基于STEAM理念的小學科學情境教學研究
發(fā)布時間：2018-11-15 12:15
【摘要】：為進一步加強小學科學教育,國家教育部于2017年2月15日正式印發(fā)了《義務(wù)教育小學科學課程標準》,這是自2001年頒布的《全日制義務(wù)教育科學(3-6年級)課程標準》后的一次修訂和完善。新課標在原來課標的基礎(chǔ)上,新增了技術(shù)與工程領(lǐng)域內(nèi)容,提倡跨學科學習方式,注重培養(yǎng)學生的科學探究能力,這一變化,體現(xiàn)了當前國際上盛行的STEAM理念在我國小學科學課程中的影響。STEAM課程理念是強調(diào)科學、技術(shù)、工程、藝術(shù)與數(shù)學的融合,基于真實情境下,培養(yǎng)學生探究和解決實際問題的能力,讓學生“做中學”。但這對于我國小學科學仍注重科學知識的傳授、缺乏讓學生親自動手實踐的教學現(xiàn)狀來說,真正將STEAM課程強調(diào)的將學生置身于復(fù)合的真實問題情境中,運用多學科知識,親自動手,做中學,來解決實際問題的理念落實在我們的小學科學課堂中,這對一線的小學科學教師提出了挑戰(zhàn),作為教師該如何積極應(yīng)對。新課標在課程實施建議部分,突出強調(diào)了情境在學生學科學、用科學中的重要作用。在我國由李吉林老師提出并最初運用于語文教學的情境教學,正契合了 STEAM課程理念中強調(diào)問題基于真實情境,這也許為新課程標準大背景下,正在接受挑戰(zhàn)的小學科學教師找到了方向。本研究主要通過文獻法對情境教學的內(nèi)涵、相關(guān)理論、國內(nèi)外發(fā)展現(xiàn)狀做了具體的研究,并對有關(guān)STEAM課程理念做了簡單概述,進一步明確了在小學科學課堂中實施情境教學的理論意義。為了 了解情境教學在小學科學課堂中的實施情況,筆者以問卷調(diào)查的形式對一線的小學科學教師做了調(diào)查研究,從問卷調(diào)查的數(shù)據(jù)分析中得出,大部分的教師認識到情境教學對教學效果的影響,但存在缺乏理論知識與實踐指導(dǎo)兩大問題。筆者結(jié)合自己的實踐經(jīng)歷,以實踐中的兩個具體案例,詳細分析了如何在小學科學課堂中實施基于STEAM理念的情境教學,并且對其進行了教學實踐效果分析,實踐證明,融入STEAM理念的小學科學情境教學能夠充分激發(fā)學生的科學學習興趣,提高學生的問題意識,發(fā)展同伴之間的溝通合作能力、提高學生的動手操作能力與提高學生的問題解決能力。
[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.
【學位授予單位】：廣西師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：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.
【學位授予單位】：廣西師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G623.6
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