科学理性主义视野下的STEM教育思考:知识融通  

Thoughts on STEM Education in the Perspective of Scientific Rationalism:Knowledge Consilience

作　　者：黄璐[1,2] 裴新宁[2] HUANG Lu;PEI Xinning(School of General Studies, Zhejiang Shuren University, Hangzhou310015;College of Teacher Education, East China Normal University, Shanghai200062)

机构地区：[1]浙江树人大学基础学院,浙江杭州310015 [2]华东师范大学教师教育学院,上海200062

出　　处：《比较教育研究》2018年第6期27-34,共8页International and Comparative Education

摘　　要：STEM教育从美国传播至世界其他许多国家,成为了许多国家战略发展、教育创新的重要途径。但实践发现,STEM教育中学科界限分明、知识不关联的现象严重阻碍了学生创新能力的培养。从知识论的视角看,STEM教育本质上是反对传统教育"知识孤立"的倾向,主张"知识融通"。本文基于科学理性主义的科学精神、科学知识和科学方法构建了STEM教育的三层体系框架:信念层——STEM教育的意识状态,认识层——STEM教育的知识结构,方法层——STEM教育的思维工具。达到领域内容标准、探索学科之间不确定的相关性和确立相关知识间的逻辑关系模型,这"三步走"的STEM教育实践之路将有助于教师理解和处理STEM教育中的"知识"问题。STEM education spread from the United States to many other countries in the world, becoming an important way of a country＇s strategic reform and educational innovation. However, in practice, we find obvious boundaries between disciplines and pieces of knowledge unrelated, which impair/barrier the development of students＇ creativity. From the perspective of epistemology, STEM education shows essentially a tendency against ＂knowledge isolation＂ of the traditional education, and advocates＂knowledge consilience＂. Based on the scientific spirit, scientific knowledge and scientific methods of scientific rationalism, three-layer system framework is constructed in respect of science rationality, science knowledge and science methodology： the belief layer-the conscious logic of the STEM education, the knowing layer-the intellectual structure logic of STEM education, and the method layer-the thinking logic of the STEM education. We should promote teachers to develop an understanding of knowledge in discipline fields, explore relationships among disciplines and identify logics between related knowledge. This three-step approach will contribute to teachers＇ comprehension and disposition on problems about＂knowledge＂of STEM.

关 键 词：STEM教育 知识融通 科学理性主义 认识论 

分 类 号：G629.3[文化科学—教育学]