| 2,521 | 36 | 83 |
| 下载次数 | 被引频次 | 阅读次数 |
厘清STEM能力结构是设计STEM课程体系的关键。2019年联合国教科文组织国际教育局(IBEUNESCO)发布第30号报告《探索21世纪STEM能力》,从知识、技能、态度与价值观三个维度分析了STEM能力框架,明确了STEM课程所要教授的基本元素。该文梳理了IBE-UNESCO STEM能力框架,探究能力为本的STEM课程整合的方法。提出了以大概念架构能力要素,设计STEM课程体系;面向职业应用,设计经典STEM课程;以项目/任务/问题为载体,设计STEM活动;与家庭、社会共享资源合力,打造STEM学习环境等策略,以期为改进我国STEM课程设计提供参考。
Abstract：Clarifying the STEM competence structure is the key to designing the STEM curriculum system. In 2019, the UNESCO International Bureau of Education(IBE-UNESCO) released its 30 th report Exploring STEM Competences for the 21 st Century, which analyzed the STEM competence framework from three dimensions of knowledge, skills, attitudes and values, and defined the basic elements to be taught in STEM curriculum. This paper summarizes the IBE-UNESCO STEM competence framework, and explores the method of competency-based STEM curriculum integration. In order to provide reference for improving STEM curriculum design in China, this paper puts forward the following strategies, such as building STEM curriculum framework by big idea, designing classical STEM curriculum to meet the needs of vocational applications, designing STEM activities with project/task/problem as carriers and creating a STEM learning environment by sharing resources with families and societies.
[1]田慧生,王素等.中国STEM教育白皮书[R].北京:中国教育科学研究院STEM教育研究中心,2017.
[2]董蓝蔓.中国的STEM教育面临三大瓶颈[N].文汇报,2015-07-17(06).
[3][4][5][26][30]Soo Boon Ng.Exploring STEM Competences for the 21st Century[R].Paris:IBE-UNESCO Publishing,2019.
[6]Bybee,R.A.The Case for STEM Education,Challenges and Opportunities[M].Arlington,VA:NSTA Press,2013.
[7]Margaret Honey,Greg Pearson,et al.STEM Integration in K-12Education:Status,Prospects,and an Agenda for Research[M].Washington,DC:The National Academies Press,2014.
[8]Zoupidis,Anastasios,Pnevmatikos,Dimitrios,et al.The Impact of Procedural Epistemological Knowledge on Conceptual Understanding:The Case of Density and Floating Sinking Phenomen Instructional Science[J].An International Journal of the Learning Sciences,2016,(44):315-334.
[9]Randall I.C.Big Ideas and Understandings as the Foundation for Elementary and Middle School Mathematics[J].National Council of Supervisors of Mathematics(NCSM) Journal of Mathematics Education Leadership,2005,7(3):9-24.
[10]National Research Council.A Framework for K-12 Science Educatio n:Practices,Crosscutting Concepts,and Core Ideas[M].Washington:The National Academies Press,2012.
[11]NGSS Lead States.Next Generation Science Standards:For States,By States[M].Washington:The National Academies Press,2013.
[12]Pitt,J.Blurring the boundaries-STEM education and education for sustainable development[J].Design and Technology Education:An International Journal,2009,(14):37-48.
[13]Adams,C.The 7 most important STEM skills we should be teaching our kids[EB/OL].https://www.weareteachers.com/important-stemskills-teaching-kids,2017-02-23.
[14]Bill Lucas,Janet Hanson,et al.Thinking like an engineerImplications for the education system[R].London:Royal Academy of Engineering,2014.
[15]Institution of Mechanical Engineers.Big Ideas:The Future of Engineering in Schools[R].London:Institution of Mechanical Engineers with support from the Royal Academy of Engineering,2016.
[16]Asghar,A.,Ellington,R.,et al.Supporting STEM education in secondary science contexts[J].Interdisciplinary Journal of Problem-based Learning,2012,(6):85-125.
[17]Martin,M.O.,Mullis,I.V.S.(eds).TIMSS 2015 Assessment Framework[M].Boston:TIMSS&PIRLS International Study Center,Lynch School of Education,Boston College and International Association for the Evaluation of Educational Achievement(IEA),2013.
[18]Organisation for Economic Co-operation and Development(OECD).PISA 2015Assessment and Analytical Framework:Science,Reading,Mathematical,Financial Literacy and Collaborative Problem Solving,revised edition[R].Paris:PISA OECD,2017.
[19]International Baccalaureate Organization.MYPIB Middle Years Program:Science Guide(2015b)[R].Wales:International Baccalaureate Organization,2015.
[20]International Baccalaureate Organization.MYPIB Middle Years Program:Mathematics Guide(2015c)[R].Wales:International Baccalaureate Organization,2015.
[21]Wing,J.M.Computational thinking and thinking about computing.Philosophical Transactions of the Royal Society Association[J].Royal Society,2008,(366):3717-3725.
[22]Guzey,S.S.,Moore,T.J.,et al.Building up STEM:An analysis of teacher-developed engineering design-based STEM integration curricular materials[J].Journal of Pre-College Engineering Education Research,2016,6(1):11-29.
[23]Riskowski,J.L.,Todd,C.D.,et al.Exploring the effectiveness of an interdisciplinary water resources engineering module in an eighth grade science course[J].International Journal of Engineering Education,2009,25(1):181-195.
[24]Siekmann,G.,Korbel,P..Defining‘STEM’skills:review and synthesis of the literature[R].Adelaide:National Centre for Vocational Education Research(NCVER),2016.
[25]Chowning,J.T.,Fraser,P.An Ethics Primer[R].Seattle WA:Northwest Association of Biomedical Research,2007.
[27]Asunda,Paul A.A Conceptual Framework for STEM Integration Into Curriculum Through Career and Technical Education[J].Journal of STEM Teacher Education,2014,49(1):3-15.
[28]Vasquez,J.A.STEM-beyond the acronym,Educational Leadership[EB/OL].https://d41super.files.wordpress.com/2014/12/stem-beyond-theacronym.pdf,2014-12-01.
[29]Alex Delaforce.A New Term for Authentic Forms of STEM/PBLPedagogy[EB/OL].http://delaforce.info/?p=367,2016-10-28.
[31]董泽华,卓泽林.基于项目学习的STEM整合课程内涵与实施路径研究[J].中国电化教育,2019,(8):76-81+90.
[32]陈鹏,田阳等.基于设计思维的STEM教育创新课程研究及启示--以斯坦福大学d.loft STEM课程为例[J].中国电化教育,2019,(8):82-90.
基本信息:
中图分类号:G423
引用信息:
[1]金旭球.能力本位的STEM课程设计——联合国教科文组织国际教育局STEM能力框架及启示[J].中国电化教育,2020,No.407(12):90-98.
2020-12-09
2020-12-09