中美小学教师STEM课堂教学个案比较研究
肖龙海 （ 浙江大学教育学院 ）
黄逸舒 （ 浙江大学教育学院 ）
Abstract
本研究使用描述性的课堂观察工具对中、美小学教师的STEM课堂录像个案进行了编码和描述，并从教学环境、教学模式、教学行为、教学内容的角度对其进行分析和比较。研究结果表明，中、美小学教师的STEM教学都体现出一些相同的特征：跨学科的学习内容、项目式学习的教学组织、问题解决导向的过程性评价和整合跨学科内容与教学策略的教师专业素养，但两位教师在跨学科整合的取向、教学组织流程和策略以及真实性评价方面也存在着差异，这些异同点能为STEM教学实践和教师发展都带来一定的借鉴和启发。
Keywords
STEM教学; 中美比较; 课堂录像分析Full Text
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[3](美)阿尔帕斯兰·沙欣(编);侯奕杰,朱玉冰,殷杰等(译).基于实践的STEM教学模式:STEM学生登台秀[M].上海:上海科技教育出版社, 2016.
[4]潘星竹,姜强,黄丽,等.“支架+”STEM教学模式设计及实践研究——面向高阶思维能力培养[J].现代远距离教育, 2019(03):56-64.
[5]Forawi, S. Science, technology, engineering and mathematics (STEM) education: Meaningful learning contexts and frameworks[C]// IEEE Sudan subsection. Proceedings of 2018 International Conference on Computer, Control, Electrical, and Electronics Engineering (ICCCEEE). Khartoum, Sudan: IEEE, 2018:1-4.
[6]Sanders, M. Integrative stem education as best practice[M]// H. Middleton. Explorations of Best Practice in Technology, Design, & Engineering Education: Vol 2. Queensland, Australia: Griffith Institute for Educational Research, 2012:103-117.
[7]Dickerson, D.L., Cantu, D.V., Hathcock, S.J. et al. Instrumental STEM(iSTEM): An Integrated STEM Instructional Model[M]// Annetta L., Minogue J. Connecting Science and Engineering Education Practices in Meaningful Ways. Switzerland: Springer International Publishing, 2016:139-168.
[8]谢丽,李春密.整合性STEM教育理念下的课程改革初探[J].课程.教材.教法, 2017(6):63-68.
[9]Wheeler, L. B., Navy, S. L., Maeng, et al. Development and validation of the classroom observation protocol for engineering design (COPED)[J]. Journal of Research in Science Teaching, 2019,56(9),1285-1305.
[10]Smith, M. K., Francis, H. M. J., Gilbert, S. L. et al. The classroom observation protocol for undergraduate STEM (COPUS): A new instrument to characterize university STEM classroom practices[J]. CBE-Life Sciences Education, 2013,12(4):618-627.
[11]宋怡,崔雨涵,马宏佳.美国K-12整合性STEM教育框架:理念、课程路径与支持系统[J].当代教育论坛, 2020(02):65-75.
[12]张丰.STEM:深刻影响基础教育改革与发展的观念与实践——美国STEM教育考察报告[J].上海教育科研, 2020(04):5-11.
[13]闫寒冰,王巍.跨学科整合视角下国内外STEM课程质量比较与优化[J].现代远程教育研究, 2020,32(02):39-47.
[14]胡红杏.项目式学习:培养学生核心素养的课堂教学活动[J].兰州大学学报(社会科学版), 2017,45(06):165-172.
[15]Evans M A , Schnittka C, Jones B D , et al. Studio STEM: A Model to Enhance Integrative STEM Literacy Through Engineering Design[M]// Connecting Science and Engineering Education Practices in Meaningful Ways. Switzerland: Springer International Publishing, 2016:107-137.
[16]刘徽.“大概念”视角下的单元整体教学构型——兼论素养导向的课堂变革[J].教育研究, 2020,41(06):64-77.
[17]俎媛媛.评价的“真实性”及其五向度分析[J].教育发展研究,2009,28(Z2):98-102.
[18]Shulman, L. Those Who Understand: Knowledge Growth in Teaching[J]. Educational Researcher, 1986,15(2):4-14.
[19]王巍.国际项目式STEM教育的研究现状与启示[J].现代远距离教育,2019(04):90-96.
[20]高巍,刘瑞,范颖佳.培养卓越STEM教师:美国UTeach课程体系及启示[J].开放教育研究, 2019,25(02):36-43.
Copyright © 2020 肖龙海, 黄逸舒
Publishing time:2020-07-29
This work is licensed under a Creative Commons Attribution 4.0 International License
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