构建公平而有质量的STEM教育生态——《制定成功路线:美国的STEM教育战略》解读及启示
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摘要
进入21世纪以来,迅速变化的社会发展使得提升STEM教育质量成为增强世界各国科技创新水平的重要途径。当前,我国STEM教育尚处在探索阶段,需要不断学习与借鉴国外先进理念以完善我国的STEM教育体系。2018年12月,作为STEM教育发源地的美国发布了《制定成功路线:美国的STEM教育战略》,提出了未来五年内美国STEM教育的整体愿景、理想目标以及实现途径等,被誉为美国STEM教育的"北极星计划",为我国STEM教育发展提供了参考。该文通过对于政策文件的内容分析,结合我国目前STEM教育现状,获得了以下三方面的启示:一是构建公平而有质量的STEM教育生态,实现STEM教育合理布局;二是制定与完善STEM教育行业各类标准,保障STEM教育科学发展;三是围绕大概念进行STEM教育课程设计,落实STEM教育核心理念。
Since the beginning of the 21 st century, social development has changed rapidly. It makes improving the quality of STEM education an important way to enhance the level of scientific and technological innovation in countries around the world. In December 2018, the United States government released " Charting a course for success: America's strategy for STEM education".The report presents the overall vision, ideal goals and approaches of STEM education in the United States in the next five years,and is known as the "North Star" of STEM education in the United States. The document has three implications for future STEM education in China. First, we should build a fair and quality STEM education ecology, so as to realize the reasonable distribution of STEM education. Second, various standards in STEM education industry should be formulated and improved to ensure the scientific development of STEM education. Third, STEM education curriculum is designed around the big ideas to implement the core idea of STEM education.
Since the beginning of the 21 st century, social development has changed rapidly. It makes improving the quality of STEM education an important way to enhance the level of scientific and technological innovation in countries around the world. In December 2018, the United States government released " Charting a course for success: America's strategy for STEM education".The report presents the overall vision, ideal goals and approaches of STEM education in the United States in the next five years,and is known as the "North Star" of STEM education in the United States. The document has three implications for future STEM education in China. First, we should build a fair and quality STEM education ecology, so as to realize the reasonable distribution of STEM education. Second, various standards in STEM education industry should be formulated and improved to ensure the scientific development of STEM education. Third, STEM education curriculum is designed around the big ideas to implement the core idea of STEM education.
引文
[1]钟柏昌,张丽芳.美国STEM教育变革中“变革方程”的作用及其启示[J].中国电化教育,2014,(4):18-24.
[2]The committee on STEM education.Charting A Course For Success:America's Strategy For STEM Education[EB/OL].https://www.whitehouse.gov/wp-content/uploads/2018/12/STEM-EducationStrategic-Plan-2018.pdf,2019-01-10.
[3]U.S.Department of Commerce.STEM jobs:2017 Update[EB/OL].https://www.commerce.gov/news/reports/2017/03/stem-jobs-2017-update,2019-01-10.
[4]NSF.Women,Minorities,and Persons with Disabilities in Science and Engineering[EB/OL].https://nsf.gov/statistics/2017/nsf17310/digest/introduction/,2019-01-10.
[5]FCC.2018 Broadband Deployment Report[EB/OL].https://www.fcc.gov/reports-research/reports/broadband-progress-reports,2019-01-10.
[6]CATALYST.Why Diversity And Inclusion Matter[EB/OL].https://www.catalyst.org/knowledge/why-diversity-and-inclusionmatter,2019-01-10.
[7]U.S.office of personnel management.Employment Cubes 2018[EB/OL].https://www.fedscope.opm.gov/employment.asp,2019-01-10.
[8]常咏梅,张雅雅等.基于量化视角的STEM教育现状研究[J].中国电化教育,2017,(6):114-119.
[9]江丰光,蔡瑞衡.国内外STEM教育评估设计的内容分析[J].中国电化教育,2017,(6):59-66.
[10]秦瑾若,傅钢善.STEM教育:基于真实问题情景的跨学科式教育[J].中国电化教育,2017,(4):67-74.
[11]李刚,吕立杰.国外围绕大概念进行课程设计模式探析及其启示[J].比较教育研究,2018,40(9):35-43.
[12]李刚,吕立杰.课程改革中的课程转化向度及分析[J].教育科学研究,2017,(11):12-18.
[2]The committee on STEM education.Charting A Course For Success:America's Strategy For STEM Education[EB/OL].https://www.whitehouse.gov/wp-content/uploads/2018/12/STEM-EducationStrategic-Plan-2018.pdf,2019-01-10.
[3]U.S.Department of Commerce.STEM jobs:2017 Update[EB/OL].https://www.commerce.gov/news/reports/2017/03/stem-jobs-2017-update,2019-01-10.
[4]NSF.Women,Minorities,and Persons with Disabilities in Science and Engineering[EB/OL].https://nsf.gov/statistics/2017/nsf17310/digest/introduction/,2019-01-10.
[5]FCC.2018 Broadband Deployment Report[EB/OL].https://www.fcc.gov/reports-research/reports/broadband-progress-reports,2019-01-10.
[6]CATALYST.Why Diversity And Inclusion Matter[EB/OL].https://www.catalyst.org/knowledge/why-diversity-and-inclusionmatter,2019-01-10.
[7]U.S.office of personnel management.Employment Cubes 2018[EB/OL].https://www.fedscope.opm.gov/employment.asp,2019-01-10.
[8]常咏梅,张雅雅等.基于量化视角的STEM教育现状研究[J].中国电化教育,2017,(6):114-119.
[9]江丰光,蔡瑞衡.国内外STEM教育评估设计的内容分析[J].中国电化教育,2017,(6):59-66.
[10]秦瑾若,傅钢善.STEM教育:基于真实问题情景的跨学科式教育[J].中国电化教育,2017,(4):67-74.
[11]李刚,吕立杰.国外围绕大概念进行课程设计模式探析及其启示[J].比较教育研究,2018,40(9):35-43.
[12]李刚,吕立杰.课程改革中的课程转化向度及分析[J].教育科学研究,2017,(11):12-18.