华东师范大学学报(教育科学版)

华东师范大学学报(教育科学版) ›› 2017, Vol. 35 ›› Issue (4): 54-61+135+136.doi: 10.16382/j.cnki.1000-5560.2017.04.006

• 专题:STEAM教育研究 • 上一篇    下一篇

基于项目的STEAM学习探析:核心素养的视角

崔鸿1,3, 朱家华2, 张秀红1,4   

  1. 1. 华中师范大学生命科学学院, 武汉 430079;
    2. 华中师范大学教师教育学院, 武汉 430079;
    3. 北京师范大学中国基础教育质量监测协同创新中心华中师范大学分中心, 武汉 430079;
    4. 人民教育出版社, 北京 100081
  • 出版日期:2017-08-20 发布日期:2017-07-07
  • 基金资助:
    北京师范大学中国基础教育质量监测协同创新中心自主课题项目"义务教育八年级科学教育质量监测工具研制"（2016-04-008-BZK01）

An Analysis of STEAM Project Based Learning: A Perspective of Key Competencies

CUI Hong1,3, ZHU Jiahua2, ZHANG Xiuhong1,4   

  1. 1. School of Life Sciences, Central China Normal University, Wuhan 430079, China;
    2. School of Teacher Education, Central China Normal University, Wuhan 430079, China;
    3. Central China Normal University Branch, Collaborative Innovation Center of Assessment toward Basic Education Quality at Beijing Normal University, Beijing 100875, China;
    4. People's Education Press, Beijing 100081, China
  • Online:2017-08-20 Published:2017-07-07

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摘要： 基于项目的STEAM学习是学生在活动参与、项目设计、问题解决中进行的实践活动。在基于项目的STEAM学习中，学生围绕"明确的结果和模糊的任务"进行跨学科探究学习。基于项目的STEAM学习在增强人文素养、培育理性思维、养成主动学习意识、提升个体觉悟、强化问题解决等方面具有积极意义，这与学生发展核心素养的基本内涵具有一致性。基于项目的STEAM学习在正确把握基础教育科学课程价值、连接正规教育与非正规教育、接轨热点理念等方面都面临着一系列的挑战。

关键词: STEAM, 基于项目的学习, 核心素养, 科学教育

Abstract: STEAM is an educational mode which engages students in learning through active participation, project design and problem solving. Quite similar to project based learning, STEAM is interdisciplinary and situational. Therefore, STEAM project based learning is based on specific outcomes and fuzzy tasks, which is an inquiry process involving interdisciplinary learning. In this paper, the authors argue that STEAM project based learning helps to enhance the cultivation of humanities, sense of responsibility and rational thinking, stimulate active learning, and improve individual consciousness and problem solving skills. What's more, it is consistent with the philosophy of the development of student's key competencies. From the perspective of key competencies, the authors also discuss the state quo and challenges in STEAM regarding how to assess the science courses in basic education, how to connect informal and formal education, and how to combine maker education with other cutting edge ideas.

Key words: STEAM, project based learning, key competencies, science education