学前儿童STEM素养的内涵、结构与发展路径

The Connotation,Structure and Promotion of Preschool Children's STEM Literacy

学前儿童STEM(Science,Technology,Engineering and Mathematics)素养是支持幼儿运用STEM学科相关知识、情感、态度和价值观以解决真实世界复杂性问题的综合能力,具有基础性、启蒙性、全面性和生活化等特点。基于对美国、德国等五个国家课程文本的分析,学前儿童STEM素养包含经验层面的知识整合与应用、工具层面的技术设计与创新、行为层面的科学思维与表达以及态度层面的主动学习与探究四个维度,它们共同构成支撑幼儿开展跨学科探究活动的核心素养。为更好地发展学前儿童的STEM素养,幼儿园教师应明确学前儿童STEM素养结构,合理设置STEM活动目标;厘清STEM活动的特性,合理选择STEM活动的类型;结合幼儿的学习特点,合理选择学前儿童STEM活动内容;开展过程性、持续性评价,强化教师支持的适宜性。

STEM literacy of preschool children is the comprehensive ability to support children to use STEM related knowledge,emotions,attitudes and values to solve complex problems in the real world,which has the characteristics such as basic,enlightening,comprehensive and life-oriented.Based on the analysis of the curriculum texts of five countries including the United States and Germany,the four dimensions of preschool children's STEM literacy include knowledge integration and application at the experience level,technology design and innovation at the tool level,scientific practice and expression at the behavioral level,and active learning and inquiry at the attitude level,which constitute the core literacy supporting children's interdisciplinary inquiry activities.To better develop preschool children's STEM literacy,kindergarten teachers should clearly define the structure of preschool children's STEM literacy and reasonably set the objectives of STEM activities;clarify the characteristics of STEM activities and choose the types of STEM activities reasonably;according to the learning characteristics of children,select the contents of preschool children's STEM activities reasonably;carry out process and continuous evaluation to strengthen the suitability of teacher support.