摘要
基于学者Alan Zollman的STEM素养内涵界定,提出评测STEM素养的一级指标,包括STEM学科概念理解、问题解决能力、STEM态度,并编制问卷,问卷信度系数为0. 931。以浙江省高师院校不同专业背景的理科师范生为研究对象,基于问卷、访谈,分析理科师范生STEM素养在不同维度是否与专业、年级和性别存有相关性。表现为:(1)学科概念理解存在偏差;(2)综合问题解决能力亟待提升;(3) STEM态度与职业理想需要涵养。进而从课程、教学、课堂环境、专业定位等方面进行归因分析,提出走向综合、开放、多元的理科师范生STEM素养发展,即注重教师教育课程的综合性,加强学科交叉理解;创设开放的问题解决课堂环境,实现教学方法的多元;引领多元化的职业理想与定位,涵养师范生STEM态度。
Based on the definition of STEM literacy by Alan Zollman,STEM literacy which includes STEM disciplines knowledge understanding,problem solving ability and STEM attitude. A questionnaire was conducted in this study,with a Cronbach’s Alpha of 0. 93. We investigated pre-service teachers with different professional backgrounds of normal universities in Zhejiang Province. Problems of their STEM literacy related to different majors,grades and gender highlighted. It is shown as follows:( 1) the disciplines knowledge is lack of accurate understanding;( 2) the comprehensive problem-solving ability needs to be improved urgently;( 3) STEM attitude and career ideal need to be fostered. Then,the reasons from aspects of the curriculum,teaching,classroom environment and professional orientation was put forward,and the pre-service teachers’ STEM understanding based on integration,openness and diversification were stressed,which concerns the integration of teacher education curriculum to strengthen the inter-crossing of disciplines;creating the open problem-solving classroom environment to realize the diversity of teaching methods,leading diversified career ideals and orientation to cultivate STEM attitude.
作者
黄晓
骆康康
包程程
HUANG Xiao;LUO Kang-kang;BAO Cheng-cheng(College of Education,Zhejiang Normal University,Jinhua,Zhejiang,321004,China;Qiqi Haer Road No.1 Primary School,Shanghai,200082,China)
出处
《教师教育研究》
CSSCI
北大核心
2020年第2期32-38,共7页
Teacher Education Research
基金
浙江省哲学社会科学规划课题“职前科学、数学教师STEM素养提升的实践研究”(16ZJQN054YB)成果之一。
