【作者】 韩金；

【导师】 崔鸿；

【作者基本信息】 华中师范大学 ， 学校课程与教学（专业学位）， 2024， 博士

【摘要】 近年来,STEM教育作为培养国际创新型人才的重要途径,在我国中小学教育中取得了显著进展。然而,由于高考压力的影响,高中阶段的STEM教育推广步伐相对缓慢。高中生不仅具备跨学科学习的潜力,同时正处于学业和职业发展的关键时期,因此STEM教育对他们的意义尤为重大。然而,由于高中教师面临课时紧张、教学任务繁重、课程主题缺乏等多重限制,STEM教学的高效实施仍面临诸多挑战。本研究聚焦普通高中STEM课程的设计与实施,旨在提升学生的复杂问题解决能力,促进教师的专业成长,并优化高中STEM课程体系,为高中阶段的STEM教育推广提供实证支持。基于高中教育的实际情况和师生需求,本研究采用了三轮行动研究。第一轮行动,基于前期在W市教师和学生群体中的调研结果,以生物学科为切入点,挖掘教材中的STEM教育资源,设计并实施基于学科的STEM课程,以帮助教师积累STEM教学的初步经验,增强学生对STEM教学模式的适应性。结果显示,这一轮行动增强了教师对STEM教育理念的理解,但在如何通过项目化学习来设计和实施STEM课程方面,教师仍存在不足。针对第一轮行动中暴露的问题,第二轮行动首先通过文献研究确立了基于项目的STEM校本课程设计框架,并据此开发了《欲把香留住》项目化STEM课程。通过课例研究对课程进行了迭代优化,并运用准实验研究对课程实施效果进行了评估。结果显示,学生在STEM学习态度、科学信心和21世纪核心能力(如元认知、创新能力及问题解决能力)方面均有显著提升,教师对STEM课程的认识也更为系统。然而,本轮行动在学科知识的融合及课程的系统化方面仍有改进空间。为解决第二轮行动的不足,第三轮行动在文献研究基础上确立了进阶式STEM校本课程设计框架,并开发了围绕“水”主题的课程《共饮一江水》,引导学生从微观到宏观水平逐步深入地理解水的多重角色。通过课堂观察和问卷调查收集数据,结合实验研究法,从纵向和横向比较教师的STEM教学胜任力以及学生的跨学科理解与思维水平,分析课程实施效果。结果显示,教师的STEM教学胜任力和学生的跨学科能力均有显著提升。研究过程中,采用了课堂观察、访谈、问卷调查和课例研究等多种方法,以保证研究的系统性和全面性,并为教师在STEM课程实施中的实践提供支持。通过对学生STEM学习态度、21世纪关键能力发展以及教师STEM教学胜任力的实验数据分析,验证了研究所采用的理论框架的有效性和可行性。研究结果表明,基于真实教学情境设计的STEM课程不仅能有效提升学生的关键能力和学习态度,还显著提升了教师的STEM教学胜任力,为高中阶段STEM教育的推广提供了实践经验和理论支持。本研究在理论上填补了现有STEM教育研究中的多项空白:一是当前高中进阶式STEM课程开发和实施方面缺乏实证案例;二是系统性地评估了高中学科教师的STEM教学胜任力,为教师专业发展提供了新视角;三是将行动研究与实证研究相结合,为STEM课程开发提供了创新方法。本研究不仅为高中STEM课程的设计与实施提供了有效路径,也为政策制定者、教育工作者和研究人员提供了关于STEM教育在高中阶段应用的有益启示。未来,将进一步优化课程内容和教学方法,探索更适合高中生特点的STEM教育模式,为提升我国高中生的科学素养和创新能力做出贡献。更多还原

【Abstract】 In recent years,STEM education,as an important pathway for cultivating internationally innovative talents,has made significant progress in China’s primary and secondary education.However,due to the pressures of the college entrance examination,the promotion of STEM education in high schools has been relatively slow.High school students not only possess the potential for interdisciplinary learning but are also at a critical stage in their academic and career development,making STEM education particularly significant for them.Nevertheless,the effective implementation of STEM teaching in high schools faces many challenges,including limited class time,heavy teaching workloads,and a lack of curriculum themes.This study focuses on the design and implementation of STEM curricula in regular high schools,aiming to enhance students’ability to solve complex problems,promote teachers’professional growth,and optimize the high school STEM curriculum system,thereby providing empirical support for the promotion of STEM education at the high school level.Based on the actual conditions of high school education and the needs of teachers and students,this study adopts a three-cycle action research methodology.In the first cycle,drawing on preliminary survey results from teachers and students in W City,biology was chosen as the entry point to explore STEM educational resources within textbooks.A discipline-based STEM curriculum was designed and implemented to help teachers gain initial STEM teaching experience and to improve students’adaptability to STEM teaching methods.The results showed that this cycle enhanced teachers’understanding of STEM education concepts,but they still faced challenges in designing and implementing STEM curricula through project-based learning.To address the issues identified in the first cycle,the second cycle began with a literature review to establish a framework for designing school-based,project-based STEM curricula.Based on this framework,the project-based STEM course“Capturing the Fragrance”was developed.The curriculum was iteratively optimized through lesson case studies,and its implementation effects were evaluated using quasi-experimental methods.Results showed significant improvements in students’attitudes toward STEM learning,scientific confidence,and 21st-century core skills(such as metacognition,innovation,and problem-solving abilities).Teachers also developed a more systematic understanding of STEM curricula.However,this cycle revealed areas for improvement in the integration of disciplinary knowledge and curriculum systematization.To address the shortcomings of the second cycle,the third cycle established a progressive framework for school-based STEM curriculum design based on literature research.A curriculum themed around“water”titled“Sharing the Same River”was developed to guide students to gradually understand the multifaceted roles of water from micro to macro levels.Data were collected through classroom observations and surveys,and experimental research methods were used to analyze the curriculum’s implementation effects.Both vertical and horizontal comparisons were conducted to examine the STEM teaching competence of teachers and the interdisciplinary understanding and thinking levels of students.Results showed significant enhancements in teachers’STEM teaching competence and students’interdisciplinary skills.Throughout the study,various methods such as classroom observations,interviews,surveys,and lesson case studies were employed to ensure the systematic and comprehensive nature of the research,providing practical support for teachers implementing STEM curricula.Experimental data on students’attitudes toward STEM learning,the development of 21st-century key competencies,and teachers’STEM teaching competence verified the validity and feasibility of the theoretical framework adopted in this study.The findings indicate that STEM curricula designed based on authentic teaching contexts can effectively enhance students’key competencies and learning attitudes while significantly improving teachers’STEM teaching competence.This provides practical experience and theoretical support for the promotion of STEM education at the high school level.From a theoretical perspective,this study fills several gaps in existing STEM education research:It addresses the lack of empirical cases in the development and implementation of progressive STEM curricula in high schools.It systematically evaluates the STEM teaching competence of high school subject teachers,offering a new perspective for teachers’professional development.By integrating action research with empirical research,it provides an innovative approach to STEM curriculum development.This study not only offers an effective pathway for the design and implementation of high school STEM curricula but also provides valuable insights for policymakers,educators,and researchers regarding the application of STEM education in high schools.In the future,further optimization of curriculum content and teaching methods will be explored to develop STEM education models better suited to the characteristics of high school students,contributing to the enhancement of scientific literacy and innovative capabilities among Chinese high school students.更多还原