【摘要】：我國(guó)科學(xué)教育改革正處于關(guān)鍵時(shí)期,在這樣的背景下,科技館和學(xué)校的合作是促進(jìn)我國(guó)科學(xué)教育發(fā)展的一個(gè)有效途徑。科技館教育和學(xué)校教育因其各自的特點(diǎn)不同,發(fā)揮的作用也不同,“館校合作”的科學(xué)教育鼓勵(lì)多學(xué)科知識(shí)領(lǐng)域的整合,而STEM教育特別注重跨學(xué)科整合的特點(diǎn),與館校合作不謀而合。本論文將對(duì)STEM教育理論進(jìn)行研究,并在此基礎(chǔ)上探索STEM教育視角下基于館校合作的小學(xué)科學(xué)課程設(shè)計(jì),為將STEM教育融入館校合作的科學(xué)教育、改善科學(xué)教育課程設(shè)計(jì)提供一個(gè)參考視角。本論文分為以下幾個(gè)部分:第一部分闡明本論文的研究背景和意義,提出本論文的研究目的,在國(guó)內(nèi)外已有相關(guān)研究分析總結(jié)的基礎(chǔ)上,明確本研究的內(nèi)容和方法。第二部分通過(guò)查閱國(guó)內(nèi)外相關(guān)文獻(xiàn),剖析STEM教育理論,總結(jié)STEM教育的特點(diǎn)和意義;通過(guò)比較傳統(tǒng)博物館與現(xiàn)代科技館,明確科技館的教育功能;對(duì)科技館和科學(xué)教師進(jìn)行調(diào)查,作為下文中整合STEM教育和館校合作的科學(xué)教育的研究基礎(chǔ)。第三部分基于前面的研究,整理和提煉出STEM教育視角下基于館校合作的小學(xué)科學(xué)課程案例設(shè)計(jì)的基本原則。本課程在內(nèi)容選擇上遵循綜合性原則,實(shí)踐性原則,社會(huì)性原則,非結(jié)構(gòu)性原則,充分利用科技館資源;在我國(guó)小學(xué)科學(xué)課程標(biāo)準(zhǔn)的基礎(chǔ)上提出本課程的目標(biāo)要求,劃分為四個(gè)維度:科學(xué)知識(shí)與技能、科學(xué)探究與工程設(shè)計(jì)、科學(xué)態(tài)度與創(chuàng)新意識(shí)、科技與現(xiàn)實(shí)生活;構(gòu)建區(qū)別于一般的探究式教學(xué)的“6E”教學(xué)模式,課程設(shè)計(jì)包括引入、探究、解釋、拓展、豐富、評(píng)價(jià)6個(gè)環(huán)節(jié);教學(xué)評(píng)價(jià)采用形成性評(píng)價(jià)和終結(jié)性評(píng)價(jià)來(lái)對(duì)學(xué)生的學(xué)習(xí)效果進(jìn)行評(píng)價(jià)。第四部分基于前述分析,以山東省科技館中的“交通與能源展區(qū)”為主要課程資源,設(shè)計(jì)小學(xué)科學(xué)課程案例——《無(wú)處不在的能量》。第五部分是結(jié)語(yǔ)。對(duì)前文進(jìn)行總結(jié),指明本研究的不足之處,并對(duì)本研究后續(xù)的科學(xué)課程開發(fā)做出了展望。
[Abstract]:The reform of science education in China is in a crucial period. Under this background, the cooperation between science and technology museum and school is an effective way to promote the development of science education in China. Science and technology museum education and school education play different roles because of their different characteristics. The science education of "library and school cooperation" encourages the integration of multi-disciplinary knowledge fields, while STEM education pays special attention to the characteristics of interdisciplinary integration. Cooperation with the library school happened to coincide. This paper will study the theory of STEM education, and on this basis explore the science curriculum design of primary school based on the cooperation of library and school under the perspective of STEM education, in order to integrate STEM education into the science education of library and school cooperation. To improve the curriculum design of science education provides a reference perspective. This thesis is divided into the following parts: the first part clarifies the research background and significance of this paper, puts forward the research purpose of this paper, and clarifies the content and method of this research on the basis of the existing research analysis and summary at home and abroad. The second part analyzes the educational theory of STEM, summarizes the characteristics and significance of STEM education, and clarifies the educational function of the museum by comparing the traditional museum with the modern science and technology museum. The research on science and technology museum and science teachers is the basis of the research on the integration of STEM education and library-school cooperation in science education. The third part, based on the previous research, collates and abstracts the basic principles of primary school science curriculum case design based on the cooperation of library and school under the perspective of STEM education. This course follows the comprehensive principle, the practical principle, the social principle, the non-structural principle in the content choice, makes full use of the science and technology museum resources; On the basis of the science curriculum standard of primary school in our country, the target requirements of this curriculum are put forward, which can be divided into four dimensions: scientific knowledge and skills, scientific inquiry and engineering design, scientific attitude and innovative consciousness, science and technology and real life; Different from the "6e" teaching mode of general inquiry teaching, curriculum design includes six links: introduction, inquiry, explanation, expansion, enrichment and evaluation; Formative evaluation and summative evaluation are used to evaluate students' learning effect. The fourth part is based on the above analysis, taking the "Transportation and Energy Exhibition area" in Shandong Science and Technology Museum as the main curriculum resource, designs the primary school science curriculum case-"the everywhere energy". The fifth part is the conclusion. In this paper, the shortcomings of this study are pointed out, and the future development of science curriculum is prospected.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.6

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本文編號(hào)：2370660