The Development And Cultivation Path Of Key Competencies In Australia

Australia has paid attention to the "key competencies" in the cultivation of people very early,actively promoted the national curriculum reform,and completed the upper-level system design of the national curriculum based on key competencies.This article uses a variety of research methods,such as literature research method,historical research method,comparative research method and case study method,to study the occurrence,development and curriculum-based cultivation path of Australia's key competencies.The aims are to clarify the occurrence,development and current implementation of Australia's key competencies,and to provide useful inspiration for thinking about the development and improvement of China's key competencies.The research questions in this article are: 1.What's the development history of Australia's key competencies,and how to implement into the national curriculum;2.How are key competencies cultivated in the Australian curriculum,and what is the design of the upper-level curriculum? And what are the typical cultivation paths in the school curriculum;3.What's the experience of the development and cultivation of Australia's key competencies and its enlightenment to China.Focusing on these three major research issues,the research ideas and findings of this article can be divided into the following parts:The literature research method was used to collect literatures related to the occurrence and development of key competencies in Australia and to conduct longitudinal historical combing and analysis.It was found that the proposal of key competencies in Australia can date back to the 1980 s,with the aim to promote the integration of general education and vocational education.Through the joint efforts of industrial and commercial organizations,research institutions and the national education sector,the framework of key competencies has been constantly adjusted and the content elements have been continuously improved,from the early focus on "hard skills ",such as the ability to collect and use information,to the increasing attention to the " soft skills " related to emotion,attitude and understanding.Finally,expand to the set of knowledge,skills and understanding required for individual lifelong development in national curriculum.As for the development and implementation of key competencies,Australia has undergone continuous theoretical and practical exploration,and finally integrated key competencies into the national curriculum and school curriculum.From analyzing the way key competencies are integrated into the national curriculum,it is found that the model of key competencies integrated into the national curriculum is an overall embedded type,which is connected to all learning areas,closely linked to the cross-curriculum priorities and the authentic world.The case study method is further used to explore the cultivation path of key competencies in the Australian school curriculum,and the typical cultivation cases in primary and secondary schools and high schools are selected for specific presentation.Through the specific cases,it is found that the cultivation method is slightly different in different school periods,but generally focuses on inquiry learning,project-based learning and curriculum integration in the authentic context.Finally,review the current status of China's key competencies development,combining with the experience of the development and cultivation path of key competencies in Australia,put forward some suggestions that China can learn from: Clarify the relationship between key competencies and subject key competencies;Explore the effective combination of key competencies and curriculum;Use key competencies as a guide to optimize the design of academic quality standards;Strengthen the relationship between key competencies cultivation and real-life practice;Strengthen professional training and support for teachers including developing auxiliary tools.