素养本位的STEM教育:理念、目标与实践模式——美国、法国、新加坡比较研究  

Competences-oriented STEM Education:Ideas,Goals,and Practice Prototypes——Comparative Study of the United States,France,and Singapore

作　　者：方兆玉 FANG Zhaoyu(Institut Supérieur des Sciences,Techniques et Economie Commerciales,Paris 75015,France;Shanghai Education Magazine,Shanghai Educational Press Group,Shanghai 200032,China)

机构地区：[1]法国巴黎高等科学技术与经济商业学院,巴黎75015 [2]上海教育报刊总社《上海教育》编辑部,上海200032

出　　处：《世界教育信息》2024年第1期60-70,共11页Journal of World Education

基　　金：上海市教育科学研究院国家一般课题“基础教育核心素养培育导向下教师跨学科能力建设及评价研究”(编号:BHA230151)。

摘　　要：STEM教育自20世纪90年代诞生之初,就以跨学科整合性作为共同的核心理念。植根于不同文化、哲学、认知论的传统,美国、法国、新加坡三国发展出多元化优势探究系统,并在21世纪核心素养多层次目标的定向下,派生出三维教学、大概念探究性学习、设计思维赋能项目工作三种典型的实践模式。在培养跨学科能力方面,项目化学习和问题化学习作为支撑不同STEM教育实践模式的两大主流教学法,各有优势,也面临不同挑战。三个国家分别用以问题化学习为支架的项目化学习、论证式科学教学、以项目化学习为支架的问题化学习予以回应。基于此,文章初步提出STEM教育的目的—教学法—探究系统三维实践模型。Upon initiation in the 1990s,STEM education has anchored on the core idea of interdisciplinary integration.The United States,France,and Singapore,rooted in diversified cultural,philosophical and epistemological traditions,have developed plural dominating inquiry systems,which in turn led to the evolvement of 3D Teaching in the US,Big Ideas-oriented Inquiry Learning in France,and Project Work empowered by Design Thinking in Singapore respectively.Meanwhile,Project-based Learning and Problem-based Learning,as the two mainstream frameworks backing STEM education practices,encounter challenges as well as opportunities.To address the mixed situations,the three countries had responded in iPjBL scaffolded by iPBL activities,Argumentationstrengthened Science Teaching,and iPBL scaffolded by iPjBL activities.Based on the analysis above,this paper proposed initially a STEM education practice model featuring three factors,including Purpose,Pedagogy and Inquiry System,namely,the PPI Model.

关 键 词：STEM教育 跨学科整合性 探究性科学教学 问题化学习 项目化学习 PPI实践模型 

分 类 号：G40-03[文化科学—教育学原理]