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篇名 理科师范生STEM素养发展的实证研究
並列篇名 Empirical Study on Pre-service Teachers’ STEM Literacy Development
作者 黄晓(HUANG Xiao) 、骆康康(LUO Kang-kang) 、包程程(BAO Cheng-cheng)
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。
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.
頁次 032-038
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
卷期 32:2
日期 202003
刊名 教師教育研究
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