體驗區
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篇名 |
理科师范生STEM素养发展的实证研究
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並列篇名 |
Empirical Study on Pre-service Teachers’ STEM Literacy Development
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作者 |
黄晓(HUANG Xiao)
、骆康康(LUO Kang-kang)
、包程程(BAO Cheng-cheng)
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中文摘要 |
基于学者Alan Zollman 的STEM 素养内涵界定,提出评测STEM 素养的一级指标,包括STEM 学科概念理解、问题解决能力、STEM 态度,并编制问卷,问卷信度系数为0. 931。以浙江省高师院校不同专业背景的理科师范生为研究对象,基于问卷、访谈,分析理科师范生STEM 素养在不同维度是否与专业、年级和性别存有相关性。表现为:(1)学科概念理解存在偏差;(2)综合问题解决能力亟待提升;(3)STEM 态度与职业理想需要涵养。进而从课程、教学、课堂环境、专业定位等方面进行归因分析,提出走向综合、开放、多元的理科师范生STEM 素养发展,即注重教师教育课程的综合性,加强学科交叉理解;创设开放的问题解决课堂环境,实现教学方法的多元;引领多元化的职业理想与定位,涵养师范生STEM 态度。
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英文摘要 |
Based on the definition of STEM literacy by Alan Zollman, STEM literacy which includes STEM disciplines knowledge understanding, problem solving ability and STEM attitude. A questionnaire was conducted in this study, with a Cronbach’s Alpha of 0. 93. We investigated pre-service teachers with different professional backgrounds of normal universities in Zhejiang Province. Problems of their STEM literacy related to different majors, grades and gender highlighted. It is shown as follows:(1)the disciplines knowledge is lack of accurate understanding;(2)the comprehensive problem-solving ability needs to be improved urgently;(3)STEM attitude and career ideal need to be fostered. Then, the reasons from aspects of the curriculum, teaching, classroom environment and professional orientation was put forward, and the pre-service teachers’ STEM understanding based on integration, openness and diversification were stressed, which concerns the integration of teacher education curriculum to strengthen the inter-crossing of disciplines; creating the open problem-solving classroom environment to realize the diversity of teaching methods, leading diversified career ideals and orientation to cultivate STEM attitude.
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頁次 |
032-038
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關鍵詞 |
理科师范生
、STEM 素养
、STEM 学科概念理解
、问题解决能力
、STEM 态度
、pre-service teachers
、STEM literacy
、STEM disciplines knowledge understanding
、problem solving ability
、STEM attitude
、CSSCI
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卷期 |
32:2
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日期 |
202003
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刊名 |
教師教育研究
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出版單位 |
北京師範大學、華東師範大學、高等學校師資培訓交流北京中心
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