基于STEM能力框架的“物流设施与设备”课程创新  

Curriculum Innovation of Logistics Facilities and Equipment Course Based on STEM Competency Framework

作　　者：陈东萍 杨晓扬 张少云 刘国栋 CHEN Dongping;YANG Xiaoyang;ZHANG Shaoyun;LIU Guodong(School of Logistics,Linyi University,Linyi 276000;Business School,Sichuan University,Chengdu 610064;School of Art&Design,Shanghai Dianji University,Shanghai 200240,China)

机构地区：[1]临沂大学物流学院,山东临沂276000 [2]四川大学商学院,四川成都610064 [3]上海电机学院设计与艺术学院,上海200240

出　　处：《物流技术》2022年第8期149-152,共4页Logistics Technology

基　　金：临沂大学2021年度立项建设“课程思政”教学示范课程项目(K2021SZ022)。

摘　　要：“物流设施与设备”教学实践主要存在学生学习积极性不高、学科交叉理论不足、教学内容与实际问题脱节、思政价值发挥不足等问题。为此,引入STEM能力框架,结合现代物流复合型人才需求,从知识、技能、态度与价值观三个维度,重新定义课程的教学目标;以行业标准、政府规划、企业发展历程、实际工程案例等行业实际资料为载体,将各相关学科基础逻辑引入课程,打破学生单门课程思维限制,提升学生利用综合知识解决复杂工程问题的能力。The paper pointed out that there were several problems in the teaching practice of the Logistics Facilities and Equipment course,such as students’low enthusiasm for learning,insufficient interdisciplinary theory,disconnection between teaching content and practical problems,and insufficient application of ideological and political education value.On such basis,the paper introduced the STEM competence framework,combined it with the demand for modern logistics composite talents,and redefined the teaching objectives of the course from the three dimensions of knowledge,skills,and attitude/value.Next,taking industry standards,government planning,enterprise development histories,and actual engineering cases as carriers,the paper introduced the basic logics of relevant disciplines into the teaching of the course,removed students’thinking limitation,and improved the students’ability to use comprehensive knowledge to solve complex engineering problems.

关 键 词：STEM 能力框架 课程设计 “物流设施与设备”课程 

分 类 号：G642[文化科学—高等教育学]