课后服务STEM跨学科学习:理意、架构与路径

STEM Interdisciplinary Learning in After-Class Service:The Principle,Structure and Pathway

针对课后服务课程“课程目标笼统、结构散乱、内容杂乱、教学过程随意、课程发展无规划”等问题,文章提出借助课后服务STEM跨学科学习蕴含的课程整合、技术融合、工程实践三个核心理念推进“双减”常态化进程,关注学生需求、学习力发展以及减负效果。同时,构建课后服务STEM跨学科学习架构模型,并阐释课后服务STEM学习与正式课程学习、跨学科整合理念、技术运用、工程实践过程等交叉融合的机制。最后,从教师实施视角提出课后服务STEM跨学科学习的实践路径。在课后服务课程蓬勃发展但质量良莠不齐的背景下,该研究提出以建立课后服务STEM跨学科学习架构为突破口,为课后服务跨学科“课程化”进路提供参考。

Considering the problems in the after-class service curriculum,such as“objectives ambiguity,structure confu⁃sion,content disorder,arbitrary teaching process and a lack of curriculum development planning”,this paper proposes using the three core concepts of curriculum integration,technology convergence and engineering practice from STEM interdisciplinary learning in after-class service to promote the common practice of the Double-Reduction policy and to focus on student need,their learning ability development and the burden reduction effects.The paper also suggests constructing basic STEM framework and tries to explain the integration mechanism of STEM system with formal curriculum,interdisciplinary integration ideas,technology application and engineering practice.Finally,it puts forward the practical path of STEM from the perspective of how teachers can implement it effectively.This research treats the establishment of STEM framework as a breakthrough point,and provides some reference for the making of after-class service interdisciplinary curriculum.