STEM教育的困境与审思  

STEM education: dilemma and reflection

作　　者：李芒[1] 易长秋 Mang Li;Changqiu Yi

机构地区：[1]北京师范大学教育学部教育技术基本理论研究中心,100875

出　　处：《中国远程教育》2022年第9期27-33,79,共8页Chinese Journal of Distance Education

基　　金：北京市教育科学“十三五”规划2018年度优先关注课题“应用信息技术提高教学质量的实践案例研究”(CEHA18061)。

摘　　要：当前,STEM教育作为教育领域备受关注的话题,对培养学生综合素养、提高思维与创新能力具有重要作用。然而,STEM教育在教学实践中却常常出现形式化、过度技术化和价值取向单一化等不容忽视的问题,导致STEM教育发展偏离初衷。其逻辑成因在于STEM教育建立在薄弱的理论基础之上,在实施过程中出现技术决定论的倾向,受唯科学主义思想的渗透,忽视人文因素的重要作用。若要突破当前困境,在STEM框架中理工能力得到充分发展的同时应重视哲学在STEM教育中的作用,使STEM教育回归人本,关注人与社会之间的关系,培养学生反思性、整体性、本质性和抽象性思维能力,涵养人文性价值精神,达到对热爱真理、批判创新、不断进步的理性精神的追求,提升STEM教育的育人高度。Nowadays, STEM education is a high-profile subject in school education. It is argued that STEM education is instrumental in cultivating students’ overall qualities and improving their thinking and innovation skills. However, STEM education has problems that need to be solved urgently in teaching practice such as being formalistic, excessive use of technology and single-value orientation, hence causing its development to deviate from its original intention. This is because STEM education has a weak theoretical foundation and a tendency to over-rely on technology and ignore the important role of humanistic factors as a result of the infiltration of scientism in the process of implementation. In order to break out of this dilemma, we should pay attention to the role of philosophy in STEM education while developing the STEM literacy so that students’ reflective, holistic, essential and abstract thinking and humanistic spirit can be cultivated.

关 键 词：STEM教育 STEAM教育 哲学 人文性 教育性 形式化 过度技术化 唯科学主义 

分 类 号：G420[文化科学—课程与教学论]