STEM教育研究与实践的理念与路径——访不列颠哥伦比亚大学科学教育专家Samson Nashon教授

The Concepts and Paths of STEM Education Research and Practice——Interview of Professor Samson Nashon in Science Education from University of British Columbia

目前,培养具有创新精神与实践能力的复合性人才已经成为当今世界各国教育改革的重要任务。STEM教育的理念出现,无疑成为了解决学科间深度融合问题的有效途径。从传统的分科教学到如今强调学科之间的深度融合,STEM教育为学生科学探究思维的培养带来了革命性的变化。《2017中国STEM教育白皮书》的发布、"中国STEM教育2029创新行动计划"的启动无疑成为了我国助推STEM教育的开展与相关产业快速发展的巨大动力。国际上,科学教育与教育技术相关领域的专家学者普遍关注STEM教育的基础理论研究与实践路径研究,着眼于STEM教育的课程内容设计、人才培养目标、教师因素与环境因素对教学效果的影响、STEM教育相关产业发展等诸多问题。尤其是在STEM教育、科学教育过程中如何基于有效的问题情境设计课程活动、怎样利用与开发相关教育资源、如何树立学生正确的科学观等成为了教育实践中的新课题与新挑战。Samson Nashon博士是不列颠哥伦比亚大学(University of British Columbia)课程与教学论专业(Department of Curriculum&Pedagogy)教授、科学教育(Science Education)系主任,主要从事有关STEM教育和科学教育的教学方法与学习方法的相关研究。Samson教授关注科学教育过程中的学生的元认知与学习,并以建构主义理论为指导在科学教育的教学法、研究的设计与方法、教师教育等多个方面取得了丰硕的研究成果。他曾受邀在各类国际学术会议上发表科学教育主旨演讲20余场,发表学术论文100余篇,出版数部关于科学教育的教材、专著,如:Contemporary Science Teaching Approaches:Promoting conceptual understanding in science(2012年)、Promoting conceptual understanding in science(2012年)、Revision mathematics for primary teacher education(1996年)等。现主持20余项加拿大社会科学和人文研究委员会(SSHRC)、不列颠哥伦比亚省教育厅、不列颠哥伦比亚大学(UBC)各级各类项目,从事技术基础下的科学课程教学实践、理解跨情境学习、学生的科学话语认识方式等问题的研究。在本次访谈中,Samson教授从STEM与科学教育的关系、STEM环境设计因素的作用、STEM教育中的教师、STEM开展的关键策略、加拿大STEM教育研究开展状况等问题与我们进行了深入交流,着重介绍了STEM教育的情境设计策略与实践情况,对相关教学资源的建设与使用方法进行了探讨。以期为我国STEM教育的开展提供理论参考,为科学教育的开展与实践提供了可实施化路径。

At present,cultivating compound talents with innovative spirit and practical ability has become an important task of education reform in all countries of the world.The concept of STEM education has undoubtedly become an effective way to solve the problem of deep interdisciplinary integration.From the traditional branch teaching to the emphasis on the deep integration of disciplines,STEM education has brought revolutionary changes to the cultivation of students' scientific inquiry thinking.The publication of the 2007 China STEM Education White Paper and the initiation of the "China STEM Education 2029 Innovation Action Plan" undoubtedly have become a huge driving force to promote the development of STEM education and the rapid development of related industries in China.Internationally,experts and scholars in the fields of science education and educational technology generally pay attention to the basic theoretical research and practical path research of STEM education.They focus on the curriculum content design of STEM education,talent training objectives,the impact of teachers and environmental factors on teaching effectiveness,and the development of STEM education-related industries.How to design curriculum activities based on effective problem situations,utilize and develop relevant educational resources,and establish students' correct scientific outlook have become new topics and challenges in education practice,especially in STEM education and science education.Dr.Samson Nashon is the professor of Department of Curriculum and Pedagogy and the head of Science Education in the University of British Columbia.His researching area is mainly about the teaching and learning methods of STEM education and science education.Professor Samson also researches on the students' metacognition and learning in the process of Science Education.He achieved fruitful research results in pedagogy,research design and methods,as well as teacher education under the guidance of constructivism theory.Dr.Samson has been invited to give more than 20 keynote speeches at various international academic conferences,published more than 100 articles,and published several books on science education,including Contemporary Science Teaching Approaches: Promoting conceptual understanding in science(2012),Promoting conceptual understanding in science(2012),Revision mathematics for primary teacher education(1996) and so on.He is currently the leader of more than 20 projects at various levels,such as the projects of the Social Science and Humanities Research Council of Canada(SSHRC),the BC Ministry of Education and the University of British Columbia(UBC).He is engaged in research on technology-based science instructional practices,understanding learning across contexts,and students' ways of knowing in science discourses.In this interview,Professor Samson has conducted in-depth exchanges with us on the relationship between STEM and science education,the role of STEM environmental design factors,teachers in STEM education,key strategies for STEM development,and the status of STEM education research in Canada.He also focused on the context design strategy and practice of STEM education during the interview.The construction and use of relevant teaching resources were discussed as well.The main aim of the interview is to provide a theoretical reference for the development of STEM education in China,and provide an implementable path for the development and practice of science education.