美国“校外STEM课程”研究

发布时间：2018-04-20 06:24

本文选题：美国 + 基础教育　；参考：《西南大学》2017年硕士论文

【摘要】：国际竞争归根结底为人才的竞争,科技人才对于提高国家经济地位、综合国力及国际竞争力有着不可忽视的作用。近年来,国际社会普遍重视创新型科技人才的培养。基于国际社会对科技人才的重视及美国科技人才总量不足等国际和国内背景,美国提出了旨在提高所有学生STEM素养、培养STEM人才的STEM教育,特别重视少数族裔及女性等弱势群体的STEM素养提升,并以政府牵头,结合企业、社区、大学、科学中心等组织的力量,发展STEM教育。在国际竞争日益激烈,STEM人才需求不断加大,学校内STEM教育不容乐观的背景下,美国“校外STEM课程”应运而生。本研究以泰勒课程原理为方法论指导,以实用主义课程观为理论基础,对美国“校外STEM课程”的产生背景、核心目标、主要内容、课程实施、课程评价及凸显特征做具体的分析与阐释,并基于实践目的,总结对我国的启示,探寻我国校外科技课程的发展、完善之路。本研究包括七个部分:第一部分为美国“校外STEM课程”产生的背景,主要从STEM人才培养和美国STEM教育现状等方面展开。政府高度重视STEM教育发展为其产生提供了有力条件,培养STEM人才、提高学生STEM素养的需求是其产生的迫切需求,学校内STEM教育现状不容乐观是其产生的必要性。第二部分论述“校外STEM课程”的核心目标,该部分主要分析了“校外STEM课程”目标的制定、具体内容。“校外STEM课程”目标是在美国STEM教育政策不断演进等背景下,受学习者需要等影响得以制定。就具体内容而言,其旨在培养学生对STEM领域的兴趣,提高学生STEM学业成就,填补弱势群体对STEM教育的需要。第三部分为课程的主要内容。美国“校外STEM课程”主要包括以某一学科为主体的课程,如以科学为主体的“鸟的足迹”(Bird Sleuth)K-12课程,以技术为主体的“数码港湾”(Digital Harbor)课程,以工程为主体的“设计小组”(Design Squad),以数学为主体的“校外数学+”(Afterschool Math Plus)等。同时,包含计算机科学课程,整合的STEM课程和为教导员的课程等。第四部分是“校外STEM课程”的实施,包括实施主体、实施过程、教学模式、实施保障、实施个案。“校外STEM课程”的实施主体包括政府、学校、社区组织和其他利益相关者,实施过程包括计划设计——认证实施——评估反思三个阶段,教学模式以基于项目的学习和基于问题的学习为主,实施保障包含政策保障、资金保障、科研支撑、师资支持等。此外,本研究以4-H STEM课程、技术之桥课程、GUTS课程进行了具体分析。第五部分分析“校外STEM课程”的评价,主要包括评价内容、评价方法、评价工具等,并总结“校外STEM课程”的成效与问题。“校外STEM课程”综合采用质性评价与量化评价的方法,利用成功的维度观察工具、AWE评价工具、CAISE评估工具,对学生学习结果和教师质量进行评估。它取得了不容小觑的成效:学生对STEM领域和职业的态度改变,学生STEM学业成就、知识和技能提升,学生毕业率和奉行STEM职业的可能性提高,弱势群体学生的STEM教育得以补偿,学校内STEM教育的不足得到弥补等。但也存在些许不足:受惠范围较窄,资金来源不足,优质师资缺乏等。第六部分分析其凸显的主要特征:它注重课程实用性与教育公平性;课程内容具有整合性、实践性;在课程实施方面,呈现出实施主体的多元化,技术支持的虚拟化,教学策略的项目化的特点;评价工具与评价方式多样,评价结果具有实效性与指导性。最后为第七部分,通过对目前我国校外科技课程的现状进行分析,对比美国“校外STEM课程”的经验,探寻美国“校外STEM课程”对我国校外科技课程发展的启示。
[Abstract]:In the final analysis, the international competition is the competition for talents. The scientific and technological talents have an indispensable role to improve the national economic status, the comprehensive national strength and the international competitiveness. In recent years, the international community has paid much attention to the cultivation of innovative scientific and technological talents. In the background, the United States has proposed a STEM education aimed at improving the STEM literacy of all students and cultivating STEM talents. It pays special attention to the promotion of STEM literacy for minority and women and other vulnerable groups, and takes the leadership of the government to develop STEM education with the strength of organizations such as enterprises, communities, universities and science centers. In the increasingly fierce international competition, the demand for STEM talents is not good. Under the background of STEM education not optimistic in school, the "out of school STEM" in the United States emerges as the times require. This study takes the principle of Taylor course as the guidance of methodology and the theoretical basis of pragmatism curriculum. The background, core objectives, main content, curriculum implementation, curriculum evaluation and prominent features of the "STEM course outside the school" in the United States are given. This study includes seven parts: the first part is the background of the "out of school STEM course" in the United States, mainly from the training of STEM talents and the status of STEM education in the United States. The government attaches great importance to it. The development of STEM education provides the powerful conditions for its production. It is the urgent need to cultivate STEM talents and improve the students' STEM quality. The present situation of STEM education in school is not optimistic. The second part discusses the core goal of "STEM course outside school", and this part mainly analyzes the goal of "STEM course outside school". In the context of the continuous evolution of the American STEM education policy, the objective of "STEM courses outside the school" is to be developed under the influence of the learners' needs and so on. In terms of specific content, it aims to cultivate students' interest in the field of STEM, improve students' academic achievement in STEM, and fill in the needs of the weak potential group to STEM education. The third part is the course of the course. The main content of the "out of school STEM" course in the United States mainly includes a subject based course, such as the "Bird Sleuth" (Bird Sleuth) course with science as the main body, the "Digital Harbor" course with technology as the main body, the "design group" (Design Squad), which is the main body of the project, and the "School of mathematics". Foreign mathematics + (Afterschool Math Plus) and so on. At the same time, including the computer science course, the integrated STEM course and the course for the instructor. The fourth part is the implementation of "the STEM course outside the school", including the implementation subject, the implementation process, the teaching model, the implementation of the guarantee, the implementation of the case. The implementation of the "STEM course outside the school" includes the government, the school, Community organization and other stakeholders, the implementation process includes the plan design - Certification Implementation - Evaluation and reflection three stages, teaching model based on project based learning and problem based learning, the implementation of guarantee includes policy support, financial support, scientific research support, teacher support and so on. In addition, this research is based on the 4-H STEM course and technology. The bridge course, the GUTS course has carried on the concrete analysis. The fifth part analyses the evaluation of "out of school STEM course", mainly including the evaluation content, the evaluation method, the evaluation tool and so on, and summarizes the effect and the problem of "the STEM course outside school". "Out of school STEM course" adopts the method of qualitative evaluation and quantitative evaluation, and uses the successful dimension observation work. AWE evaluation tools, CAISE assessment tools, evaluation of student learning results and teacher quality. It has achieved no underestimated results: Students' attitude to the STEM field and profession, student STEM academic achievement, knowledge and skills promotion, student graduation rate and the possibility of pursuing the STEM career, and STEM education for disadvantaged students In order to compensate, the inadequacy of STEM education in school is remedied, but there are also some shortcomings: the narrow benefit range, the shortage of funds, the lack of high quality teachers, etc. the sixth part analyses the main features that highlight the main features: it pays attention to the practicality of the curriculum and the fairness of education; the course content is integrated and practical; in the implementation of the curriculum, it presents reality. The diversification of the main body, the virtualization of technical support, the characteristic of the project of teaching strategy, the variety of evaluation tools and evaluation methods, the effectiveness and guidance of the evaluation results. Finally, the seventh part, through the analysis of the present situation of the current science and technology courses outside our country, explores the American "out of school STEM course". The Enlightenment of the off campus STEM course to the development of our off campus science and technology curriculum.

【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G423

【参考文献】