lopment，簡稱OECD）于2020年9月發(fā)布報告《回到教育的未來：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趨勢塑造教育（Trends Shaping Education）系列的配套報告。報告以多元的思維和視角展望未來教育的四種圖景：
學(xué)校教育擴展（Schooling Extended）：接受正規(guī)教育的人數(shù)持續(xù)增加。國際合作和技術(shù)進步支持更加個性化的學(xué)習(xí)，而學(xué)校教育的結(jié)構(gòu)和過程仍然存在。
教育外包（Education Outsourced）：隨著社會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，但多樣化和實驗是常態(tài)。拆除學(xué)校圍墻，將學(xué)校與社區(qū)聯(lián)系起來，有利于不斷改變學(xué)習(xí)、公民參與和社會創(chuàng)新的形式。
無邊界學(xué)習(xí)（Learn-as-you-go）：教育隨時隨地都在進行。當(dāng)社會完全依靠機器力量時，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，而在于促進人們的思考，激發(fā)人們的想象。任何關(guān)心教育未來的人都可以從中獲得啟發(fā)。
作者
經(jīng) 濟 合 作 與 發(fā) 展 組 織（Organisation for Economic Co-operation and Development，簡稱OECD）是各國政府合作商討應(yīng)對經(jīng)濟、社會和環(huán)境全球化
挑戰(zhàn)的特別組織。OECD還是促進各國相互理解，幫助各國政府應(yīng)對新局勢、
新問題的前線力量，例如企業(yè)管治、信息經(jīng)濟以及人口老齡化的挑戰(zhàn)。該組織
提供了一個平臺，讓各國政府能夠相互比較政策經(jīng)驗，尋求共同問題的答案，
共同確定良好實踐，以及致力于協(xié)調(diào)國內(nèi)和國際政策。
OECD成員國包括澳大利亞、奧地利、比利時、加拿大、智利、哥倫比亞、哥 斯達黎加、捷克共和國、丹麥、愛沙尼亞、芬蘭、法國、德國、希臘、匈牙利、冰島、 愛爾蘭、以色列、意大利、日本、拉脫維亞、立陶宛、韓國、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、斯洛文尼亞、西班牙、瑞典、瑞士、土耳其、英國和美國。歐盟委員會參與OECD的工作。
OECD的出版物廣泛傳播該組織收集的統(tǒng)計數(shù)據(jù)，內(nèi)容涉及經(jīng)濟、社會和
環(huán)境問題的研究結(jié)果，以及其成員國達成一致的協(xié)議、指導(dǎo)方針和標(biāo)準。
譯者
竇衛(wèi)霖，華東師范大學(xué)外語學(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)委員會委員、中國話語分析研究協(xié)會常務(wù)理事、上海市外文學(xué)會理事，英國劍橋大學(xué)英語學(xué)院、美國佛羅里達A & M大學(xué)商學(xué)院和美國圣奧拉夫?qū)W院訪問學(xué)者。主要研究方向為跨文化交際與翻譯、跨文化商務(wù)溝通、話語分析、對外傳播等。主持并完成8項和省部級科研項目，在《外語教學(xué)與研究》《中國翻譯》《外國語》《外語教學(xué)理論與實踐》《外語與外語教學(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年高校英語教學(xué)經(jīng)驗和豐富的跨國訪學(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 ··············································2
學(xué)校的未來會怎樣？七大矛盾和悖論 ·····································2
章 回到教育的未來：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··········································································7
OECD關(guān)于未來學(xué)校教育的初圖景 ······································8
本書：OECD關(guān)于未來學(xué)校教育的四種圖景 ······························9
結(jié)語·············································································· 10
參考文獻········································································ 11
第二章 圖景：用戶指南 ························································· 13
導(dǎo)言·············································································· 142
為什么要考慮未來？ ························································ 14
怎樣看待未來？······························································· 15
如何運用圖景? ································································ 21
注釋·············································································· 24
參考文獻········································································ 24
第三章 盤點當(dāng)下：教育與學(xué)校教育的趨勢 ································· 25
導(dǎo)言·············································································· 26
前端教育模式繼續(xù)擴大 ····················································· 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·············································································· 42
參考文獻········································································ 43
第四章 OECD關(guān)于未來學(xué)校教育的圖景···································· 53
導(dǎo)言·············································································· 54
展望未來：OECD關(guān)于學(xué)校教育的四種圖景 ···························· 55
圖景1：學(xué)校教育擴展 ······················································· 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：無邊界學(xué)習(xí) ·························································· 73
參考文獻········································································ 78
第五章 回到未來：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：目標(biāo)、矛盾和悖論 ············································ 92
結(jié)語·············································································103
參考文獻·······································································105
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