STEM教师职前培养课程体系改革研究

A Study of the Curriculum System of Pre-service Training for STEM Teachers

问题解决能力培养、多维整合的知识观、学生在情境中的学习是STEM课程的三大特质。STEM教育背景下,教师职前培养的既有课程体系存在过度致力于培养分科教学人才,过分着眼于精深的学科知识学习,过于倚重简单重复的实践性技能训练等可能危机。随着知识观由理念优先转向实践优先、学生学习由知识结果获得转向知识意义生成、教师学习由个人主义转向合作主义,STEM教师职前培养的课程体系改革需从如下路径开展:一是树立师范生的主体参与意识,提升师范生的STEM课程学习积极性;二是以项目式学习为媒介,培养师范生的STEM课程开发与设计能力;三是以完整情境为教学空间依托,培养师范生的实践性智慧;四是充分利用技术教学,以人为本培养师范生的问题解决能力。

Problem-solving ability training,multidimensional knowledge integrating and students’learning in the context are the three characteristics of STEM courses.Under the background of STEM education,the existing curriculum system of teachers’pre-service training has some possible crises,such as over-commitment to the cultivation of teaching talents of different subjects,over-emphasis on the study of profound subject knowledge,over-reliance on the training of simple and repetitive practical skills.As the concept of knowledge changes from idea-first to practice-first,student learning shifts from knowledge results to knowledge meaning generation,and teacher learning shifts from individualism to corporatism.the reform of the curriculum system for STEM teachers’pre-service training needs to be carried out in the following ways:the first is to establish the sense of participation of normal students and to promote their initiative in learning STEM courses;the second is to take project-based learning as the medium to cultivate students’ability of developing and designing STEM courses;the third is to take the complete situation as the teaching space to cultivate the practical wisdom of normal students;the fourth is to make full use of technical teaching to cultivate the problem-solving ability of normal students by a human-based way.