摘要
美国印第安纳州从基础设施建设、教学实施、课程规划以及校外拓展活动设计四个维度共22条细则制定了学校STEM教育的实施标准,并对"起步"、"发展"、"成熟"和"完善"各个发展阶段学校在每条细则上的具体表现都进行了明确规定。印第安纳州通过清晰明了的行为性实施标准建设及多元主体的过程性评估手段实现了STEM教育实施标准建设的发展性目的。印第安纳州STEM教育实施标准对我国STEM教育实施标准的内容研制、实施标准执行,以及评价主体的组织皆具有一定启示。
Indiana State has established 22 standards for STEM education implementation which can be divided into the four dimensions:infrastructure construction,teaching implementation,curriculum planning and extracurricular activities design. Meanwhile,schools’ specific performance of each standard the school in each development stage of starting,development,mature and perfect also has been defined clearly. The behavioral standards and progressive evaluation means have achieved the developmental purpose of STEM education implementation standards construction. Therefore,the in-depth analysis of the Indiana State STEM education implementation standards must have some implications for China in the aspect of STEM education implementation standards construction,STEM school evaluation,and the organization of evaluation subjects.
作者
杜文彬
王涛
DU Wenbin;WANG Tao(Institute of Curriculum and Instruction, East China Normal University, Shanghai200062, China;Qingdao University, Shandong 262000, China)
出处
《外国教育研究》
CSSCI
北大核心
2019年第7期3-14,共12页
Studies in Foreign Education
