从美国到中国： STEM教育的“危机叙事”

doi:10.16382/j.cnki.1000-5560.2026.05.007

摘要/Abstract

摘要：

作为一种政策工具，美国STEM教育“危机叙事”成功推动了资源的快速集聚，其合法性根源在于面对科技竞争、国家安全以及全球化挑战时对教育改革的紧迫性和合理性的反映。然而，危机氛围的持续渲染加剧了教育改革的短视效应，政党更替导致政策执行呈现周期性波动，削弱了STEM教育政策的稳定性与连续性。同时，以STEM为核心的学科话语霸权在制度层面压缩了人文教育的空间，导致教育功能逐步滑向技术工具主义的误区。鉴于此，要审慎认识危机叙事的合法性与局限性，立足于我国STEM教育发展实际，将危机转化为教育系统内生革新的动力，实现STEM教育治理逻辑重构、课程与知识体系重塑，构建具有中国特色的STEM教育“危机叙事”框架，走出一条具有中国特色的STEM教育振兴之路。

关键词: STEM教育, 危机叙事, 教育改革, 发展模式, 制度困境

Abstract:

As a policy tool, the “crisis narrative” of STEM education in the United States has successfully promoted the rapid accumulation of resources. Its legitimacy stems from its reflection of the urgency and rationality of educational reform in the face of technological competition, national security, and globalization challenges. However, the persistent atmosphere of crisis has exacerbated the short-sightedness of educational reform, and changes in political parties have led to cyclical fluctuations in policy implementation, weakening the stability and continuity of STEM education policies. Simultaneously, the hegemonic discourse centered on STEM has compressed the space for humanities education at the institutional level, gradually leading education towards the misconception of technological instrumentalism. Therefore, it is crucial to carefully examine the legitimacy and limitations of the crisis narrative, base on the realities of STEM education development in my country, transform the crisis into a driving force for collaborative and endogenous educational innovation, reconstruct STEM education governance, reshape the curriculum and knowledge system, construct a crisis narrative framework for STEM education with Chinese characteristics, and forge a path for the revitalization of STEM education with Chinese characteristics.

Key words: STEM education, crisis narrative, education reform, development model, institutional dilemma

杨文杰, 周蕾. 从美国到中国： STEM教育的“危机叙事”[J]. 华东师范大学学报(教育科学版), 2026, 44(5): 75-84.

Wenjie Yang, Lei Zhou. From the US to China: The “Crisis Narrative” of STEM Education[J]. Journal of East China Normal University(Educationa, 2026, 44(5): 75-84.

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