美国校外STEM教育成效评价:视角、框架与指标  

Evaluating Out-of-School STEM Education Outcomes in the United States:Perspective,Framework and Indicators

作　　者：陈舒[1] 刘新阳[2] 

机构地区：[1]华东师范大学教育学部教师教育学院,上海200062 [2]山东师范大学教育学部教育技术系,济南250014

出　　处：《开放教育研究》2017年第2期102-110,共9页Open Education Research

基　　金：2015年度教育部人文社会科学研究青年基金项目"发展核心素养的科技类综合实践活动设计研究"(15YJC880047)

摘　　要：随着美国校外STEM教育的蓬勃发展,开展有效的评价成为研究者和实践者的一致诉求。本文通过对权威报告及研究成果的分析,勾勒出美国校外STEM教育成效评价的系统脉络:以"学习生态系统观"作为统领视角,强调评价的系统性和可持续性;从"个体-项目-区域/共同体"三个层面出发搭建参考框架,满足不同层面工作者的评价需求;制定项目层面和个体层面的具体指征,使评价更具操作性;最后,分析比较了中美两国校外STEM教育的实践土壤,针对我国在评价工作中存在的问题提出若干建议。With the development of out-of-school STEM education in the United States, effectively evaluating their out- comes has become common pursuit of researchers and practitioners. Systematic evaluation approaches were found in official reports and research articles. ＂Individual-Program-Community＂ framework was constructed with systematic and consistent learning ecology perspectives. Indicators for successful individual learning and STEM programs were clarified in order to make evaluation works more practical. Compared with the U. S. practices, suggestions addressing China＇s local problems were made coneerning out-of-school STEM education outcome evaluations.

关 键 词：校外STEM教育 评价 学习生态系统 

分 类 号：G434[文化科学—教育学]