摘要
STEM教育作为提升国家科技竞争力和创新人才培养的着力点,在全球范围成为教育改革的重点,而探寻其功利目标之外更本源、更鲜活的教学价值,对STEM教育的发展有迫切的现实意义。通过审视STEM教育起源的功利性,对其中伦理道德教育的缺失、对科学与工程实践的联结缺乏审慎态度、过度强调与个体生活世界相关等问题批判的基础上,根据哈贝马斯的知识旨趣理论,从STEM中蕴含的知识类型和体现来对其教学价值进行审思,提出了实现STEM教学价值可能的框架与途径:三重道德框架、STSE知识创造框架和社会文化复合范式。并就STEM教学价值的实现,从"强有力的知识"的学习、STEM教育内涵的拓展延伸、知识的具身性体验以及对科学教师教育的挑战几方面展开了思考。
To promote national competitiveness of science and technology and the cultivation of innovative talents,STEM education has become the focus of education reform globally.So it is of urgent practical significance for the development of STEM education that explores the more original and more vivid teaching value besides its utilitarian goals.By examining the utilitarianism of its origin,the lack of ethical and moral education,the lack of prudent attitude to the connection of science and engineering practice,and the overemphasis on the involvement into the individual life world,its teaching value are considered through the type and embodiment of knowledge contained in STEM education according to Habermas's knowledge theory.The possible ways to realize STEM teaching value are put forward:triple moral framework,STSE knowledge creation framework and sociocultural surplus paradigms.And give some suggestions on the realization of the STEM teaching's value,which contains "powerful knowledge" acquisition,the extension and integration of STEM education,the experience of embodied knowledge and the challenge to science teacher education.
作者
宋怡
马宏佳
SONG Yi;MA Hong-jia(School of Environmental Science,Nanjing Xiaozhuang University,Nanjing,211171,China;School of Teacher Education,Nanjing Normal University,Nanjing,210097,China)
出处
《高等理科教育》
2019年第2期1-8,共8页
Higher Education of Sciences
基金
2018年度江苏高校哲学社会科学研究基金项目"基于德尔菲法的STEM课程特征建构研究"(项目编号:2018SJA0425)
江苏教育科学"十二五"规划重点资助课题"基于国际视域的科学教师专业发展标准体系建构与实践研究"(项目编号:B-a/2015/01/050)
南京晓庄学院校级科研项目高层次培育项目"STEM素养视域下的科学教学重构"(项目编号:2017NXY04)
关键词
STEM教育
教学价值
哈贝马斯
知识旨趣
STEM education
value of teaching
Habermas
interests of knowledge
