默会知识视角下的STEM教学实践改进——基于美国典型STEM教学案例的考察  

STEM Education Improvement in the Perspective of Tacit Knowledge Theory—Based on the Typical Case of American STEM Instruction

作　　者：徐田子 夏惠贤[1] XU Tianzi;XIA Huixian(School of Education,Shanghai Normal University,Shanghai,200234)

机构地区：[1]上海师范大学教育学院,上海200234

出　　处：《现代基础教育研究》2020年第2期149-155,共7页Research on Modern Basic Education

摘　　要：默会知识论是分析STEM教育实践的新视角,其可行性一方面体现在实践是两者内涵的交集,另一方面体现在默会知识的外显内隐循环转化可以解释学生实践能力提升的过程。基于该转化路径,提取两例美国典型STEM教学案例中的关键词,探究学生知识内隐与外显循环状况。研究发现,缺乏学生反思行为的明确指示词是STEM教育实践中的主要问题。因此,可参考反思性实践理论为STEM教育发展提供可行策略。The tacit knowledge theory is a new perspective for analyzing STEM education practice.Its feasibility can be reflected in two aspects:first,practice has become the intersection of the two connotations;and second,the implicit and cyclical transformation of tacit knowledge can help explain the process of how to improve students’practical ability.This research has abstracted key words from two typical American STEM cases to explore the externalization and internalization of students’knowledge.It has found that the lack of clear instruction words for students’reflective behavior is the main problem in STEM education practice.Therefore,this research has suggested some feasible strategies to promote STEM education development based on reflective practitioner theory.

关 键 词：默会知识论 STEM教育 转化 实践 反思 

分 类 号：G420[文化科学—课程与教学论]