lopment，簡(jiǎn)稱OECD）于2020年9月發(fā)布報(bào)告《回到教育的未來(lái)：OECD關(guān)于學(xué)校教育的四種圖景》（Back to the Future of Education：Four OECD Scenarios for Schooling）。這是OECD趨勢(shì)塑造教育（Trends Shaping Education）系列的配套報(bào)告。報(bào)告以多元的思維和視角展望未來(lái)教育的四種圖景：
學(xué)校教育擴(kuò)展（Schooling Extended）：接受正規(guī)教育的人數(shù)持續(xù)增加。國(guó)際合作和技術(shù)進(jìn)步支持更加個(gè)性化的學(xué)習(xí)，而學(xué)校教育的結(jié)構(gòu)和過(guò)程仍然存在。
教育外包（Education Outsourced）：隨著社會(huì)更加直接地參與到公民教育中，傳統(tǒng)的學(xué)校教育系統(tǒng)逐漸瓦解。以數(shù)字技術(shù)作為關(guān)鍵驅(qū)動(dòng)力，學(xué)習(xí)安排變得更加多樣化、私有化和靈活。
學(xué)校作為學(xué)習(xí)中心（Schools as Learning Hubs）：學(xué)校依然存在，但多樣化和實(shí)驗(yàn)是常態(tài)。拆除學(xué)校圍墻，將學(xué)校與社區(qū)聯(lián)系起來(lái)，有利于不斷改變學(xué)習(xí)、公民參與和社會(huì)創(chuàng)新的形式。
無(wú)邊界學(xué)習(xí)（Learn-as-you-go）：教育隨時(shí)隨地都在進(jìn)行。當(dāng)社會(huì)完全依靠機(jī)器力量時(shí)，正規(guī)學(xué)習(xí)和非正規(guī)學(xué)習(xí)不再有區(qū)別。
本書的目的不在于倡導(dǎo)或建議，而在于促進(jìn)人們的思考，激發(fā)人們的想象。任何關(guān)心教育未來(lái)的人都可以從中獲得啟發(fā)。
作者
經(jīng) 濟(jì) 合 作 與 發(fā) 展 組 織（Organisation for Economic Co-operation and Development，簡(jiǎn)稱OECD）是各國(guó)政府合作商討應(yīng)對(duì)經(jīng)濟(jì)、社會(huì)和環(huán)境全球化
挑戰(zhàn)的特別組織。OECD還是促進(jìn)各國(guó)相互理解，幫助各國(guó)政府應(yīng)對(duì)新局勢(shì)、
新問(wèn)題的前線力量，例如企業(yè)管治、信息經(jīng)濟(jì)以及人口老齡化的挑戰(zhàn)。該組織
提供了一個(gè)平臺(tái)，讓各國(guó)政府能夠相互比較政策經(jīng)驗(yàn)，尋求共同問(wèn)題的答案，
共同確定良好實(shí)踐，以及致力于協(xié)調(diào)國(guó)內(nèi)和國(guó)際政策。
OECD成員國(guó)包括澳大利亞、奧地利、比利時(shí)、加拿大、智利、哥倫比亞、哥 斯達(dá)黎加、捷克共和國(guó)、丹麥、愛(ài)沙尼亞、芬蘭、法國(guó)、德國(guó)、希臘、匈牙利、冰島、 愛(ài)爾蘭、以色列、意大利、日本、拉脫維亞、立陶宛、韓國(guó)、盧森堡、墨西哥、荷蘭、 新西蘭、挪威、波蘭、葡萄牙、斯洛伐克共和國(guó)、斯洛文尼亞、西班牙、瑞典、瑞士、土耳其、英國(guó)和美國(guó)。歐盟委員會(huì)參與OECD的工作。
OECD的出版物廣泛傳播該組織收集的統(tǒng)計(jì)數(shù)據(jù)，內(nèi)容涉及經(jīng)濟(jì)、社會(huì)和
環(huán)境問(wèn)題的研究結(jié)果，以及其成員國(guó)達(dá)成一致的協(xié)議、指導(dǎo)方針和標(biāo)準(zhǔn)。
譯者
竇衛(wèi)霖，華東師范大學(xué)外語(yǔ)學(xué)院教授，博士生導(dǎo)師，翻譯專業(yè)責(zé)任教授，跨文化交流學(xué)科帶頭人。兼任上海翻譯碩士教育指導(dǎo)委員會(huì)委員、中國(guó)話語(yǔ)分析研究協(xié)會(huì)常務(wù)理事、上海市外文學(xué)會(huì)理事，英國(guó)劍橋大學(xué)英語(yǔ)學(xué)院、美國(guó)佛羅里達(dá)A & M大學(xué)商學(xué)院和美國(guó)圣奧拉夫?qū)W院訪問(wèn)學(xué)者。主要研究方向?yàn)榭缥幕浑H與翻譯、跨文化商務(wù)溝通、話語(yǔ)分析、對(duì)外傳播等。主持并完成8項(xiàng)和省部級(jí)科研項(xiàng)目，在《外語(yǔ)教學(xué)與研究》《中國(guó)翻譯》《外國(guó)語(yǔ)》《外語(yǔ)教學(xué)理論與實(shí)踐》《外語(yǔ)與外語(yǔ)教學(xué)》《現(xiàn)代傳播》等核心期刊上發(fā)表論文幾十篇，出版專著、譯著及教材十余部。具有近40年高校英語(yǔ)教學(xué)經(jīng)驗(yàn)和豐富的跨國(guó)訪學(xué)經(jīng)歷，主講的跨文化交際課程獲教育部精品網(wǎng)絡(luò)課程和中國(guó)大學(xué)資源共享課程。
綱要 ······················································································1
為什么是圖景？·································································1
了解現(xiàn)在有助于我們思考未來(lái) ··············································2
學(xué)校的未來(lái)會(huì)怎樣？七大矛盾和悖論 ·····································2
章 回到教育的未來(lái)：OECD關(guān)于學(xué)校教育的四種圖景 ··············5
面向變化中的世界的教育 ····················································6
多重未來(lái)··········································································7
OECD關(guān)于未來(lái)學(xué)校教育的初圖景 ······································8
本書：OECD關(guān)于未來(lái)學(xué)校教育的四種圖景 ······························9
結(jié)語(yǔ)·············································································· 10
參考文獻(xiàn)········································································ 11
第二章 圖景：用戶指南 ························································· 13
導(dǎo)言·············································································· 142
為什么要考慮未來(lái)？ ························································ 14
怎樣看待未來(lái)？······························································· 15
如何運(yùn)用圖景? ································································ 21
注釋·············································································· 24
參考文獻(xiàn)········································································ 24
第三章 盤點(diǎn)當(dāng)下：教育與學(xué)校教育的趨勢(shì) ································· 25
導(dǎo)言·············································································· 26
前端教育模式繼續(xù)擴(kuò)大 ····················································· 26
面向變化中的世界的學(xué)習(xí) ·················································· 31
教師、教學(xué)和教師政策 ······················································· 35
教育治理的變革······························································· 39
結(jié)語(yǔ)·············································································· 42
參考文獻(xiàn)········································································ 43
第四章 OECD關(guān)于未來(lái)學(xué)校教育的圖景···································· 53
導(dǎo)言·············································································· 54
展望未來(lái)：OECD關(guān)于學(xué)校教育的四種圖景 ···························· 55
圖景1：學(xué)校教育擴(kuò)展 ······················································· 59
圖景2：教育外包 ····························································· 63
圖景3：學(xué)校作為學(xué)習(xí)中心 ················································· 68
圖景4：無(wú)邊界學(xué)習(xí) ·························································· 73
參考文獻(xiàn)········································································ 78
第五章 回到未來(lái)：成果、影響和悖論 ········································· 81
導(dǎo)言·············································································· 82
連續(xù)性與非連續(xù)性：圖景的維度和影響 ································· 82
教育的未來(lái)：目標(biāo)、矛盾和悖論 ············································ 92
結(jié)語(yǔ)·············································································103
參考文獻(xiàn)·······································································105
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