摘要
STEM教学的效果是各国研究者广泛关注的重要问题。文章采用元分析方法,探究国外STEM教学对学生学习效果的整体影响,揭示教学周期、教学方式、学段、性别等因素对学生学习效果的影响机制。研究结果表明:STEM教学能够有效提升学生的学习效果,在批判性思维、思维能力、实践能力、探究精神方面的提升效果更为显著;不同教学周期对学生学习效果均具有显著正向影响,教学周期长对学习效果的影响最不显著;不同教学方式对学生学习效果均具有正向影响;STEM教学对不同学段学生学习效果均具有正向影响,高中阶段的积极影响最显著;STEM教学对男、女生提升学习效果具有积极作用,对男生的积极影响效果较显著。就提升我国基础教育阶段STEM教学品质而言,应做好STEM教学活动的“统整”规划,强化STEM教学的“工程学”思维,加强对STEM任课教师的专业培训。
STEM teaching effect is an important issue.Meta-analysis method is used to explore the overall impact of STEM teaching abroad on students'learning effect,meanwhile,revealing the influence mechanism of teaching cycle,teaching method,learning period,gender on students'learning effect.The results show that STEM teaching can effectively improve students'learning effect.The improvement effect in critical thinking,thinking ability,practical ability and inquiry spirit is more significant than other aspects;different teaching periods have significant positive effect on students'learning effect,however it does not mean that long teaching periods can achieve better learning effect;different teaching methods have positive influence on students'learning effect;STEM teaching has a positive impact on students'learning effect in different periods,and the most significant positive impact on high school students'learning effect;STEM teaching plays a positive role in improving the learning effect of boys and girls,and the positive effect on the learning effect of boys is more significant.Based on the research conclusion,this paper proposes practical suggestions to improving STEM teaching quality in the stage of localization of basic education:doing the"integration"plan of STEM teaching activities,strengthening the"Engineering"thinking of STEM teaching,reinforcing the professional training of STEM teachers.
作者
许静
赵婧
白赫
潘晓雯
杨明芳
叶娟
Xu Jing;Zhao Jing;Bai He;Pan Xiaowen;Yang Mingfang;Ye Juan(Tianjin Normal University,Tianjin 300387)
出处
《当代教育论坛》
北大核心
2020年第5期89-97,共9页
forum on contemporary education
基金
全国教育科学“十三五”规划2018年度教育部重点课题“STEM教育理念下的中学物理项目学习研究”(编号:DHA180369)的阶段性研究成果。
