STEM相关学科课程整合模式国际比较研究

发布时间：2018-06-29 07:37

本文选题：STEM教育 + 课程标准　；参考：《比较教育研究》2017年05期

【摘要】：本文通过对美国、芬兰、韩国、新加坡、英国、法国、中国以及加拿大安大略省、澳大利亚维多利亚州等基础教育阶段STEM相关学科课程文件进行内容分析,剖析了各国在整合课程方面的特色和趋势,并从横向整合和纵向整合两个维度进行了比较研究。横向整合主要表现为三种模式,分别是以建构大概念为核心的跨学科概念体系的模式、以主题或课题形式来实现跨学科实践的模式以及通过表现期望的形式来实现横向整合的模式;纵向整合主要表现为两种模式,分别是通过核心概念和表现期望相结合来进行纵向整合的模式以及通过学科核心概念和内容要求相结合的形式来进行纵向整合的模式。进而,根据所梳理出的各国整合模式的特色和趋势,提出我国STEM相关课程的设计建议,即将跨学科概念融入课程、以表现期望的形式呈现知识内容的具体要求以及注重各学段之间知识及能力要求的衔接。
[Abstract]:This paper analyzes the contents of STEM related courses in basic education in the USA, Finland, South Korea, Singapore, Britain, France, China, Ontario, Canada and Victoria, Australia. This paper analyzes the characteristics and trends of integrated curriculum in various countries, and makes a comparative study from two dimensions: horizontal integration and vertical integration. Horizontal integration is mainly manifested in three models, one of which is the model of interdisciplinary conceptual system, which takes the construction of large concept as the core. In the form of theme or subject, the mode of interdisciplinary practice and the mode of horizontal integration through the form of expressing expectation are realized. It is the mode of vertical integration through the combination of core concepts and performance expectations, and the mode of vertical integration through the combination of core concepts and content requirements. Then, according to the characteristics and trends of the integrated models of various countries, the author puts forward the design suggestions of STEM related courses in China, that is, the interdisciplinary concept is integrated into the curriculum. Present the specific requirements of the knowledge content in the form of expressing expectation and pay attention to the link between the knowledge and ability requirements.
【作者单位】：北京师范大学物理学系;
【基金】：自然科学基金应急管理项目“科学、技术、工程、数学(STEM)教育的国际比较研究”(项目批准号:71641016)的研究成果
【分类号】：G632.3

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