ABSTRACT

In recent decades, the term “competencies” has been widely discussed and become an impetus for innovating school curriculum and instruction. This study focused on a recent K-12 curriculum reform in Macau with the purpose of exploring the issue of integrating 21^st century competencies in the subjects-based curriculum documents, i.e., Requirements of Basic Academic Attainments (RBAAs). Based on an analytical framework of 21^st century competencies, the distributions of those competencies embedded in “curriculum goals” of 39 RBAAs across the K-12 schooling were analysed. Key findings can be summarized in three ways: (1) the category of “Ways of thinking” takes the most proportion while that of “Tools for working” takes the least from primary to senior secondary with “Living in the world” being most concerned in pre-primary; (2) discrepancies exist among the distributions of ten 21^st century competencies across the K-12 schooling and (3) some competencies are more concerned in some certain learning domains. The results of this study have provided two implications for the issue of integrating 21^st century competencies in the school curriculum in the rest of the world: a reasonable relation should be taken between key competencies and curriculum goals and different competencies will be emphasized at different educational stages and for different subjects.

摘要

近几十年来，“能力”一词已被广泛讨论，并成为创新学校课程和教学的动力。本研究聚焦于澳门近期的 K-12 课程改革，旨在探讨将 21 世纪的能力融入^以学科为基础的课程文件，即基本学术成就要求(RBAA) 中的问题。基于 21 ^{st的分析框架}世纪能力，分析了嵌入在 K-12 学校教育中的 39 个 RBAA 的“课程目标”中的能力分布。主要发现可归纳为三个方面：（1）从小学到高中，“思维方式”类别占比最大，“工作工具”类别占比最小，“生活在世界上”最为关注在学前班；^{(2) K-12 学校教育中21}世纪10 项能力的分布存在差异；(3) 某些能力在某些特定学习领域更受关注。这项研究的结果为整合 21 ^{st的问题提供了两个启示。}世界其他地区学校课程的世纪素养：关键素养与课程目标应合理关联，在不同的教育阶段、不同的学科中强调不同的素养。