lopment，简称OECD）于2020年9月发布报告《回到教育的未来：OECD关于学校教育的四种图景》（Back to the Future of Education：Four OECD Scenarios for Schooling）。这是OECD趋势塑造教育（Trends Shaping Education）系列的配套报告。报告以多元的思维和视角展望未来教育的四种图景：
学校教育扩展（Schooling Extended）：接受正规教育的人数持续增加。国际合作和技术进步支持更加个性化的学习，而学校教育的结构和过程仍然存在。
教育外包（Education Outsourced）：随着社会更加直接地参与到公民教育中，传统的学校教育系统逐渐瓦解。以数字技术作为关键驱动力，学习安排变得更加多样化、私有化和灵活。
学校作为学习中心（Schools as Learning Hubs）：学校依然存在，但多样化和实验是常态。拆除学校围墙，将学校与社区联系起来，有利于不断改变学习、公民参与和社会创新的形式。
无边界学习（Learn-as-you-go）：教育随时随地都在进行。当社会完全依靠机器力量时，正规学习和非正规学习不再有区别。
本书的目的不在于倡导或建议，而在于促进人们的思考，激发人们的想象。任何关心教育未来的人都可以从中获得启发。
作者
经 济 合 作 与 发 展 组 织（Organisation for Economic Co-operation and Development，简称OECD）是各国政府合作商讨应对经济、社会和环境全球化
挑战的特别组织。OECD还是促进各国相互理解，帮助各国政府应对新局势、
新问题的前线力量，例如企业管治、信息经济以及人口老龄化的挑战。该组织
提供了一个平台，让各国政府能够相互比较政策经验，寻求共同问题的答案，
共同确定良好实践，以及致力于协调国内和国际政策。
OECD成员国包括澳大利亚、奥地利、比利时、加拿大、智利、哥伦比亚、哥 斯达黎加、捷克共和国、丹麦、爱沙尼亚、芬兰、法国、德国、希腊、匈牙利、冰岛、 爱尔兰、以色列、意大利、日本、拉脱维亚、立陶宛、韩国、卢森堡、墨西哥、荷兰、 新西兰、挪威、波兰、葡萄牙、斯洛伐克共和国、斯洛文尼亚、西班牙、瑞典、瑞士、土耳其、英国和美国。欧盟委员会参与OECD的工作。
OECD的出版物广泛传播该组织收集的统计数据，内容涉及经济、社会和
环境问题的研究结果，以及其成员国达成一致的协议、指导方针和标准。
译者
窦卫霖，华东师范大学外语学院教授，博士生导师，翻译专业责任教授，跨文化交流学科带头人。兼任上海翻译硕士教育指导委员会委员、中国话语分析研究协会常务理事、上海市外文学会理事，英国剑桥大学英语学院、美国佛罗里达A & M大学商学院和美国圣奥拉夫学院访问学者。主要研究方向为跨文化交际与翻译、跨文化商务沟通、话语分析、对外传播等。主持并完成8项和省部级科研项目，在《外语教学与研究》《中国翻译》《外国语》《外语教学理论与实践》《外语与外语教学》《现代传播》等核心期刊上发表论文几十篇，出版专著、译著及教材十余部。具有近40年高校英语教学经验和丰富的跨国访学经历，主讲的跨文化交际课程获教育部精品网络课程和中国大学资源共享课程。
纲要 ······················································································1
为什么是图景？·································································1
了解现在有助于我们思考未来 ··············································2
学校的未来会怎样？七大矛盾和悖论 ·····································2
章 回到教育的未来：OECD关于学校教育的四种图景 ··············5
面向变化中的世界的教育 ····················································6
多重未来··········································································7
OECD关于未来学校教育的初图景 ······································8
本书：OECD关于未来学校教育的四种图景 ······························9
结语·············································································· 10
参考文献········································································ 11
第二章 图景：用户指南 ························································· 13
导言·············································································· 142
为什么要考虑未来？ ························································ 14
怎样看待未来？······························································· 15
如何运用图景? ································································ 21
注释·············································································· 24
参考文献········································································ 24
第三章 盘点当下：教育与学校教育的趋势 ································· 25
导言·············································································· 26
前端教育模式继续扩大 ····················································· 26
面向变化中的世界的学习 ·················································· 31
教师、教学和教师政策 ······················································· 35
教育治理的变革······························································· 39
结语·············································································· 42
参考文献········································································ 43
第四章 OECD关于未来学校教育的图景···································· 53
导言·············································································· 54
展望未来：OECD关于学校教育的四种图景 ···························· 55
图景1：学校教育扩展 ······················································· 59
图景2：教育外包 ····························································· 63
图景3：学校作为学习中心 ················································· 68
图景4：无边界学习 ·························································· 73
参考文献········································································ 78
第五章 回到未来：成果、影响和悖论 ········································· 81
导言·············································································· 82
连续性与非连续性：图景的维度和影响 ································· 82
教育的未来：目标、矛盾和悖论 ············································ 92
结语·············································································103
参考文献·······································································105
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