共查询到19条相似文献，搜索用时 359 毫秒
1.
自STEM教育理念在中国落地生根以来,人们从关注科学、技术、工程和数学学科的教与学,逐渐转向强调跨学科教学与学习。为了适应STEM教育的进一步发展,本研究进一步定义了整合学科的STEM教育。考虑STEM教育的下一发展阶段,从教育管理者到教师的各个角色,本文对STEM教育相关的理论和实践进行了探索,经历了从强调跨学科到强调整合学科的转变。研究得到以下结论:国内科技教育具有深厚的历史发展积淀,但STEM教育理念还只是初步国际化;教师对整合学科的STEM教育缺乏理解且学科教学知识亟待提升;教师专业发展相关研究重理论建构而轻落地实践;教师教育及专业发展支持体系不健全。最后,研究从政策制定、提升制定发展方案的可行性、优化教师培养策略、正视过程性困难与障碍等方面进行了决策探讨。 相似文献
2.
STEM模式是科学、技术、工程和数学四个应用学科的英文缩写。近年来,STEM教学模式兴起,在教学方面发挥着重要的作用,但是STEM教学模式在小学科学教育中却应用极少。STEM教学模式就是对科学、技术、工程、数学四个应用学科中的知识进行适当地提取、整理。将STEM教学模式运用到小学科学教育方面上,针对小学教学教育,运用科学知识、依靠数据理论开展实践活动,推进小学科学教学多元化发展。 相似文献
3.
STEM教育的发展为创新型人才的培养提供了一条可行之路,而深入研究STEM素养的内涵及结构是当前推进STEM教育的关键所在。为此,文章首先通过分析现有研究明确STEM素养的内涵,再通过对国内外有关STEM素养构成要素的政策文件的梳理总结论述STEM素养的构成。在此基础上,从知能、情意、价值三个维度系统分析STEM素养的结构,提出STEM素养结构金字塔模型,将知能维度的STEM素养分为STEM学科基础知能、STEM学科核心素养、STEM共同核心素养三层内容。STEM学科基础知能层指数学、科学、技术、工程、计算机等具体学科或领域中的基本知识、基本技能、基本方法等;STEM学科核心素养层指解决STEM相关学科或多学科交叉融合领域复杂性问题所应具备的关键能力;STEM共同核心素养层指解决超越具体学科或工作领域的真实世界复杂性问题的综合能力。最后细化各个层次中STEM素养的构成要素和内容,以求为STEM教育的开展打好基础,明确方向。 相似文献
4.
STEM是Science(科学)、Technology(技术)、Engineering(工程)和Mathematics(数学)四门学科英文首字母的缩写,许多研究表明基于项目或问题开展融合的STEM教育能有效激发学生学习兴趣、内在动力,增强学生探究乐趣、创新能力.随着信息技术和人工智能的快速兴起,基于计算机编程和机器人的教学活动因学科交融性、实践操作性而被认为是开展STEM教育的重要途径之一.有鉴于此,我们以乐高机器人为载体,从ADDIE模型出发对STEM教学活动内容进行设计和实施. 相似文献
5.
郑国栋 《科普童话·新课堂（中）》2021,(1):60-61
随着教育事业的创新和改革,STEM教育模式逐渐受到教育人员的重视,结合其教学特点,尝试运用到课堂教学环节中,以提升课堂教学有效性.STEM教育是指将科学、技术、工程和数学学科间有效融合,以科学与工程问题为中心,引导学生们对相关联的知识进行学习.在高中物理教学课堂上,教师们借助自身对物理知识的掌握,创新STEM教育模式的渗透方法,充分发挥出STEM教育的教学优势,打造高效的高中物理教学课堂.本文将以在高中物理教学中渗透STEM教育为主题,从以下几个方面详细地分析和探讨. 相似文献
6.
STEM教育和项目式学习是当前教育领域的热门话题,两者密不可分。STEM教育强调科学、技术、工程和数学等学科的综合运用,而项目式学习则侧重于实践与合作,让学生在解决问题的过程中获取知识和技能。小学科学项目式学习是一种以问题为导向、以探究为核心、以合作为基础的学习方式,其要求学生在团队中自主选择研究方向和实践方法,通过实际操作、观察和实验等方式深入探究科学知识,从而巩固和加深对知识的理解和应用。本文分析了基于STEM教育的小学科学项目式学习特点,着重探讨了小学科学项目式学习活动的开展策略。 相似文献
7.
目前,国内外的科学教育都开始融入STEM教育理念,加强了技术与工程教育。STEM是科学(science)、技术(technology)、工程(engineering)、数学(mathematics)四门学科英文首字母的缩写。STEM教育强调应用多种学科的知识来共同解决问题。STEAM教育在原有STEM基础上加入了艺术(... 相似文献
8.
小学STEM教育是依据一定情境中的问题,引导学生综合各科知识与技能,以"设计""制作"实践来切实解决真实问题,从而累积实践能力和创新意识的教育方式.它的常态化开展不仅依赖于学生自身的学习热情和持续行动,还需有相匹配的学习方式、空间、学习路径的助推.因此,为了STEM教育实践的有效开展,本文结合学校的具体实践,从混合式学习的视角,引入"拼图法"优化STEM小组合作学习,以弹性模式学习支持STEM行动,将评价渗透到STEM学习的各个阶段,为学校开展STEM教育实践提供帮助. 相似文献
9.
《课程.教材.教法》2017,(6)
高质量的STEM(科学、技术、工程和数学)教育是增强国家竞争力、培养创新性人才的重要手段。STEM教育的历史证明,学科交叉和知识融合的整合性STEM教育具有深化发展的必然趋势。在课程改革的研究中,工程取向的STEM课程被证明是落实整合性STEM教育理念的最适切形式,包含情境学习、工程设计和科学探究三大核心要素。基于该课程框架,依据6E设计型学习模式,以液压机械手臂为例进行了STEM课程的设计,以期为此类研究提供参考。 相似文献
10.
计算思维是STEM问题解决中的一项关键能力,培养学生的计算思维已逐渐成为STEM教育的重要目标。然而当前如何在STEM工程设计教学中培养学生的计算思维,还有待深入探索。面向计算思维培养的STEM工程设计教学模式以计算思维、STEM学科内容知识以及教学法的整合为核心,通过工程设计发挥"系统流程"优势,将科学、技术与数学相关活动整合在一起,让学生在"需要知道"和"需要做"的循环过程中感知情境性问题,解决挑战性任务。该模式在STEM课程"植物工厂"中的教学应用表明:将计算思维的概念与实践融入STEM工程设计的各个环节,能显著提升学生的STEM态度和计算思维能力,并且STEM态度对计算思维具有预测作用。未来,通过STEM教育发展计算思维将成为一种跨学科的思维实践,基于证据的多元评价方式将有利于STEM教育中计算思维的培养。 相似文献
11.
Hyewon Jang 《Journal of Science Education and Technology》2016,25(2):284-301
Gaps between science, technology, engineering, and mathematics (STEM) education and required workplace skills have been identified in industry, academia, and government. Educators acknowledge the need to reform STEM education to better prepare students for their future careers. We pursue this growing interest in the skills needed for STEM disciplines and ask whether frameworks for 21st century skills and engineering education cover all of important STEM competencies. In this study, we identify important STEM competencies and evaluate the relevance of current frameworks applied in education using the standardized job-specific database operated and maintained by the US Department of Labor. Our analysis of the importance of 109 skills, types of knowledge and work activities, revealed 18 skills, seven categories of knowledge, and 27 work activities important for STEM workers. We investigate the perspectives of STEM and non-STEM job incumbents, comparing the importance of each skill, knowledge, and work activity for the two groups. We aimed to condense dimensions of the 52 key areas by categorizing them according to the Katz and Kahn (1978) framework and testing for inter-rater reliability. Our findings show frameworks for 21st century skills and engineering education do not encompass all important STEM competencies. Implications for STEM education programs are discussed, including how they can bridge gaps between education and important workplace competencies. 相似文献
12.
STEM教育作为一种重要的科学教育理念,包含注重打破学科壁垒的整合教育、强调面向真实世界的情境教育以及培养问题解决能力的循证教育三重意蕴。然而,当前STEM教育的大规模发展使其陷入了功利化倾向与复制式扩张的困境之中,需要来自科学实践哲学视角的深度反思以指引其未来发展方向。在科学实践哲学的考察视域内,STEM教育是一种从沉思科学到干预科学的介入性科学实践,是一种从科学作品到科学过程的地方性科学实践。未来STEM教育的真正实现需要准确把握“开放式终结”的意涵并全面理解“实验室生活”。 相似文献
13.
当前STEM教育已经成为国内外K-12教育领域的热点话题,它与我国幼儿园科学教育具有内在契合性,是变革我国幼儿园科学教育的重要参照。因此,我国幼儿园科学教育改革可以在四个方面寻求突破:一是以STEAM素养为参照确立科学教育目标体系,克服幼儿园过多关注科学知识掌握而忽略幼儿简单问题解决能力培养的问题;二是以STEAM教育主题项目为抓手组织教育内容、促进学科融合,从而培养幼儿核心素养;三是以STEAM问题探究为驱动,开展幼儿园科学教育活动,调动幼儿探究积极性;四是以STEAM教育生态为纽带开发和利用科学教育资源,促进优势资源积累和整合,提高科学学习品质。 相似文献
14.
Emily A. Dare Elizabeth A. Ring-Whalen Gillian H. Roehrig 《International Journal of Science Education》2013,35(12):1701-1720
ABSTRACTAs more and more science teachers in the United States are now expected to implement STEM education in their classrooms, it is important to understand how teachers conceptualise STEM education. This information can then be used to provide teachers with meaningful support as they move towards implementation of STEM education. Understanding that not all representations of STEM are equal, this mixed-methods study used a phenomenographic lens to examine science teachers’ perceptions of eight different models of STEM education through photo elicitation interviews. Part of this was done though an activity in which teachers ranked different models of STEM education by arranging them in a continuum. Findings reveal that teachers are most drawn to models of STEM education that show STEM beyond school settings and that include clear intersections between the disciplines represented in the acronym. This study sheds light on the importance of creating a shared conception of STEM education in order to have productive conversations across various stakeholders within the STEM education community. 相似文献
15.
Astrid Steele 《Journal of Science Teacher Education》2016,27(4):357-371
Set against the backdrop of a STEM-based (science, technology, engineering and mathematics) activity in a teacher education science methods class, the author examines the need for ethics education to be partnered with STEM education. To make the case, the origin of the STEM initiative, undertaken and strongly supported by both US government and corporate sources, is briefly recounted. The STSE initiative (science, technology, society and environment) is posited as a counterpoint to STEM. Also considered are: (a) an historical perspective of science and technology as these impact difficult individual and social decision making; (b) STEM knowledge generation considered through the lens of Habermas’ threefold knowledge typology; and (c) the experiences of the teacher candidates working through the STEM activity when an ethical challenge is posed. The author demonstrates the need for a moral component for science education and makes the case for a partnership between STEM and ethics education. Further, such a partnership has been shown to increase student enjoyment and motivation for their science studies. Three possible ethical frameworks are examined for their theoretical and practical utility in a science classroom. 相似文献
16.
科学教育是建设创新型国家、科教强国的重要支撑,培育更多优秀青少年学生学习和从事科技领域具有重要意义。“科学资本”由布迪厄的“资本”概念发展而来,被认为是预测青少年学生STEM职业期望的有效变量。为了更好地认识科学资本这一概念的本质及其教育价值,该文在对相关文献进行梳理的基础上,对科学资本的内涵进行了解析,对科学资本的构成维度进行了总结,对科学资本促进学生发展的价值进行了讨论,对如何将科学资本融入教育实践进行了介绍。该文认为具有丰富内涵的科学资本为审视科学教育提供了一个新的视角,为推进科学教育发展提供了新的着力点,即在培养学生科学素养的同时,应重视学生科学资本的发掘和构建;建议创设“学校—家庭—社会”协同育人环境,积极促进学生科学资本构建,增强学生与科学的亲密度,激励更多更优秀的学生在未来进入科技领域。科学资本及以其为导向的科学教学法为我国科学教育和科学教师培训提供了新的启示。 相似文献
17.
The hierarchal status of academic disciplines, what defines valuable or legitimate knowledge and what should we teach our children is a topic of much debate. Amidst concerns of an academic decline, tackling the culture of low expectation and anti-intellectualism, the need to address social justice, and its by-product of cultural reproduction, is the focus of current education policy. Set within the UK, this paper presents a critical review of the literature relating to disciplinary knowledge and teaching and learning regimes, specifically seeking to explore the subcultures which exist between design and technology and its associated curricula counterparts that combine to produce science, technology, engineering and mathematics (STEM). The purpose being to proffer an explanation that is supportive in developing an understanding as to why design and technology is perceived by many to be of less value than its STEM counterparts. Situation within a functionalist approach to STEM education policy, findings are discussed in relation to design and technology, which as a subject is caught between the identities of academic and vocational exponents, and it is from this perspective that complex nature and perceived value of design and technology is explored. 相似文献
18.
STEM education faces an interesting conundrum. Western countries have implemented constructivist inspired student centred practices which are argued to be more engaging and relevant to student learning than the traditional, didactic approaches. However, student interest in pursuing careers in STEM have fallen or stagnated. In contrast, students in many developing countries in which teaching is still somewhat didactic and teacher centred are more disposed to STEM related careers than their western counterparts. Clearly factors are at work which impact the way students value science and mathematics. This review draws on three components that act as determinants of science education in three different countries – Australia, India and Malaysia. We explore how national priorities and educational philosophy impacts educational practices as well as teacher beliefs and the need for suitable professional development. Socio-economic conditions for science education that are fundamental for developing countries in adopting constructivist educational models are analysed. It is identified that in order to reduce structural dissimilarities among countries that cause fragmentation of scientific knowledge, for Malaysia constructivist science education through English medium without losing the spirit of Malaysian culture and Malay language is essential while India need to adopt constructivist quality indicators in education. While adopting international English education, and reducing dominance of impact evaluation, India and Malaysia need to prevent losing their cultural and social capital vigour. Furthermore the paper argues that Australia might need to question the efficacy of current models that fail to engage students’ long term interest in STEM related careers. Australian and Malaysian science teachers must be capable of changing the personal biographies of learners for developing scientific conceptual information. In addition both Malaysia and Australia need to provide opportunities for access to different curricular programmes of knowledge based constructivist learning for different levels of learner competencies. 相似文献
19.
为了更好促进美国STEM教育改革,美国出台了《STEM2026:STEM教育创新愿景》。该报告提出:STEM教育要从娃娃抓起;STEM教育要丰富生源,让更多弱势群体接受优质STEM教育;STEM教育要从校内走向校外,构建校内外一体化的STEM教育环境;STEM课程要注重学科的交叉整合,不仅要实现科学、技术、工程和数学之间的融合,还要重视STEM与其他学科的融合;STEM教学要融入游戏且具有风险性,让学生在探究中感知STEM教育的魅力,且养成不畏险阻的科学精神;STEM考评方式要多样且能促进学生更好地学习,为此考评方式要创新且具操作性。 相似文献