CAJ | 학술논문

国际学生评估项目（PISA）测试的本质是通过理性系统、＂实践性知识＂对学校课程知识进行排序、分类和鉴别。尽管PISA为世界多个国家教育的发展提供了横向比较的成绩排名,政府也常常参考这些成绩排名来制定和改进本国的教育政策,但我们很少注意到：PISA排名来源于发达国家教育一整套分类细密的实践性知识。这些知识在学校教育教学中起到了类似于课程＂炼金术＂一样的作用,在这种炼金术的催化下,凝练成指导学生种种行为和思维模式的规范。各国在追求以PISA测试模式来改进本国课程体系时,很少意识到发达国家正是通过这样一整套适合当代西方知识社会的规范性要求,影响着世界各国课程改革的进程。
국제학생평고항목（PISA）측시적본질시통과이성계통、＂실천성지식＂대학교과정지식진행배서、분류화감별。진관PISA위세계다개국가교육적발전제공료횡향비교적성적배명,정부야상상삼고저사성적배명래제정화개진본국적교육정책,단아문흔소주의도：PISA배명래원우발체국가교육일정투분류세밀적실천성지식。저사지식재학교교육교학중기도료유사우과정＂련금술＂일양적작용,재저충련금술적최화하,응련성지도학생충충행위화사유모식적규범。각국재추구이PISA측시모식래개진본국과정체계시,흔소의식도발체국가정시통과저양일정투괄합당대서방지식사회적규범성요구,영향착세계각국과정개혁적진정。
The essence of OECD’s Programme for International Student Assessment （PISA）is to order,classify and identify school curriculum knowledge through the system of reason and practical knowledge.PISA has provided a rank to compare education development among countries and has been referred by many governments to make and modify education policies.However,we seldom notice that PISA originated from a set of detailed classification of practical knowledge in the developed countries.Such knowledge plays a role as “alchemy”of school curriculum,making the knowledge as norms guiding students’behaviors and thoughts.While using PISA to improve their curriculum system,few countries realized western countries are influencing the process of curriculum reform in many countries with such asset of norms fitting western knowledge society.