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STEM教育跨学科学习共同体:促进学习方式变革 被引量:43

Interdisciplinary Learning Community for STEM Education: Promoting Learning Paradigm Shift
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摘要 STEM教育推动人才培养模式不断深化,跨学科学习方式亟待关注。本文以活动理论为分析框架,探讨了跨学科学习共同体的构成要素,分析了STEM教育跨学科学习共同体的构建路径。其中,构成要素包括异质学生为主的主体、不同学科课程作为客体、促进不同学科知识整合与创新的规则、创新性组合后群体性应用的工具、面向项目式学习的协作分工和开放共享的混合式学习环境。构建途径包括在组合阶段判断能否存在跨学科学习共同体;在适应阶段形成稳定的跨学科学习共同体;在发展阶段成为有效的跨学科学习共同体;在解体阶段转化为新的跨学科学习共同体。文章指出,实施STEM教育跨学科学习共同体需要多方协同:学校瞄准跨学科学习趋势,规划落实跨学科共同体路径;教师聚焦跨学科学习需求,提升跨学科教学能力;学生面向真实问题,增强跨学科学习的意识与能力。 Under the umbrella of STEM education, the talent training model is continuously refining, and interdisciplinary learning requires more attention. This paper proposed a STEM-based interdisciplinary learning community that uses activity theory as the framework. The community has six components: the heterogeneous students as the subject, the courses of different disciplines as the object, the rules for promoting knowledge integration and innovation, the tools with the group application after innovative combination, the collaborative division that promoted project-based learning and the open and shared learning environment. The paper also analyzed the construction path of the interdisciplinary learning community in different stages: determining whether there was an interdisciplinary learning community at identification stage;forming a stable interdisciplinary learning community at adaptation stage;becoming an effective interdisciplinary learning community at developing stage;rebuilding a new interdisciplinary learning community at disintegration stage. Implementing and optimizing the interdisciplinary learning community for STEM education required collaboration: aiming at interdisciplinary learning trends, the school implements interdisciplinary community path;focusing on interdisciplinary learning needs and improve teachers’ interdisciplinary teaching ability;facing the real problems, and strengthen student interdisciplinary study consciousness and ability.
作者 赵慧臣 张娜钰 马佳雯 ZHAO Huichen;ZHANG Nayu;MA Jiawen(Education College,Henan University,Kaifeng 475004,China;Educational Information Development Research Center of Henan Province,Henan University,Kaifeng 475004,China)
出处 《开放教育研究》 CSSCI 北大核心 2020年第3期91-98,共8页 Open Education Research
基金 国家社会科学基金教育学一般课题“面向STEM教育的教师教学能力的评价与提升研究”(BCA180089)。
关键词 STEM教育 跨学科学习共同体 理论框架 STEM education interdisciplinary learning community theoretical framework
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