中小学STEM教师专业素养模型的理论建构  

A Theoretical Framework for K-12 STEM Teachers’Professional Competence Model

作　　者：方兆玉 FANG Zhaoyu(Institut Suprieur 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9期21-34,共14页Journal of World Education

基　　金：上海教科院国家社科基金教育学一般项目“基础教育核心素养培养导向下教师跨学科能力建设及评价研究”(编号:BHA230151)。

摘　　要：21世纪的挑战在中小学催生了全新的学习范式,STEM教育是应对的主要路径之一,STEM教师是其中重要的力量,因此有必要构建素养模型为教师的专业发展、专业实践赋能。文章在文献研究和案例研究的基础上,提出中小学STEM教育的总体认知框架,包括跨学科整合性、真实问题驱动、各学科平等性等基本假设,莱斯转换模型、STEM转换模型等参照系,经验学习、具体操作物、多元表征等理论框架和七个特征的概念框架;梳理了专业素养研究的发展脉络和重要概念,提出在情景专业主义视角下构建中小学教师专业素养模型;最后以美国州首席教育官员理事会提出的素养导向的教师核心教学标准模型为蓝本,综合总体STEM教育认知框架和专业素养理论,构建了包含学习者和学习、内容知识、教学实践、专业责任四大素养,12个亚素养的中小学STEM教师专业素养模型,并细化了指标体系。In the 21st century,the challenges in primary and secondary schools have given rise to a new model of learning,and K-12 STEM education is the major approach to address these challenges,while K-12 STEM teachers make the cornerstone workforce in this regard.Therefore,it’s imperative to formulate a professional competence framework to empower their professional development and professional practice.Based on literature research and case studies,this article proposes an overall cognitive framework for K-12 STEM education,including the fundamental assumptions(interdisciplinary,real-world problems,equality for S-T-E-M),benchmarks or reference(Lesh Translation Model,STEM Translation Model),theoretical framework(Experiential Learning,concrete manipulatives,multiple representations)as well as conceptual framework(7 characteristics).Secondly,it summarizes the development trajectory of professional competence researches in order to extract critical concepts.In light of which,we have decided to adopt Situated Professionalism as theoretical perspective to construct K-12 teachers’professional competence model.Lastly,it takes MCTS which initiated by US CCSSO as blueprint,enriched by the overall STEM education cognitive framework and professional competence theoretical perspective,to construct the STEM-KDP K-12 teachers’professional competence framework,including four competencies,namely Learning and Learner,Content Knowledge,Teaching Practice and Professional Responsibility.Also,12 sub-competencies as well as a variety of indicators are proposed.

关 键 词：中小学STEM教育 专业素养模型 跨学科整合性 莱斯转换模型 中小学STEM教师素养模型 

分 类 号：G451[文化科学—教育学]