基于STEAM理念的小学科学情境教学研究
发布时间：2018-11-15 12:15
【摘要】：为进一步加强小学科学教育,国家教育部于2017年2月15日正式印发了《义务教育小学科学课程标准》,这是自2001年颁布的《全日制义务教育科学(3-6年级)课程标准》后的一次修订和完善。新课标在原来课标的基础上,新增了技术与工程领域内容,提倡跨学科学习方式,注重培养学生的科学探究能力,这一变化,体现了当前国际上盛行的STEAM理念在我国小学科学课程中的影响。STEAM课程理念是强调科学、技术、工程、艺术与数学的融合,基于真实情境下,培养学生探究和解决实际问题的能力,让学生“做中学”。但这对于我国小学科学仍注重科学知识的传授、缺乏让学生亲自动手实践的教学现状来说,真正将STEAM课程强调的将学生置身于复合的真实问题情境中,运用多学科知识,亲自动手,做中学,来解决实际问题的理念落实在我们的小学科学课堂中,这对一线的小学科学教师提出了挑战,作为教师该如何积极应对。新课标在课程实施建议部分,突出强调了情境在学生学科学、用科学中的重要作用。在我国由李吉林老师提出并最初运用于语文教学的情境教学,正契合了 STEAM课程理念中强调问题基于真实情境,这也许为新课程标准大背景下,正在接受挑战的小学科学教师找到了方向。本研究主要通过文献法对情境教学的内涵、相关理论、国内外发展现状做了具体的研究,并对有关STEAM课程理念做了简单概述,进一步明确了在小学科学课堂中实施情境教学的理论意义。为了 了解情境教学在小学科学课堂中的实施情况,笔者以问卷调查的形式对一线的小学科学教师做了调查研究,从问卷调查的数据分析中得出,大部分的教师认识到情境教学对教学效果的影响,但存在缺乏理论知识与实践指导两大问题。笔者结合自己的实践经历,以实践中的两个具体案例,详细分析了如何在小学科学课堂中实施基于STEAM理念的情境教学,并且对其进行了教学实践效果分析,实践证明,融入STEAM理念的小学科学情境教学能够充分激发学生的科学学习兴趣,提高学生的问题意识,发展同伴之间的沟通合作能力、提高学生的动手操作能力与提高学生的问题解决能力。
[Abstract]:In order to further strengthen science education in primary schools, the Ministry of Education officially issued the Standard for Science Curriculum in Primary Schools for compulsory Education on February 15, 2017. This is a revision and perfection since 2001, when the Curriculum Standard for Full-time compulsory Education Science (grades 3-6) was promulgated. On the basis of the original curriculum standard, the new curriculum standard has added new contents in technology and engineering fields, advocated interdisciplinary learning methods, and paid attention to cultivating students' scientific inquiry ability, which is a change. It reflects the influence of the current international popular STEAM concept in the science curriculum of primary school in our country. The idea of STEAM curriculum emphasizes the fusion of science, technology, engineering, art and mathematics, and based on the real situation, the concept of STEAM curriculum is based on the integration of science, technology, engineering, art and mathematics. Cultivate students' ability to explore and solve practical problems, and let students learn by doing. But for our primary school science still pay attention to the teaching of scientific knowledge, the lack of students hands-on practice of the teaching situation, the real STEAM curriculum will emphasize the students in the complex real problem situation, the use of multidisciplinary knowledge, The idea of doing and learning to solve practical problems is put into practice in our primary school science classroom, which challenges the primary school science teachers and how to deal with them actively. The new curriculum standard emphasizes the important role of the situation in the students' learning and using science. In our country, the situational teaching proposed by Li Jilin and initially used in Chinese teaching coincides with the STEAM curriculum concept, which emphasizes that the problem is based on the real situation, which may be the background of the new curriculum standard. Primary school science teachers who are taking on the challenge have found their way. This research mainly through the literature method to the situation teaching connotation, the related theory, the domestic and foreign development present situation has made the concrete research, and has made the brief summary to the related STEAM curriculum idea, It further clarifies the theoretical significance of implementing situational teaching in primary school science classroom. In order to understand the implementation of situational teaching in primary school science classroom, the author made a survey on primary school science teachers in the form of questionnaire, and concluded from the data analysis of the questionnaire. Most teachers realize the influence of situational teaching on teaching effect, but there are two problems: lack of theoretical knowledge and practical guidance. Combining with my own practice experience, with two concrete cases in practice, the author analyzes in detail how to implement situational teaching based on STEAM concept in primary school science classroom, and analyzes the effect of teaching practice, which is proved by practice. The primary school science situational teaching integrated with STEAM idea can fully stimulate the students' interest in scientific learning, improve the students' awareness of problems, and develop the ability of communication and cooperation among their peers. Improve students' hands-on ability and improve students' problem-solving ability.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.6
[Abstract]:In order to further strengthen science education in primary schools, the Ministry of Education officially issued the Standard for Science Curriculum in Primary Schools for compulsory Education on February 15, 2017. This is a revision and perfection since 2001, when the Curriculum Standard for Full-time compulsory Education Science (grades 3-6) was promulgated. On the basis of the original curriculum standard, the new curriculum standard has added new contents in technology and engineering fields, advocated interdisciplinary learning methods, and paid attention to cultivating students' scientific inquiry ability, which is a change. It reflects the influence of the current international popular STEAM concept in the science curriculum of primary school in our country. The idea of STEAM curriculum emphasizes the fusion of science, technology, engineering, art and mathematics, and based on the real situation, the concept of STEAM curriculum is based on the integration of science, technology, engineering, art and mathematics. Cultivate students' ability to explore and solve practical problems, and let students learn by doing. But for our primary school science still pay attention to the teaching of scientific knowledge, the lack of students hands-on practice of the teaching situation, the real STEAM curriculum will emphasize the students in the complex real problem situation, the use of multidisciplinary knowledge, The idea of doing and learning to solve practical problems is put into practice in our primary school science classroom, which challenges the primary school science teachers and how to deal with them actively. The new curriculum standard emphasizes the important role of the situation in the students' learning and using science. In our country, the situational teaching proposed by Li Jilin and initially used in Chinese teaching coincides with the STEAM curriculum concept, which emphasizes that the problem is based on the real situation, which may be the background of the new curriculum standard. Primary school science teachers who are taking on the challenge have found their way. This research mainly through the literature method to the situation teaching connotation, the related theory, the domestic and foreign development present situation has made the concrete research, and has made the brief summary to the related STEAM curriculum idea, It further clarifies the theoretical significance of implementing situational teaching in primary school science classroom. In order to understand the implementation of situational teaching in primary school science classroom, the author made a survey on primary school science teachers in the form of questionnaire, and concluded from the data analysis of the questionnaire. Most teachers realize the influence of situational teaching on teaching effect, but there are two problems: lack of theoretical knowledge and practical guidance. Combining with my own practice experience, with two concrete cases in practice, the author analyzes in detail how to implement situational teaching based on STEAM concept in primary school science classroom, and analyzes the effect of teaching practice, which is proved by practice. The primary school science situational teaching integrated with STEAM idea can fully stimulate the students' interest in scientific learning, improve the students' awareness of problems, and develop the ability of communication and cooperation among their peers. Improve students' hands-on ability and improve students' problem-solving ability.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.6
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