在落实“立德树人”的根本任务指引下,高中地理课程教学强调促进每位学生的全面发展与终身学习。STEAM教育综合科学、技术、工程、艺术、数学等教育元素融入到高中地理社团活动,能够打破常规学科界限,形成跨学科的综合地理学科素养。本...在落实“立德树人”的根本任务指引下,高中地理课程教学强调促进每位学生的全面发展与终身学习。STEAM教育综合科学、技术、工程、艺术、数学等教育元素融入到高中地理社团活动,能够打破常规学科界限,形成跨学科的综合地理学科素养。本文基于STEAM教育与高中地理社团活动的基本架构,以“月相观测”为例提出相应的教学实施步骤,设计STEAM教育在高中地理社团活动的具体案例。旨在弥补高中地理课堂教学不足,落实学生地理学科核心素养。Under the guidance of the fundamental task of “cultivating people with moral integrity”, the teaching of high school geography curriculum emphasizes the promotion of comprehensive development and lifelong learning of each student, and STEAM education integrates the educational elements of science, technology, engineering, art and mathematics into the activities of high school geography clubs, which is able to break the boundaries of conventional disciplines, and form the interdisciplinary comprehensive geography disciplinary literacy. Based on the basic structure of STEAM education and high school geography club activities, this paper takes “moon phase observation” as an example to put forward the corresponding teaching and implementation steps, and designs the specific cases of STEAM education in high school geography club activities. The aim is to make up for the insufficiency of high school geography classroom teaching and to realize students’ core literacy in geography.展开更多
文摘在落实“立德树人”的根本任务指引下,高中地理课程教学强调促进每位学生的全面发展与终身学习。STEAM教育综合科学、技术、工程、艺术、数学等教育元素融入到高中地理社团活动,能够打破常规学科界限,形成跨学科的综合地理学科素养。本文基于STEAM教育与高中地理社团活动的基本架构,以“月相观测”为例提出相应的教学实施步骤,设计STEAM教育在高中地理社团活动的具体案例。旨在弥补高中地理课堂教学不足,落实学生地理学科核心素养。Under the guidance of the fundamental task of “cultivating people with moral integrity”, the teaching of high school geography curriculum emphasizes the promotion of comprehensive development and lifelong learning of each student, and STEAM education integrates the educational elements of science, technology, engineering, art and mathematics into the activities of high school geography clubs, which is able to break the boundaries of conventional disciplines, and form the interdisciplinary comprehensive geography disciplinary literacy. Based on the basic structure of STEAM education and high school geography club activities, this paper takes “moon phase observation” as an example to put forward the corresponding teaching and implementation steps, and designs the specific cases of STEAM education in high school geography club activities. The aim is to make up for the insufficiency of high school geography classroom teaching and to realize students’ core literacy in geography.
