教育研究
教育研究
교육연구
Educational Research
2014年
9期
61~68
,共null页
基础科学教育 STEM整合 科-工整合
基礎科學教育 STEM整閤 科-工整閤
기출과학교육 STEM정합 과-공정합
basic science education, STEM integration, SE integration
STEM整合这一教育改革思路被介绍到我国后引发了争论。研究表明，科一数整合教育无需“引进”，科-技整合教育有将科学教育带上培养“能工巧匠”歧途的风险，科-工整合才是最符合我国基础科学教育发展需要的STEM整合类型。对1993年以来国外文献中30个科-工整合教育案例所做编码分析显示，其整合思路可归为应用延伸、工程框架、设计即探究三种。我国已有科-工整合尝试多借鉴工程框架思路，与国外同类案例相比。能达成“熟悉工程设计思路”的目标，但冷落了建构解释的探究目标。因此，我国基础科学教育借鉴科-工整合的重点应放在如下工作上：以已有科学课程为载体，开发整合与不同学科内容相关的工程设计任务；帮助教师把握整合教育目的，注重教学实施中科学探究与工程设计的有机结合；组成研究团队，针对特定科学内容开发设计即探究型整合课程。
STEM整閤這一教育改革思路被介紹到我國後引髮瞭爭論。研究錶明，科一數整閤教育無需“引進”，科-技整閤教育有將科學教育帶上培養“能工巧匠”歧途的風險，科-工整閤纔是最符閤我國基礎科學教育髮展需要的STEM整閤類型。對1993年以來國外文獻中30箇科-工整閤教育案例所做編碼分析顯示，其整閤思路可歸為應用延伸、工程框架、設計即探究三種。我國已有科-工整閤嘗試多藉鑒工程框架思路，與國外同類案例相比。能達成“熟悉工程設計思路”的目標，但冷落瞭建構解釋的探究目標。因此，我國基礎科學教育藉鑒科-工整閤的重點應放在如下工作上：以已有科學課程為載體，開髮整閤與不同學科內容相關的工程設計任務；幫助教師把握整閤教育目的，註重教學實施中科學探究與工程設計的有機結閤；組成研究糰隊，針對特定科學內容開髮設計即探究型整閤課程。
STEM정합저일교육개혁사로피개소도아국후인발료쟁론。연구표명，과일수정합교육무수“인진”，과-기정합교육유장과학교육대상배양“능공교장”기도적풍험，과-공정합재시최부합아국기출과학교육발전수요적STEM정합류형。대1993년이래국외문헌중30개과-공정합교육안례소주편마분석현시，기정합사로가귀위응용연신、공정광가、설계즉탐구삼충。아국이유과-공정합상시다차감공정광가사로，여국외동류안례상비。능체성“숙실공정설계사로”적목표，단랭락료건구해석적탐구목표。인차，아국기출과학교육차감과-공정합적중점응방재여하공작상：이이유과학과정위재체，개발정합여불동학과내용상관적공정설계임무；방조교사파악정합교육목적，주중교학실시중과학탐구여공정설계적유궤결합；조성연구단대，침대특정과학내용개발설계즉탐구형정합과정。
It is controversial whether Chinese basic science education should adopt the reformative idea of STEM integration or not. Our theoretical analysis suggests that there is no need for introducing SM integration, and there is the risk of replacing science education with the cultivation of skillful craftsmen if emphasizing on ST integration. It also shows that SE integration well meets the developmental needs of our basic science education. Three major integrative paths are identified through coding analysis of 30 foreign SE integration case studies knowledge application, engineering framework, and design as inquiry. Chinese teachers＇ SE integration attempts mostly to follow the second path. Compared with foreign cases of the same kind, our attempts can achieve the goal of ＂familiarizing students with the rationales of engineering design＂, but neglect the inquiry goal of constructing scientific explanations. Therefore, the following foci for adopting STEM integration into Chinese basic science education should be concerned： developing engineering design tasks to various disciplinary topics in current scientific curricula; helping teachers understand the goals of SE integration, so that they can attend to combining inquiry with engineering design in their practices; organizing research groups to develop integrative curricula of ＂design as inquiry＂ type for certain scientific contents.
