作　　者： ;

机构地区： 华东师范大学教育科学学院国际与比较教育研究所

出　　处： 《华东师范大学学报（教育科学版）》 2023年第12期34-45,共12页

摘　　要： 教育在生态文明建设中扮演何种角色,其可为空间是什么?本研究通过聚焦OECD“教育的创新与未来”这一领域的工作,结合预期理论中的“未来素养”对OECD指向未来的技能进行系统反思,澄清OECD视角下教育与生态文明的关系。研究发现OECD应社会系统与生态系统之变化,从预测视角提出了若干胜任未来的能力,这延续了教育作为社会功能的思路;自2018年始,OECD开始运用预期理论,展开对教育未来和技能的多重想象,超越了以往的功能论,凸显了教育在社会系统和生态系统的可为与引领性。从OECD的视角变迁与折衷路线中,研究认为人始终是生态文明建设的主体,当人类具备有关“使用未来”的知识和技能时,教育可重塑未来,生态文明建设的道路也具备了多重可能性。 What can education do in ecological civilization construction?By focusing on the work of OECD in the area of“Innovation and the future of education”,this study systematically reflects on OECD’s future-oriented skills in the context of Futures Literacy in Anticipation Theory,and clarifies the relationship between education and ecological civilization from OECD’s perspective.The study finds that OECD has proposed several future-competent competencies from a predictive perspective in response to changes in social and ecological systems,which continues the idea of education as a social function.Since 2018,OECD has started to use Anticipation Theory to develop multiple imaginations of the future and skills of education,which goes beyond the previous functional theory and highlights the feasibility and leadership of education in social and ecological systems.From OECD’s changing perspective and eclectic approach,the study believes that human beings are always the subject of ecological civilization construction,and that the path to ecological civilization construction has multiple possibilities and education can re-construct future when human beings have the knowledge and skills to“use-the-future”.

关 键 词： 预期理论 生态文明 经合组织 教育功能 未来素养

领　　域： [文化科学—教育学] [文化科学—教育技术学]