摘要
进行高质量的STEM课程设计,是确保STEM教学实践有效性的关键。文章基于认知深度模型,针对STEM课程案例进行分析,挖掘不同年级STEM课程在设计思路、目标定位、主题内容、活动设计、成果输出等要素设计中所处的认知深度层级。文章指出,低年级(1、2年级)STEM课程设计强调学生通过感官体验以习得基本知识和技能,处于认知深度模型中的“回忆/重现”“技能/概念”层级;中年级(3、4年级)STEM课程设计强调引导学生的发现、探究、问题解决、方案设计,处于认知深度模型中的“策略性思维”层级;高年级(5年级及以上)STEM课程设计强调基于复杂问题的解决、产品原型及创新产品设计,处于认知深度模型中“拓展性思维”层级。面向不同年级STEM课程设计的路径分析将为一线教师提供了支撑和指引,即低年级STEM课程设计重在基于感官体验和动手实践形成初步认知、中年级STEM课程设计重在基于科学实验和协作探究寻求问题解决方案、高年级STEM课程设计重在基于科学探究和工程思维进行创新创造。
High-quality STEM courses design is the key to ensure the effectiveness of STEM teaching practice.Based on the Weber’s Depth of Knowledge model,this paper aimed at studying the STEM courses cases,and excavated the cognitive depth levels of STEM courses at different grades in terms of the design idea,target positioning,theme content,activity design,and outcome output.This paper points out that the STEM courses design at lower grades(Grades 1-2)emphasizes on students acquiring basic knowledge and skills through sensory experience and locates at the levels of“recall/recur”and“skill/concept”according to the depth of knowledge model.The SETM courses design at middle grades(Grades 3-4)emphasizes on guiding students to find problems,explore information,seek solutions,and design plans,and locates at the level of“strategic thinking”according to depth of knowledge model.The STEM courses design at upper grades(Grade 5 and above)emphasizes on organizing students to know solutions to complex problems,product prototypes and innovate product design,and locates at the level of“expansive thinking”according to depth of knowledge model.Path analysis of STEM course design for different grades will provide support and guidance for frontline teachers.The design of lower-grade STEM curriculum focuses on the formation of preliminary cognition based on sensory experience and hands-on practice,the design of middle-grade STEM course focuses on the scientific experiment and collaborative inquiry for solutions to problems,and upper-grade STEM course design focuses on innovation and creation based on scientific exploration and engineering thinking.
作者
孔晶
KONG Jing(College of Humanities and Education,Foshan University,Foshan,Guangdong,China 528000)
出处
《现代教育技术》
CSSCI
2021年第9期112-119,共8页
Modern Educational Technology
基金
教育部人文社会科学研究一般项目“大数据驱动的县域乡村教师队伍建设预警机制及对策研究”(项目编号:18YJC880033)
2019年深圳市哲学社会科学规划课题共建项目“智慧教育支撑体系与应用模式研究”(项目编号:SZ2019D034)的阶段性研究成果。
关键词
STEM课程
认知深度模型
课程设计
低年级
中年级
高年级
STEM course
depth of knowledge model
courses design
lower grades
middle grades
upper grades
