Preparing Students for the Twenty-First Century: A Snapshot of Singapore’s Approach
Preparing Students for the Twenty-First Century: A Snapshot of Singapore’s Approach
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让学生为二十一世纪做好准备：新加坡方法概述
DOI：
10.1007/978-981-10-1673-8_12
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发表时间：
2017
期刊：
影响因子：
--
通讯作者：
Sean Tan
中科院分区：
文献类型：
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作者：
C. Poon;Karen Lam;M. Chan;Melvin Chng;D. Kwek;Sean Tan
1997年，新加坡学校开始了21世纪世纪能力的教学。“思考型学校，学习型国家”的愿景启动了一系列教育改革，以加强学生的思考和探究，为他们在21世纪的学习和工作做好准备。TSLN愿景产生的动力导致了21世纪世纪能力和学生成果框架的制定，该框架阐述了将在学校培养的21世纪世纪能力-公民素养、全球意识和跨文化技能、批判性和创造性思维以及沟通、协作和信息技能。本章叙述了TSLN的核心政策和方法，特别是结构和课程改革，重新认识教学和学习以及重新定义教师的角色。TSLN抓住了为21世纪培养学生的中心思想，但从未被视为一种方案变革，因为它没有包含一套明确的干预战略和目标。TSLN是一个完整的系统性努力，包括政策，文化，课程，评估和专业学习领域。TSLN认识到，新加坡不能再依赖大规模的结构性调整来改造教育系统。相反，任何改进都必须是在教与学的关系上，对学生的需求和兴趣作出反应，并在课堂内外动态地创造新的机会和学习经验。在教学和学习中实现转型变革需要诚实地认识到课堂上的实施问题。国家课程内容大幅减少，以便为学生的探究方法腾出时间和空间。对教师的作用进行了审查和重新平衡-在认识到教师讲述、指导和示范作用的重要性的同时，教师也必须少教，让学生学得更多。重新设计了教师培训和在职专业学习方案，以建设教师培养学生世纪能力的能力，并更加强调教师主动学习。
The teaching and learning of twenty-first century competencies in Singapore schools began with a vision in 1997. The Thinking Schools, Learning Nation (TSLN) vision initiated a series of educational reforms to strengthen thinking and inquiry among students, preparing them for learning and working in the twenty-first century. The momentum generated from the TSLN vision led to the development of theFramework for 21st Century Competencies and Student Outcomeswhich articulates the twenty-first century competencies that will be nurtured in schools – civic literacy, global awareness and cross-cultural skills, critical and inventive thinking, and communication, collaboration and information skills. This chapter narrates the policies and approaches that were central to TSLN, specifically on the structural and curricular changes, the re-perception of teaching and learning and a redefinition of the role of teachers. TSLN, which captures the central ideas of preparing students for the twenty-first century, was never conceived as a programmatic change in that it did not contain an explicit set of intervention strategies and targets. TSLN was an entire systemic effort encompassing the policy, cultural, curricular, assessment and professional learning arenas. TSLN recognised that Singapore can no longer depend on large structural fixes to transform the education system. Instead, any refinement has to be at the nexus of teaching and learning, be reflexive and responsive to students’ needs and interests, and create new opportunities and learning experiences dynamically in and out of the classroom. Bringing about transformational change in teaching and learning requires honest recognition of issues of implementation in the classroom. Significant reductions of the national curricular content took place to make time and space for student inquiry approaches. The role of teachers was examined and rebalanced – while recognising the importance of the teachers’ role to tell, instruct and demonstrate, there was also an imperative for teachers to teach less, so that students learn more. Teacher-preparation and in-service professional learning programmes were re-designed to build teachers’ capacity to develop students’ twenty-first century competencies and give a greater emphasis to teacher-initiated learning.