共查询到18条相似文献,搜索用时 140 毫秒
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《教育研究与评论(中学教育教学版)》2018,(3)
基于STEM教育的概念和发展现状,以及由其演变而来的STEAM教育的概念和其中蕴含的科学和人文的关系,提出对中学教育的启示:在教育目标上,要培养具有科学素养和人文素养的复合型人才;在学习形式上,要注重综合实践活动的开展;在学习内容上,要注意学科渗透和学科融合;在教学准备上,要加强跨学科集体备课。 相似文献
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在以实用主义、技能导向与融合范式为全球教育宏观发展方向的背景下,STEAM教育脱胎于STEM教育,其主要特征是突出跨学科融合优势,强调科学创意培养,重视人文精神与关怀。创新教育理念经历了从单维途径到多维途径,从学院导向到社会导向,从欧美框架到多元框架的螺旋式发展。目前创新教育呈现出以多方合作为内涵、以劳动力与社会为导向、以产学研相融合为价值、以发展终身教育为路径的宏观发展趋势,这与强调多元融合的STEM、STEAM教育理念相契合。深究其历程,探讨各国创新教育理念的发展变化,对我国创新教育发展具有一定借鉴意义。 相似文献
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英国中学在推进STEM教育的过程中出现了"性别差异"的问题,主要表现为女生的学习兴趣不高、学习成绩优异以及学习比例不足等.英国政府从出台政策重点关注、投入资金精准扶持、提高STEM教学质量、挑战性别刻板印象等策略,共同推动英国中学STEM教育性别平等.为此,我国应该加强国家战略的顶层设计、重视社会机构的资源提供、宣传STEM领域的女性榜样,从而缩小我国中小学STEM教育的性别差异. 相似文献
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《宁波教育学院学报》2020,(3):97-100
STEAM教育起源于美国,由于中外文化与国情的差异,STEAM教育落地中国后出现运用偏差。人们对STEAM教育中教育者(通常是教师)、被教育者(幼儿)、教学中使用的教具玩具等方面存在认识和运用上的误区,这些误区的存在严重障碍了学前阶段STEAM教育的引入与发展。 相似文献
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STEAM教育:发展、内涵与可能路径 总被引:1,自引:0,他引:1
《现代教育技术》2018,(3):99-105
STEAM(Science,Technology,Engineering,Art,Mathematics)教育是以跨学科整合的方式培养学生STEAM素养的一种技术教育。文章首先回顾了STEAM教育的发展历程,然后分析了STEAM教育的本质,重点梳理了STEAM教育的内涵,指出:STEAM教育作为一种技术教育,是一种跨学科整合的教育、在做中学的教育、创新意识的教育、基于项目与问题的教育、依托工具与资源的教育、真实情境下的探究教育以及多元主体共同参与的教育。最后,文章提出政府与社会的支持、优质的课程资源、教学模式的转型、优秀的师资队伍、教学环境的建设是推进STEAM教育的可能路径,以期为我国STEAM教育的开展提供一些有益的参考。 相似文献
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自STEM教育引入国内以来,教育界对其内涵争论已久。与美国旨在培养应用人才与获取科技霸权地位不同,我国大力发展STEM教育的目标在于解决现有单科教学体系的弊端,以学科整合的形式推进培养创新型人才。在加入艺术后,STEAM整合过程中存在的认识论冲突、定义不明确等困难愈发难以解决,如何进行学科整合成为开展STEM教育的最大难题。 相似文献
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为了更好促进美国STEM教育改革,美国出台了《STEM2026:STEM教育创新愿景》。该报告提出:STEM教育要从娃娃抓起;STEM教育要丰富生源,让更多弱势群体接受优质STEM教育;STEM教育要从校内走向校外,构建校内外一体化的STEM教育环境;STEM课程要注重学科的交叉整合,不仅要实现科学、技术、工程和数学之间的融合,还要重视STEM与其他学科的融合;STEM教学要融入游戏且具有风险性,让学生在探究中感知STEM教育的魅力,且养成不畏险阻的科学精神;STEM考评方式要多样且能促进学生更好地学习,为此考评方式要创新且具操作性。 相似文献
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ABSTRACTThis article examines the initial journey of a middle school in South Carolina from a STEM (science, technology, engineering, and math) curriculum to a STEAM (STEM + art) curriculum. This is the first of a three-year longitudinal study that investigated the perceptions of the effectiveness, relative importance, and sustainability of a STEAM curriculum in which the arts animated learning on a daily basis for both teachers and administrators during the first year of implementation beginning in the fall 2014. The article also investigates the response that the faculty of a STEM-oriented middle school had to the induction of STEAM curriculum training. 相似文献
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Kerry Bissaker 《理论付诸实践》2014,53(1):55-63
The Australian Science and Mathematics School (ASMS) is a purpose-built innovative senior secondary school situated on the grounds of Flinders University, South Australia. The school was established to address declining enrollments in senior secondary mathematics and science, students' negative attitudes, a shortage of qualified science, technology, engineering, and mathematics (STEM) teachers, and a curriculum that lacked relevance to contemporary life. Such research evidence called for transformation in STEM education and acknowledged that teachers' professional learning was central to achieving transformation. A key professional learning strategy employed by the school to transform STEM education was the engagement of teachers and academics as professional partners in developing interdisciplinary curriculum. The value and challenges of the professional partnership are explored in this article, noting the importance of valuing rather than dismissing dissonance between the groups. 相似文献
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英国高校的职涯教育从职涯指导演变而来,历时百年.随着其重要性在近年来的不断凸显,英国高校的职涯教育不断呈现出新的特点.英国高校的职涯教育的目的是帮助学生获得适切的职涯综合素质,使学生适应未来不断变化的职业需求和终身学习浪潮.英国高校的职涯教育的主要类型有嵌入式课程、一般技能模块课程、经验课程,昭示着英国高校职涯教育走向制度化、规范化,同时也体现了英国高等教育领域职业教育与学术学习互相渗透、互相融合的趋势.当然,英国高校的职涯教育在实施过程中也存在一些问题,如人们对高校是否应该实施职涯教育及其地位、目标仍存在争议等.英国的经验为我国的本科教学改革提供了很好的借鉴. 相似文献
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STEAM教育在提高学生的合作学习能力、问题解决能力和实践创新能力方面发挥着巨大作用,是培养综合型创新型人才的关键.我国STEAM教育起步较晚,尚未形成完善的STEAM教育体系.我国应结合世界主要国家STEAM教育发展的先进经验,给予政策支持,提供行动指南;吸纳社会力量,建立合作关系;加强教师培养培训,提高跨学科教学能力;组建跨学科学习共同体,重构教师合作文化;应用信息技术,支持教育教学等,深入推进STEAM教育. 相似文献
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Andrea C. Goldfien Norena Norton Badway 《Community College Journal of Research & Practice》2014,38(2-3):122-130
Bridge programs, in which underprepared students gain the academic and technical skills necessary for college level courses and entry-level employment, are a promising initiative for expanding access to, and success in, community college education. For career pathways related to science, technology, engineering, or mathematics (STEM), bridge programs are critical for enlarging the pool of students who are exposed to, and can aspire to, STEM preparation. This study, conducted with support from the National Science Foundation Advanced Technological Education program, followed four community colleges for a year to understand local factors that facilitated or impeded implementation of a bridge program in which basic skills were contextualized in biotechnology. The findings are that implementation of a contextualized curriculum requires substantial faculty learning. Implementation of these bridge programs was facilitated by instructional leadership by both administration and faculty. Administration assisted in creating the conditions that supported learning by coordinating faculty schedules and funding faculty time for initial and ongoing program development. Faculty benefitted by the support of experienced team members who could guide interdisciplinary learning. Implementation was facilitated when team members met frequently and when faculty worked collaboratively to implement the curriculum. Recommendations include planning for faculty development, both for faculty collaboration and contextualizing curriculum. 相似文献