“Literacy”：PISA素养观背后的教育学立场

“Literacy”: the Standpoint of Pedagogy Held by PISA

近年来，PISA(国际学生评价项目)已成为了国内社会各界人士广泛关注的重大教育事件。通过PISA测试我们看到了上海卓越的教育表现以及在教育质量与均衡上取得的显着成绩。除了赞美与掌声之外，PISA还能引发我们怎样的教育思考呢？众所周知，PISA并不是第一个国际性的针对学生素养的大型测试项目，它的独特之处不在于可以供我们对各国15岁学生的学业成绩进行比较而在于测试设计及理念上的多方面创新。其中，PISA“素养观”就是最具变革性的理念之一。本文旨在通过梳理PISA素养观内涵及其描述框架的内容结构来阐述PISA测试背后所蕴含的深刻的教育学转向及其立场，从而引发我们对素养及其学习模式的思考。

Recently, PISA(programme for international student assessment) has gained extensive attention from all circles of society across the nation. By means of PISA, we can see Shanghai's high-performing educational achievements in both quality and equity. As we know, PISA is not the pioneer in large-scale international assessment for student's literacy. However, its uniqueness can be represented in many innovative concepts in design rather than in providing possibilities of comparing academic achievements among students from different countries. The idea of “literacy” is one of the innovative concepts. By clarifying connotation of literacy held by PISA and its descriptive framework, this paper aims to illustrate profound transitions occurred in pedagogy and its standpoint embedded in PISA, which may arouse our further thinking of literacy and its learning mode.