STE(A)M教育研究的作用与特点探析  

On Function and Characteristics of STE(A)M Education Research

作　　者：沈雁 蒋慧蓓 张燕军 Shen Yan;Jiang Huibei;Zhang Yanjun

机构地区：[1]湖州师范学院人文学院 [2]浙江师范大学教师教育学院

出　　处：《高等工程教育研究》2022年第3期96-101,共6页Research in Higher Education of Engineering

基　　金：教育部人文社科研究思政专项“双创背景下高校学生社团育人功能与实现路径研究”(21JDSZ3074);国家社会科学基金教育学一般课题“当前我国高校学生创业失败的原因、效应与改进对策研究”(BIA170218)。

摘　　要：我国STE(A)M教育研究分为起步调整、借鉴发展和多元深化三个阶段,在政府政策制定、教育机构设立和学校课程整合发展等方面发挥了积极作用,呈现聚焦本土实际问题、理论研究与实践探讨相结合、局部联系转向跨区域深度合作的特点。后续研究应从多角度、多方法和跨区域方面拓展。STE(A)M education research in China can be divided into three stages: initial adjustment, reference development and multiple deepening. These researches have played a positive role in government policy formulation, educational institution establishment and integrated development of school curriculum, and have shown the characteristics of focusing on local practical problems, matching theoretical research and practical research, and increasingly close research cooperation inside and outside the school. The follow-up research should be expanded from multiple perspectives, methods and cross-regions.

关 键 词：STE(A)M教育 作用 特点 

分 类 号：G434[文化科学—教育学]