【作 者】：
国艺璇， 朱彩兰， 李 艺
【关 键 词 】：
教育目标； 胡塞尔； 皮亚杰； “知识—思维—观念”框架； 发生学
【栏 目】：
理论探讨
【中文摘要】：
教育目标模型作为教育活动的核心导向，须具备明晰的内在逻辑体系与坚实的理论基础。认识发生思想为审视和重构教育目标模型提供了新视角。以“胡塞尔—皮亚杰”认识发生思想为依据，基于发生学视角，从对象、过程与结构维度对加涅、布卢姆及新课改三维目标等典型教育目标模型进行审视，检视优势及不足，进而借助胡塞尔意向性理论论证“知识—思维—观念”与素养发生的对应关系，构建出从发生学视角认识核心素养的完整体系。为进一步深入探究核心素养的内在逻辑和构成要素筑牢根基，使我们能更好地把握核心素养在教育过程中的形成与发展脉络。
【英文摘要】：
As the core guidance of educational activities, the educational goal model must possess a clear internal logic system and a solid theoretical foundation. Genetic epistemology provides a novel perspective for examining and reconstructing the educational goal model. Based on the "Husserl-Piaget" genetic epistemological framework, this study reviews some typical educational goal models (e.g., Gagné's hierarchy, Bloom's Taxonomy, and the Three-dimensional Goals of the New Curriculum Reform) from object, process, and structure, and analyzes their strengths and limitations. Furthermore, leveraging Husserl's theory of intentionality , this study demonstrates the correspondence between the "knowledge-thinking-concept" framework and the genesis of competencies, and constructs a comprehensive system for understanding core competencies from a genetic perspective. This lays a solid foundation for further exploring the internal logic and constituent elements of core competencies, enabling us to better grasp their formation and development course in educational processes.