面向文化传承的学科融合教育(C-STEAM):6C模式与实践案例  

Interdisciplinary Education for Cultural Inheritance(C-STEAM):6C Model and Its Typical Case

作　　者：詹泽慧[1] 李克东[1] 林芷华 钟柏昌 麦梓莹 李炜贤 ZHAN Zehui;LI Kedong;LIN Zhihua;ZHONG Baichang;MAI Ziying;LI Weixian

机构地区：[1]华南师范大学教育信息技术学院,广东广州510631 [2]佛山市禅城区澜石小学,广东佛山528000

出　　处：《现代远程教育研究》2020年第2期29-38,47,共11页Modern Distance Education Research

基　　金：广东省教育厅基础研究重大项目及应用研究重大项目(社会科学类)“基于学科模型的创新能力培养信息化平台设计与应用”(2017WZDXM004);教育部人文社科项目“大学生创业行为模型下创业课程体系构建研究”(19YJC880125)。

摘　　要：自STEAM教育提出以来,由于其强调跨学科素养、创造性思维和创新实践能力,而受到世界各国的普遍关注。当前国内外学者提出了诸多STEAM教学模式和模型,也有学者进行了基于中国传统文化的学科知识整合层面的探索,但在思维层面和价值观内化方面缺乏对传统文化内涵的充分挖掘。作为一种面向中国优秀传统文化传承的学科融合教育,C-STEAM强调文化传承导向下多学科知识与思维方式的内在融合,以及富含文化情境的活动体验与系统建模,是STEAM教育本土化发展的一种积极尝试。依托情境认知理论和基于设计的双循环探究模型建构的C-STEAM教育6C模式,包括文化情境感知、文化内涵理解、文化特征探究、文化制品创作、联系社会推广、总结评价反思6个核心环节及若干关键活动。将该6C模式应用于佛山市澜石小学的"佛山粤剧文化--天工开物小小工匠"项目,经过两年多的实践表明,学生们参与科技创新、创客、STEAM跨学科项目式学习活动的人次显著增多,对传统文化的认知度也显著增强。该模式为推动地区性C-STEAM课程的建设和开展提供了借鉴。Since the introduction of STEAM education, it has attracted worldwide attention due to its emphasis on interdisciplinary quality, creative thinking and innovative practice. At present, scholars at home and abroad have proposed many STEAM teaching modes and models, and some scholars have explored the integration of interdisciplinary knowledge based on traditional Chinese culture, but they have not fully explored the connotation of traditional culture in terms of thinking and internalization of values. As an interdisciplinary integrated education for the inheritance of excellent traditional Chinese culture, C-STEAM emphasizes the inherent integration of multidisciplinary knowledge and the way of thinking under the guidance of cultural inheritance, as well as the activity experience and system modeling rich in cultural context, which is an active attempt to develop the localization of STEAM education. Based on the theory of situational cognition and the double-cycle exploration model on the basis of design, the C-STEAM 6C Model of education is constructed, including 6 core links of cultural context perception, contextual experience, connotation comprehension, characteristic inquiry, create artifact,connect society, conclusion reflection. The 6C Model was applied to the"Foshan Cantonese Opera Culture: Small Artisans of Tiangongkaiwu"project of Foshan Lanshi Primary School. After more than two years of practice, the students’ participation in scientific and technological innovation, and Makers and STEAM interdisciplinary project-based learning has increased significantly, and their awareness of traditional culture has also increased significantly. This model provides reference for promoting the construction and development of regional C-STEAM courses.

关 键 词：STEAM 学科融合教育 文化传承 6C模式 典型案例 

分 类 号：G434[文化科学—教育学]