乡村STEM教育:实现可能、现实困境及因应对策  

STEM education in rural areas:possibility,dilemma and solution

作　　者：司建 张立昌[1] Jian Si;Lichang Zhang

机构地区：[1]陕西师范大学教育学部,710062

出　　处：《中国远程教育》2022年第8期53-59,69,79,共9页Chinese Journal of Distance Education

基　　金：2017年度教育部人文社会科学项目“课堂反思学习指导研究”(项目编号:17YJA880095)的研究成果。

摘　　要：乡村教育强,则中国教育强。当前,我国教育已进入高质量发展阶段,全面振兴乡村教育势在必行。发展乡村STEM教育有助于让每个孩子享有“均衡而有特色、公平而有质量”的教育。乡村STEM教育实现可能依存于两个方面:一方面乡村存有可以培育的STEM学科素养,另一方面乡村存在STEM教育的跨学科探索。实现乡村的STEM教育存在三重困境:一是空间正义的鸿沟是乡村STEM教育的公平之殇;二是文化资本的差距说明乡村STEM教育存在先天不足;三是教育模仿的惯习表明乡村STEM教育具有后天差距。乡村STEM教育的实现路径需以“城乡共进”的方式建立乡村STEM师资培训机制,用“以城带乡”的思路创建乡村主题的STEM教学模式,靠“自力更生”的勇气开展乡村STEM教育的本土实践。Educational development in China’s rural areas directly determines whether education in the whole country can proceed into the stage of high-quality development.Offering STEM education to rural children is a way to allow all rural children access to "balanced and with special features,equitable and of high quality" education.Possibilities of rural STEM education are discussed in terms of STEM literacies and conditions for cross-disciplinary exploration available in rural areas.Three barriers to rural STEM education are identified in this article,i.e.the gap in the so-called space justice,shortage of cultural capital,and the habitus of simulation instead of creativity.The solutions proposed include establishment of a mechanism to provide professional development for rural STEM teachers so that they can co-develop with their urban counterparts,exploration of themed STEM education models fit for rural education by borrowing from urban models,and development of rural STEM models.

关 键 词：乡村振兴 教育公平 高质量教育体系 城乡教育一体化 STEM教育 教育质量 学科素养 教师培训 

分 类 号：G434[文化科学—教育学]