OECD“催化剂项目”中的STEM教学模式及其启示

The STEM Instruction Models and Its Enlightenment of OECD Catalyst Initiative Program

随着科技创新能力日益成为国际竞争的核心要素,以培养创新人才为主要目标的STEM教育正逐渐被世界各国视为一种国家发展战略。该文首先描述了OECD"催化剂项目"的基本情况,然后分析了该项目中STEM教学模式所依据的主要理论——"做中学""情境学习理论"与形成性评价,并进一步归纳了"催化剂项目"所倡导的教育游戏、线上实验室、通过技术的合作、实时形成性评价和基于技能的课程模块等五种STEM教学模式的基本形式和经典案例。基于此,提出我国在STEM教育教学模式上应加大资金投入,完善STEM教育的技术支持和设施建设;整合教育课程,构建以技能为导向的STEM课程体系;加快STEM师资培养,提高STEM教师的教学能力;构建实时的、多元化的形成性教育评价体系,提升STEM教学效果;强化顶层设计,合作开发与共享STEM教育资源。

As the technological innovation ability has become a core element in the international competition, STEM education with the goal of innovate talents training is gradually being regarded as a national development strategy by the world. Firstly, the article describes the basic situations of the catalyst project of OECD STEM instruction models based on theories of ＂learning by doing＂ ＂situated learning＂ and ＂formative assessment＂. The paper further summarized five models and the classic examples of STEM which advocated by the program that is educational gaming, online laboratories, collaboration through technology, real-time formative assessment, skills-based curriculum alignment. According to the experience about STEM instruction models of OECD Catalyst Initiative Program, the paper suggested that the STEM education in China should increase investment, improve the construction of technical support and facilities of STEM education; integration of education curriculum and construct a STEM skill oriented curriculum system; carry out the professional training for STEM teachers to improve the teachers＇ STEM teaching ability; construct of the formative evaluation system of real-time and diversity to enhance the results of STEM Teaching; strengthen top-level design and cooperation in the teaching mode and education resource sharing.