摘要
STEAM教育与我国深化教育改革的方向具有高度一致性,核心素养的养成与STEAM教育的出发点是完全吻合的,都是为了在社会转型期培养未来全面发展的人才。该文在分析核心素养体系的基础上,分析了STEAM教育在教学目标上由学科素养向核心素养转变、教学内容由单一性项目向专题性项目转变、教学方式由特定方式到多样化转变、学习结果由问题解决向内涵理解转变、教学评价从过程评价向动态评价五个方面的课堂教学变革,期望通过课堂变革得以提升学生核心素养和综合实践能力,加速学生全面发展的进程,培育更多的21世纪创新型复合人才。
The development of STEAM education in China’s K-12 stage has become an inevitable trend, but it cannot be seamlessly integrated as an "foreign" education concept and China’s educational reality. On the contrary, core literacy is proposed in response to China’s national conditions of education, and the two resonate in essence. Based on the core literacy, this paper analyzes the transformation of STEAM education from subject literacy to core literacy, the transformation of teaching content from single project to thematic project, the change of teaching mode from specific to diversified, and the learning result from problem solving. To change the connotation understanding, the teaching evaluation from the process evaluation to the dynamic evaluation five aspects of classroom teaching changes, hope to enhance the students’ core literacy and comprehensive ability through classroom reform, and then promote students’ all-round development and become the innovative composite talents of the 21 st century.
作者
袁磊
Yuan Lei(Department of Education of Guangxi Normal University,Guilin Guangxi 541004)
出处
《中国电化教育》
CSSCI
北大核心
2019年第11期99-103,128,共6页
China Educational Technology
基金
2017年全国教育科学规划国家一般课题“基于项目的中小学STEAM教育应用模式研究”(课题编号:BCA170081)研究成果
