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