基于项目学习的STEM教学实践研究
发布时间：2019-05-15 21:23
【摘要】：近几年,为了提升国家的综合国力与国际竞争力,全世界都着眼于各国的教育,尤其是对于科学教育改革的重视进入了高速发展的时期,纷纷推出了新的科学教育标准。在改革的过程中,STEM思想孕育而生,全世界相继推出了STEM课程。同样,21世纪的中国处在经济与科学技术高速发展的时代,科学教育要跟上时代的发展,需要STEM思想的指导。国内STEM课程发展尚在起步阶段,许多学校开始尝试将STEM课程纳入到教学常规中,为STEM教育的本土化发展提供了丰富的土壤。本研究以STEM思想为引领,项目学习为载体,采用行动研究的方法,对上海市南洋模范初级中学的STEM课程——设计义肢的开展情况进行研究,分析STEM课程的实质、发展过程、STEM课程内容,深入研究初中学生学习STEM课程的学习模式,以及培养综合素养的方式。重点在于STEM课程的校本化实践,对STEM课程的实施进行了理论的论证,从课程实施的目标、教材的建构、教学模式的设计、教学实践的评价等方面进行实践验证。对基于项目学习的STEM课程实施反思和分析后,研究结果表明:1、形成了基于项目学习的STEM课程的实施流程。依据流程,能帮助教师更好的把握和分析项目,使得课程顺利的进行。2、基于项目学习的STEM课程,能协调学生各方面的能力发展。学生在项目学习的过程中,为了解决复杂问题时,能综合的运用各学科的知识解决问题。3、基于项目学习的STEM课程,能加强技术技能操作与工程设计思想的教育。学生能进行简单的工程设计,但是,对于细节设计还需加强。4、对于项目学习的STEM课程评价方式要多元化。引入适当的评价表,对学习过程进行评价,有助于学生检验自己的学习过程。5、基于项目学习的STEM课程,有助于学生批判性思维的培养。学生在学习的过程中,学会看待事物的优势与劣势,从而能有效的解决问题,提升自身的综合能力。本研究的实施,为今后STEM课程的实践提供思路。当然,在项目实施的过程中,由于时间与课时的限制,对STEM课程教学模式的多样性还有待深入探讨。
[Abstract]:In recent years, in order to enhance the comprehensive national strength and international competitiveness of the country, the whole world has focused on the education of all countries, especially the emphasis on the reform of science education has entered a period of rapid development, and new standards of science education have been introduced one after another. In the process of reform, STEM thought was born, and the whole world launched STEM curriculum one after another. Similarly, in the 21st century, China is in the era of rapid development of economy and science and technology. In order to keep up with the development of the times, science education needs the guidance of STEM thought. The development of STEM curriculum in China is still in its infancy. Many schools begin to try to bring STEM curriculum into the teaching routine, which provides a rich soil for the localization development of STEM education. This study takes STEM thought as the guide and project learning as the carrier, and adopts the method of action research to study the development of STEM curriculum-design artificial limb in Shanghai Nanyang Model Junior Middle School, and analyzes the essence and development process of STEM curriculum. STEM curriculum content, in-depth study of junior high school students learning STEM curriculum learning model, as well as the way to cultivate comprehensive literacy. The emphasis is on the school-based practice of STEM curriculum, and the implementation of STEM curriculum is demonstrated theoretically, which is verified from the aspects of the goal of curriculum implementation, the construction of teaching materials, the design of teaching mode, the evaluation of teaching practice and so on. After the reflection and analysis of the implementation of STEM course based on project learning, the research results show that: 1, the implementation process of STEM course based on project learning is formed. According to the process, it can help teachers to better grasp and analyze the project, and make the course proceed smoothly. 2, the STEM course based on project learning can coordinate the development of students' abilities in all aspects. In the process of project learning, in order to solve complex problems, students can comprehensively use the knowledge of various disciplines to solve problems. 3, the STEM course based on project learning can strengthen the education of technical skills operation and engineering design ideas. Students can carry out simple engineering design, but the detailed design needs to be strengthened. 4, the STEM course evaluation methods for project learning should be diversified. The introduction of appropriate evaluation form to evaluate the learning process is helpful for students to test their own learning process. 5. The STEM course based on project learning is helpful to the cultivation of students' critical thinking. In the process of learning, students learn to look at the advantages and disadvantages of things, so as to effectively solve problems and improve their comprehensive ability. The implementation of this study provides ideas for the practice of STEM curriculum in the future. Of course, in the process of project implementation, due to the limitations of time and class hours, the diversity of STEM curriculum teaching mode needs to be further discussed.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G632.4
本文编号：2477772
[Abstract]:In recent years, in order to enhance the comprehensive national strength and international competitiveness of the country, the whole world has focused on the education of all countries, especially the emphasis on the reform of science education has entered a period of rapid development, and new standards of science education have been introduced one after another. In the process of reform, STEM thought was born, and the whole world launched STEM curriculum one after another. Similarly, in the 21st century, China is in the era of rapid development of economy and science and technology. In order to keep up with the development of the times, science education needs the guidance of STEM thought. The development of STEM curriculum in China is still in its infancy. Many schools begin to try to bring STEM curriculum into the teaching routine, which provides a rich soil for the localization development of STEM education. This study takes STEM thought as the guide and project learning as the carrier, and adopts the method of action research to study the development of STEM curriculum-design artificial limb in Shanghai Nanyang Model Junior Middle School, and analyzes the essence and development process of STEM curriculum. STEM curriculum content, in-depth study of junior high school students learning STEM curriculum learning model, as well as the way to cultivate comprehensive literacy. The emphasis is on the school-based practice of STEM curriculum, and the implementation of STEM curriculum is demonstrated theoretically, which is verified from the aspects of the goal of curriculum implementation, the construction of teaching materials, the design of teaching mode, the evaluation of teaching practice and so on. After the reflection and analysis of the implementation of STEM course based on project learning, the research results show that: 1, the implementation process of STEM course based on project learning is formed. According to the process, it can help teachers to better grasp and analyze the project, and make the course proceed smoothly. 2, the STEM course based on project learning can coordinate the development of students' abilities in all aspects. In the process of project learning, in order to solve complex problems, students can comprehensively use the knowledge of various disciplines to solve problems. 3, the STEM course based on project learning can strengthen the education of technical skills operation and engineering design ideas. Students can carry out simple engineering design, but the detailed design needs to be strengthened. 4, the STEM course evaluation methods for project learning should be diversified. The introduction of appropriate evaluation form to evaluate the learning process is helpful for students to test their own learning process. 5. The STEM course based on project learning is helpful to the cultivation of students' critical thinking. In the process of learning, students learn to look at the advantages and disadvantages of things, so as to effectively solve problems and improve their comprehensive ability. The implementation of this study provides ideas for the practice of STEM curriculum in the future. Of course, in the process of project implementation, due to the limitations of time and class hours, the diversity of STEM curriculum teaching mode needs to be further discussed.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G632.4
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