摘要
STEM素养作为一个新的研究视角,为科学教育提供了新的范式,开辟了更广阔、更融合的视野。本文针对目前科学教学实践与研究中存在的问题,提出以STEM素养为基准,从跨学科整合的机制出发,对科学教学进行教学理念、教学目标、教学内容、教学策略、教学空间和教学评价的重构,以改善当下的科学教学。在基于STEM素养的科学教学中,要正确认识STEM素养与学科核心素养的关系,在科学教学中引入科学本质观教育,认识到STEM教育的功利主义动因,同时提供指向STEM素养培养要求的教师专业发展支持。
As a new perspective,STEM literacy has provided a new paradigm for science education and opened up a broader and more integrated vision. To solve the problems in the current research and practice of science teaching and improve the current science teaching,it is suggested to aim for the cultivation of STEM literacy from the mechanism of interdisciplinary integration and carry out the reconstruction of science teaching in teaching philosophy,teaching objectives,teaching content,teaching strategy,teaching space and teaching evaluation. In science teaching based on STEM literacy,we should correctly understand the relationship between STEM literacy and the core competence of subjects,introduce the nature of science into science teaching,realize the utilitarian motivation of STEM education,and provide the professional development support to STEM teachers.
作者
宋怡
SONG Yi(Nanfing Xiaozhuang University,Nanfing,Jiangsu 211171,China)
出处
《现代教育科学》
2018年第8期96-100,共5页
Modern Education Science
基金
江苏教育科学"十二五"规划重点资助课题"基于国际视域的科学教师专业发展标准体系建构与实践研究"(项目编号:B-a/2015/01/050)
南京晓庄学院校级科研项目高层次培育项目"STEM素养视域下的科学教学重构"(项目编号:2017NXY04)
