摘要
本研究在STEM理念指导下,以小学4—6年级学生为对象,依循6E模式,即吸引/导入、探究、解释、工程设计、拓展/迁移、评价反馈六个步骤,利用智能编程技术环境和Picoboard传感器板工具,构建小学创客机器人课程。以跨学科知识整合为特点,将科学、技术、工程、数学多领域知识融入每个项目案例中,以完成创意设计方案为主线,串联相关跨学科的技术单元,让学生在综合应用的环境中学习技术,提升STEM核心素养。
Under the guidance of STEM concept,we took the students of grade 4-6 of primary school as the object,and followed the 6E mode,namely,six steps of Engag,Explore,Explain,Enginner,Enrich,Evaluate.By using an intelligent programming technology environment and Picoboard sensor board tool,the curriculum of maker robots in primary school was constructed.Characterized by the integration of interdisciplinary knowledge,we integrated the knowledge of science,technology,engineering and mathematics into each project case,took the completion of creative design scheme as the main line,and connected relevant interdisciplinary technical units,so that students could learn technology in the environment of comprehensive application and improve STEM core literacy.
作者
李明
LI Ming(Department of Information Science,Fujian Preschool Education College,Fuzhou Fujian 350007,China)
出处
《教育参考》
2021年第6期94-100,112,共8页
Education Approach
基金
2019年度福建省教育厅中青年教师教育科技类立项课题(闽教科〔2019〕81号)“STEAM教育理念下教育机器人创客项目的开发与研究”(课题编号:JAT191342)研究成果。
