政策制定者的利益和价值偏好，在借鉴经验的同时省察警示。该报告在目标和话语建构上具有鲜明的非工具性，即不提供特定、具体的解决方案，而是对教育未来发展方法与空间提供设想、辩论和探讨。基于教育政策的非工具性分析路径，借助“幻象”和“否认”两个概念工具分析发现，报告凸显了“重视社会力量参与教育”“强调教师职能顺应教育变化”“强化学习自主权”“强调技术推进教育变革”四种价值取向，同时却回避了教育的公益性与私利性、教师的“教书”技能和“育人”本职、学习者中心与教师中心、教育技术的工具价值与人文价值这四对价值矛盾与张力。报告主要在以下几个方面提供了启示：为我国加强社会与家庭学校联结，构建协同育人体系；完善教师资格认定和培养体系，建设高素质教师队伍；培养学生自主学习能力，建设终身学习型社会；融合教育与技术，建设“互联网+”教育新生态等。同时，报告所回避的价值矛盾也值得我们警惕和深入研究。
The report "Back to the Future of Education" recently released by the Organization for Economic Cooperation and Development (OECD) has become a reference as global governments develop policies for future education. Analyzing the value orientations of the report facilitates revealing the interests and value preference of OECD and provides warnings while borrowing from the report. Different from general education policies, the report is distinctly non-instrumental in terms of goals and discourse construction. It does not provide specific solutions, but offers methods and spaces for envisioning, debating and discussing about the future development of education. Based on the non-instrumental analysis approach and with the help of the two conceptual tools of "fantasy" and "disavowal", the report highlights four value orientations: "stressing the participation of social forces in education" "emphasizing teachers" functions to adapt to educational changes "strengthening autonomy in learning" and "highlighting technology-facilitated education". While highlighting the above value orientations, the report avoids four pairs of value contradictions and tensions: the public welfare and self-interest of education, teachers' "teaching" skills and "educating" duties, learner-center and teacher-center, and the instrumental value and humanistic value of educational technology. The report provides inspirations in the following aspects: (1) Strengthening the connection between society, home and school to build a collaborative education system; (2) Improving the teacher credential and training system to build a high-quality teaching force; (3) Cultivating students' self-learning ability to build a life-long learning society; (4) Integrating education and technology to build "Internet+" education new ecology. At the same time, the value contradictions avoided in the report are also worthy of vigilance and in-depth further study.
The report "Back to the Future of Education" recently released by the Organization for Economic Cooperation and Development (OECD) has become a reference as global governments develop policies for future education. Analyzing the value orientations of the report facilitates revealing the interests and value preference of OECD and provides warnings while borrowing from the report. Different from general education policies, the report is distinctly non-instrumental in terms of goals and discourse construction. It does not provide specific solutions, but offers methods and spaces for envisioning, debating and discussing about the future development of education. Based on the non-instrumental analysis approach and with the help of the two conceptual tools of "fantasy" and "disavowal", the report highlights four value orientations: "stressing the participation of social forces in education" "emphasizing teachers" functions to adapt to educational changes "strengthening autonomy in learning" and "highlighting technology-facilitated education". While highlighting the above value orientations, the report avoids four pairs of value contradictions and tensions: the public welfare and self-interest of education, teachers' "teaching" skills and "educating" duties, learner-center and teacher-center, and the instrumental value and humanistic value of educational technology. The report provides inspirations in the following aspects: (1) Strengthening the connection between society, home and school to build a collaborative education system; (2) Improving the teacher credential and training system to build a high-quality teaching force; (3) Cultivating students' self-learning ability to build a life-long learning society; (4) Integrating education and technology to build "Internet+" education new ecology. At the same time, the value contradictions avoided in the report are also worthy of vigilance and in-depth further study.
All Author(s) ListZhong Cheng
Journal name比较教育学报 = Journal of Comparative Education
Year2022
Month4
Issue Number2
Pages47 - 59
ISSN2096-7810
LanguagesChinese-Simplified
