ABSTRACT

China and the US have responded to the challenges of a knowledge-based society, technological advancement, and global competition by implementing educational reforms to impart skills or competencies required of 21st century students. This study compares the rationales, content, and curricula design of both countries’ key competencies frameworks and explores the possibility of reciprocal learning. Although their frameworks have certain similarities, significant differences have arisen due to cultural factors. The Chinese framework follows the Confucian tradition, emphasising moral education, political inclinations, transferring general competencies to specific-subject ones, and integrating key competencies in the national curriculum. The US framework follows the pragmatic tradition, emphasising generic skills and economic needs. Some US states have attempted to revise curriculum standards or incorporate 21st century skills by identifying their alignment with Common Core State Standards. Both frameworks have deficiencies and face challenges in implementation, and they can learn from each other.

摘要

中美两国通过实施教育改革以传授21世纪学生所需的技能或能力，应对知识型社会，技术进步和全球竞争的挑战。这项研究比较了两国关键能力框架的基本原理，内容和课程设计，并探讨了相互学习的可能性。尽管它们的框架具有某些相似性，但是由于文化因素而产生了显着差异。中文框架遵循儒家的传统，强调道德教育，政治倾向，将一般能力转移到特定学科，并将关键能力整合到国家课程中。美国框架遵循务实的传统，强调通用技能和经济需求。美国某些州试图通过确定其与通用核心州标准的一致性来修订课程标准或纳入21世纪技能。这两个框架都有缺陷，在实施中面临挑战，它们可以相互学习。