On The Birth Way Of Chinese Key Competencies

With the promotion of comprehensive education reform and moral education,Chinese Ministry of Education published the Twenty-first Century Key Competencies framework for the development of Chinese students in 2016.Key Competencies refers to the necessary characters and key abilities that students should have to adapt to the needs of lifelong development and social development.In order to cultivate students' Key Competencies.The Ministry of Education required various disciplines to develop its own key competencies to guide the development of teaching practice and curriculum standards including curriculum objectives,textbooks and evaluation.So researchers in various disciplines have joined the tide of the study of key competencies.As an important basic subject,Chinese key competencies has also become a hot research topic in the circle of Chinese education.This paper researched the birth way of Chinese key competencies,which consisted of five parts:The first part is the outline of the research background,research status,research methods and significance of Chinese key competencies.By reviewing literature,this paper found that the research of Chinese key competencies is in great progress in number,the quality is worrying.Although the concept and connotation of Chinese key competencies in primary and secondary schools are still unsettled,there are many papers researching their training strategies by personal experience.The analysis of the concept and connotation of Chinese key competencies is not a few,but there is a lack of listening and dialogue among the researchers.Reforming from the bottom is an important step in Chinese key competencies research,but was ignored by most researchers.Therefore,it is essential to study the birth way of Chinese key competencies.The second part and the third part are the key points of this thesis,which discriminated the birth way of Chinese key competencies through the analysis of literature.At present,there are two main opinions of Chinese key competencies' birth,some people argued that Chinese key competencies is derived from its "upper concept" national Key Competencies.And other believed that Chinese key competencies is the core of its predecessor—Chinese literacy.In the second part,the paper discriminated and analyzed the two standpoints based on relevant educational documents,Chinese curriculum standards and some experts' opinions.Relevant educational documents planed to integrate multiple disciplines with national Key Competencies,but it have hardly come turn by now.Because of the proximity of birth time between Chinese key competencies and national Key Competencies,they almost have no connection in the content.In the third part,by comparing the connotation of Chinese key competencies and Chinese literacy according to the curriculum standards and experts'opinions,the paper further clarified the relationship between them,and highlighted the importance of pragmatics in succession.We found that there is an inheritance relationship between them,and some changes on highlighting the use of language.But taking the rules of terms' constitution into consideration,it is found that Chinese key competencies should not be regarded as a key element of Chinese literacy,but closely related to national key competencies in form.In the fourth part,to solve the problem that the content and form of the Chinese key competencies are not corresponding,we analyzed the study of the literature and language elements in the key competencies of international organizations and countries and summed up the five models of the combination of international key competencies and curriculum.So we suggested that the improvement of the Chinese key competencies' framework should pay more attention on the differences of the different level and age.And the content of it should focus on the use of language,multicultural understanding and information handing.It is also important for Chinese key competencies to develop the theoretical model and evaluation system.And all the Chinese research should promote scientific research in a rational and orderly way.The fifth part is reflecting on the phenomenon about the birth and hot discussion of the Chinese key competencies.we considered that the Chinese education idea or curriculum standard should establish a relatively stable system in the future,to avoid unnecessary and false discussion.What's more,the new educational concept should be supported by the related theories and be allowed to be criticized,finally be tested in the long-term educational practice.