跨学科整合视角下国内外STEM课程质量比较与优化

STEM教育的不断发展,催生了对跨学科整合型课程的迫切需求。然而当前我国的STEM课程建设更多注重形式规范,总体质量堪忧,因此从跨学科整合视角来开发优质的STEM课程以指导教学迫在眉睫。比较与借鉴是提质增效解决问题的重要途径。为提升我国STEM课程建设质量,借鉴权威的STEM课程整合评价工具,从课程背景、工程设计挑战、科学内容整合、数学内容整合、教学策略、团队合作、交流、评估、组织等9个维度对58个国内外STEM优秀课程案例进行定性与定量对比分析后发现,我国的STEM课程案例在课程背景、科学内容整合、教学策略和评估四个方面较国外STEM课程存在明显不足。这在一定程度上制约了我国STEM课程建设和教学质量提升。未来我国STEM课程建设应从以下四个方面加强:一是提升对社会问题的响应度,培养学生的社会责任感;二是鼓励有效失败,营造真实的科学体验;三是丰富以学生为中心的策略,放大学生的思维过程;四是注重非正式评价,促进学生综合能力的发展。

Quality Comparison and Optimization of STEM Curriculum Both at Home and Abroad from the Perspective of Interdisciplinary Integration

With the continuous development of STEM education, there is an urgent need for interdisciplinary and integrated curriculum. However, at present, the construction of STEM curriculum in China focuses more on formal specifications, and the overall quality is worrying. Therefore, it is urgent to develop high-quality STEM curriculum to guide teaching from the perspective of interdisciplinary integration. Comparison and reference are important ways to improve quality and efficiency. In order to improve the quality of STEM curriculum in China,using the authoritative STEM Integration Curriculum Assessment Tool for reference, 58 excellent STEM curriculum cases at home and abroad were compared qualitatively and quantitatively from 9 dimensions: curriculum context,engineering design challenge, integration of science content, integration of mathematics content, instructional strategies, etc. It was found that there were obvious deficiencies in curriculum context, integration of science content, instructional strategies and assessment compared with American STEM curriculum. To some extent, this constitutes the main"short board"restricting the construction of STEM curriculum and the improvement of teaching quality in China. In the future, the construction of STEM curriculum in China should be strengthened in the following four aspects: first, to improve the response to social issues and cultivate students’ sense of social responsibility;second, to encourage effective failure and create real scientific experiences;third, to enrich student-centered strategies and enlarge students’ thinking process;and fourth to focus on informal assessment and promote the development of students’ comprehensive ability.