基于項(xiàng)目學(xué)習(xí)的STEM教學(xué)實(shí)踐研究
發(fā)布時(shí)間：2019-05-15 21:23
【摘要】：近幾年,為了提升國(guó)家的綜合國(guó)力與國(guó)際競(jìng)爭(zhēng)力,全世界都著眼于各國(guó)的教育,尤其是對(duì)于科學(xué)教育改革的重視進(jìn)入了高速發(fā)展的時(shí)期,紛紛推出了新的科學(xué)教育標(biāo)準(zhǔn)。在改革的過(guò)程中,STEM思想孕育而生,全世界相繼推出了STEM課程。同樣,21世紀(jì)的中國(guó)處在經(jīng)濟(jì)與科學(xué)技術(shù)高速發(fā)展的時(shí)代,科學(xué)教育要跟上時(shí)代的發(fā)展,需要STEM思想的指導(dǎo)。國(guó)內(nèi)STEM課程發(fā)展尚在起步階段,許多學(xué)校開(kāi)始嘗試將STEM課程納入到教學(xué)常規(guī)中,為STEM教育的本土化發(fā)展提供了豐富的土壤。本研究以STEM思想為引領(lǐng),項(xiàng)目學(xué)習(xí)為載體,采用行動(dòng)研究的方法,對(duì)上海市南洋模范初級(jí)中學(xué)的STEM課程——設(shè)計(jì)義肢的開(kāi)展情況進(jìn)行研究,分析STEM課程的實(shí)質(zhì)、發(fā)展過(guò)程、STEM課程內(nèi)容,深入研究初中學(xué)生學(xué)習(xí)STEM課程的學(xué)習(xí)模式,以及培養(yǎng)綜合素養(yǎng)的方式。重點(diǎn)在于STEM課程的校本化實(shí)踐,對(duì)STEM課程的實(shí)施進(jìn)行了理論的論證,從課程實(shí)施的目標(biāo)、教材的建構(gòu)、教學(xué)模式的設(shè)計(jì)、教學(xué)實(shí)踐的評(píng)價(jià)等方面進(jìn)行實(shí)踐驗(yàn)證。對(duì)基于項(xiàng)目學(xué)習(xí)的STEM課程實(shí)施反思和分析后,研究結(jié)果表明:1、形成了基于項(xiàng)目學(xué)習(xí)的STEM課程的實(shí)施流程。依據(jù)流程,能幫助教師更好的把握和分析項(xiàng)目,使得課程順利的進(jìn)行。2、基于項(xiàng)目學(xué)習(xí)的STEM課程,能協(xié)調(diào)學(xué)生各方面的能力發(fā)展。學(xué)生在項(xiàng)目學(xué)習(xí)的過(guò)程中,為了解決復(fù)雜問(wèn)題時(shí),能綜合的運(yùn)用各學(xué)科的知識(shí)解決問(wèn)題。3、基于項(xiàng)目學(xué)習(xí)的STEM課程,能加強(qiáng)技術(shù)技能操作與工程設(shè)計(jì)思想的教育。學(xué)生能進(jìn)行簡(jiǎn)單的工程設(shè)計(jì),但是,對(duì)于細(xì)節(jié)設(shè)計(jì)還需加強(qiáng)。4、對(duì)于項(xiàng)目學(xué)習(xí)的STEM課程評(píng)價(jià)方式要多元化。引入適當(dāng)?shù)脑u(píng)價(jià)表,對(duì)學(xué)習(xí)過(guò)程進(jìn)行評(píng)價(jià),有助于學(xué)生檢驗(yàn)自己的學(xué)習(xí)過(guò)程。5、基于項(xiàng)目學(xué)習(xí)的STEM課程,有助于學(xué)生批判性思維的培養(yǎng)。學(xué)生在學(xué)習(xí)的過(guò)程中,學(xué)會(huì)看待事物的優(yōu)勢(shì)與劣勢(shì),從而能有效的解決問(wèn)題,提升自身的綜合能力。本研究的實(shí)施,為今后STEM課程的實(shí)踐提供思路。當(dāng)然,在項(xiàng)目實(shí)施的過(guò)程中,由于時(shí)間與課時(shí)的限制,對(duì)STEM課程教學(xué)模式的多樣性還有待深入探討。
[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.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G632.4
本文編號(hào)：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.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G632.4
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，本文編號(hào)：2477772
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