从STEM的变式透视技术教育价值取向的转变及回归

发布时间：2018-05-16 23:36

本文选题：STS + STEM　；参考：《教育研究》2017年04期

【摘要】：技术在社会发展进程中的重要作用,使得技术教育的价值取向逐渐转向技术实用主义,以STEM为代表的技术教育实践取向的课程模式,在全球获得普遍推广。追寻STEM的缘起及其变式发展,从形态上来看,技术渗透其他学科或领域的趋势明显,跨学科、跨领域的融合式课程成为技术教育发展的主流。而从内涵来看,由STS源起的STEM未来发展,依据社会实践、教育需求与技术知识框架,技术教育研究的理念与方法需回溯至对科学、技术与社会及其关系的更深刻认识,即强调科技与社会、科技与人文、人与自然、物质与精神的和谐发展,借助工具理性与价值理性的辩证逻辑,在技术与技术教育的"实然"与"应然"间寻求平衡的进路,辩明技术教育未来发展方向。
[Abstract]:The important role of technology in the process of social development makes the value orientation of technical education gradually turn to technical pragmatism. The curriculum model of practice orientation of technical education represented by STEM has been popularized all over the world. In pursuit of the origin and variant development of STEM, the trend of technology permeating into other disciplines or fields is obvious, and interdisciplinary and cross-domain integrated courses have become the mainstream of the development of technical education. From the connotation point of view, the future development of STEM, which originated from STS, should be traced back to a deeper understanding of science, technology and society and their relationship according to social practice, educational needs and technical knowledge framework, and the concept and methods of technological education research. It emphasizes the harmonious development of science and technology and society, science and technology and humanity, man and nature, material and spirit, and seeks a balanced approach between "reality" and "ought to be" in technology and technical education with the aid of dialectical logic of instrumental rationality and value rationality. Identify the future direction of technical education.
【作者单位】：南京师范大学教育科学学院;南京师范大学江苏省"2011计划"基础教育人才培养模式协同创新中心;
【基金】：江苏省“2011计划”项目“基础教育人才培养模式协同创新”的研究成果
【分类号】：G420

【相似文献】