美国STEM教育质量评价新动向——NAEP技术与工程素养评价要点与启示

doi:10.16382/j.cnki.1000-5560.2017.01.008

华东师范大学学报(教育科学版) ›› 2017, Vol. 35 ›› Issue (1): 78-86+122.doi: 10.16382/j.cnki.1000-5560.2017.01.008

美国STEM教育质量评价新动向——NAEP技术与工程素养评价要点与启示

林静

北京师范大学中国基础教育质量监测协同创新中心, 北京 100875

出版日期:2017-02-20 发布日期:2017-03-27
基金资助:
北京市教育科学“十三五”规划2016年度优先关注课题“深化教育综合改革背景下教师专业素养提升策略研究”（CE-FA16030）

The New Quality Assessment in America's Basic Education: Lessons from NAEP's TEL

LIN Jing

Online:2017-02-20 Published:2017-03-27
Contact: 10.16382/j.cnki.1000-5560.2017.01.008
About author:LIN Jing

摘要/Abstract

摘要：

技术与工程是STEM教育的重要内容领域，但在美国也一直未得到重视。为了推进美国技术和工程教育的标准化、规范化，以更好地开展STEM教育促进美国21世纪人才的培养，美国负责监测国家基础教育进步状况的NAEP于2014年冬开展了一项新的基础教育质量评价项目——技术与工程素养评价。该项评价以技术和社会、设计和系统、信息和通信技术为三大内容领域，以理解技术原理、制定方案达成目标、交流合作为三类能力目标，以社会事件、设计目的、学校和社区中的问题为任务情境，考查学生作为21世纪公民所需的运用、理解和评价技术的技术与工程素养。此项旨在基于证据提升美国STEM教育质量的评价项目，其评价内容和评价方式，对我国基础教育开展STEM教育培养21世纪科技人才具有重要的借鉴价值。

关键词: 技术与工程素养, STEM教育, 21世纪技能, 教育质量评价

Abstract:

Technology and engineering is an important part of STEM education. To promote the standardization of STEM education in support of the cultivation of the 21st century talents, NAEP (the National Assessment of Educational Progress) started TEL (the assessment of technology and engineering literacy:a new assessment program in the United States since 2014). TEL is designed to test students' ability to understand, use and evaluate technology as qualified citizens. The ability involves understanding technological principles and strategies needed for developing solutions and achieving goals. The objectives of TEL are categorized into three:technology and society, design and system, information and communication technology (ICT). TEL is carried out in the context of typical issues, problems, and goals that students might encounter in their schools, communities or societies.
The assessment of TEL is completely digitally based and includes interactive scenario-based tasks. Participants are asked to complete a variety of problem-solving tasks based on interactive scenarios. The abilities and literacy of participants involved in the tasks are highly consistent with core competencies for the 21st century, which include critical thinking and problem solving, communication and collaboration, creativity and innovation, information literacy, media literacy and ICT literacy, and so forth.
The NAEP's TEL has great implications for educating innovative talents in China's basic education. One is to create a problem-based context for students' learning through integrated, real-life and complex issues related to technology and engineering. Another is to enforce the informal learning for students to develop their TEL. In addition, in developing students' ICT literacy, technology and engineering education should be highly valued. All in all, China's basic education can integrate multiple resources to strengthen TEL education, STEM education and relevant assessment to develop Chinese students' 21st century skills.

Key words: technology and engineering literacy, STEM education, 21^st century skills, education quality assessment

林静. 美国STEM教育质量评价新动向——NAEP技术与工程素养评价要点与启示[J]. 华东师范大学学报(教育科学版), 2017, 35(1): 78-86+122.

LIN Jing. The New Quality Assessment in America's Basic Education: Lessons from NAEP's TEL[J]. Journal of East China Normal University(Educationa, 2017, 35(1): 78-86+122.

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美国STEM教育质量评价新动向——NAEP技术与工程素养评价要点与启示

The New Quality Assessment in America's Basic Education: Lessons from NAEP's TEL

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