基于STEM的跨学科教学设计与实践

Interdisciplinary Teaching Design and Practice Based on STEM

信息化时代的发展需要大量的工程与技术人才,STEM教育逐渐成为基础教育阶段国际科学教育的一门新兴课程,受到各国的关注和重视。我国在一些地区进行了STEM教育的实践推广,但国内相关研究主要集中在STEM教育的概念辨析、课程研究、教学模式及实施案例等方面,对STEM教育在具体学科教学中的应用研究较少。STEM教育理念的核心是跨学科整合,跨学科整合最核心、最重要的工作是项目或问题的设计。STEM的跨学科整合,一方面要将分学科的知识按问题逻辑或项目逻辑进行跨学科重组,另一方面又要确保设计的问题和项目对所有学科基础性知识结构的全面、均衡覆盖。基于多学科融合的STEM理念,项目组设计并实施了"气球火箭"系列课程。在以华中科技大学附属小学学生为研究对象进行的单组前后测实验中发现:基于STEM的教育能够激发学生的学习兴趣,也有利于学生科学探究能力的发展;而且虽然基于STEM的教学在一定程度上增加了学生的认知负荷,但一定范围内的高认知负荷有利于学生探究能力的发展。

The development of information age needs a large number of engineering and technical personnel.STEM education has gradually become an emerging course in international science education at the preliminary education stage, which has drawn the attention of all countries. Although STEM education has been practiced and promoted in some areas in our country, the domestic research mainly focuses on the concept differentiation,curriculum research, teaching mode and implementation cases of STEM education. There are few studies on the application of STEM education in specific subject teaching. The core of STEM education philosophy is interdisciplinary integration. And the most important work of interdisciplinary integration is the design of projects or problems. The interdisciplinary integration of STEM requires interdisciplinary reorganization of subject-specific knowledge by problem logic or project logic, as well as the comprehensive and balanced coverage of the basic knowledge structures of all disciplines by designed issues or projects. Based on the multidisciplinary STEM philosophy, the project team designed and implemented the'Balloon Rocket'series of courses. A single set of pre and post tests conducted for elementary school students affiliated to Huazhong University of Science and Technology found that interdisciplinary teaching based on STEM can stimulate students' interest in learning and is also conducive to the development of students' scientific inquiry ability. Moreover, although based on STEM interdisciplinary, teaching to a certain extent increased the cognitive load of students, but the high cognitive load within a certain range is conducive to the development of students' ability to explore.