基于STEM教育理念的地理实践力培养策略——以“花都天马河水质状况的初步调查与探究”为例被引量：7

Training Strategy of the Ability of Geographical Practice Based on STEM Education Ideas——Taking "Preliminary Investigation and Exploration of Water Quality of Tianma River in Huadu" as an Example

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摘要 STEM教育源于美国,是一项基于现实问题情境、致力于跨学科知识融合、培养复合创新型人才的教育计划,地理学科的综合性特征与STEM教育跨学科融合理念具有高度的相似性.本文以＂花都天马河水质状况的初步调查与探究＂为例,阐述在乡土地理实地考察活动中运用STEM理念培养学生跨学科学习的意识和能力,提升地理实践力.

作者黄春媚

机构地区广东省广州市花都区秀全外国语学校

出处《地理教学》北大核心 2018年第12期39-42,共4页 Geography Teaching

基金广州市教育研究院STEM课程实施专项研究课题“基于STEM的初中学生‘食品安全’主题实践活动的组织与研究”阶段成果(项目编号:GZJY2017-104)

关键词 STEM 跨学科融合地理实践力实践活动

分类号 G633.55 [文化科学—教育学]

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参考文献4

1姜新杰.“跨学科融合”的力量直击2016年STEM^+教育上海峰会[J].上海教育,2016,0(34):8-11. 被引量：5
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3刘玉岳,黄梅.基于实践力的地理行走课程设计与实施研究——以厦门行走地理课程为例[J].中学地理教学参考,2017,0(7):11-13. 被引量：12
4余胜泉,胡翔.STEM教育理念与跨学科整合模式[J].开放教育研究,2015,21(4):13-22. 被引量：1023

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