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随着时代发展对教育提出新的要求，K-12工程教育逐渐受到关注，被视为回应社会需要和培养综合创新人才的重要举措。然而，我国K-12阶段工程教育基础比较薄弱，对其认识尚不成熟，如何实施尚不明确。该文以“应该实施K-12工程教育”为前提，首先从抽象层面提出K-12工程教育应该以一种实践性教学模式的形式存在，这是工程教育固有特点和当前教育发展脉络共同决定的。接着，逐渐过渡到实践领域，提出实施工程教育应遵循的多元价值取向，作为实践的内部引领。最后，基于此系统地探讨了工程教育的实现路径，主要包括提倡结合实际情况因势利导，注重采取具体措施，利用K-12工程教育促进跨学段衔接沟通，并实现跨领域教育共生。
Abstract：As the development of the times puts forward new requirements for education, K-12 engineering education has gradually garnered attention and is seen as an important initiative to respond to societal needs and nurture comprehensive innovative talents.However, the foundation of K-12 engineering education in China is relatively weak, and understanding of it is still immature, with its implementation not yet clearly defined. This article, based on the premise that “K-12 engineering education should be implemented,”first proposes that K-12 engineering education should exist in the form of a practical teaching model, which is determined by the inherent characteristics of engineering education and the current development context of education. Subsequently, the article transitions into the practical domain, advocating for a pluralistic value orientation to be followed in the implementation of engineering education, serving as an internal guide for practice. Based on this, the article systematically explores the pathways for realizing engineering education, emphasizing the need to adapt to the actual circumstances, take concrete measures, use K-12 engineering education to promote cross-stage communication, and achieve interdisciplinary educational symbiosis.
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基本信息:
DOI：
中图分类号:G632.0
引用信息:
[1]徐显龙,国洪琦,江鑫广等.我国K-12工程教育的角色定位、价值取向和实现路径[J].中国电化教育,2023,No.443(12):34-40.
基金信息: