幼儿园教师STEM实践中的教育反思

【作者】 周敏；

【导师】 王丽；

【作者基本信息】 南京师范大学 ， 学前教育学， 2019， 硕士

【摘要】 STEM 是科学、技术、工程和数学(Science、Technology、Engineering and Mathematics)的英文单词首字母的缩写,但是STEM教育并不是指四门学科知识的简单叠加,而是指通过跨学科融合的方式统整四个学科中分散的知识,以真实问题为驱动,在解决问题的真实情境中提升学生科学素养、技术素养、工程素养以及数学素养,培养学生解决问题的能力以及实践创新的能力。①(尽管至今人们提出STEM、STEAM、STEM+等多个词汇,但STEM是其中流传最广泛并且最符合该类教育本质的用语,因此,本研究倾向于都作为STEM加以统一表述,但在文献综述中原本使用STEAM的地方,本研究将尊重原文献的用语。)STEM教育正逐渐成为教育界研究的一个热点问题,但目前国内的研究主要集中于STEM教育在中小学的应用与发展,专门针对幼儿阶段STEM教育的研究较少,因此对幼儿阶段STEM教育的研究就显得十分必要。幼儿园教师是实施STEM教育的根本保证,因此研究者试图从幼儿教师这一角度出发,选用质的研究方法,通过理论性抽样的方式选取四位幼儿园教师为研究对象,采用访谈法收集资料,再利用扎根理论三级编码逐级登录的方式,对资料进行分析、归纳和整合,以期建构幼儿园教师实施STEM教育的相关理论。本研究分为四个部分:第一部分为绪论,主要论述本研究的选题缘由、研究意义、国内外研究现状、研究评述以及概念界定;第二部分为研究设计,首先对研究问题、研究方法、研究流程以及抽样说明进行了简单的介绍,其次主要论述了资料的收集、整理和分析,详细阐述了开放式登录、关联式登录以及核心式登录的相关步骤,通过逐级登录的方式确定了核心类属“调适:多重因素下的行知路径”,并形成了能够解释所有资料的理论模型,最后对研究的效度以及伦理考量进行了一定的说明;第三部分为模型阐释,通过对幼儿教师STEM实践的因果条件、情境条件、现象、中介条件、行动策略以及结果来详细论述“幼儿园教师STEM实践的教育反思”这一理论模型;第四部分为结论与建议。研究发现,幼儿教师的STEM实践存在着一个不断调适的基本过程,尽管其实践路径不一,但都面临着不断进行教育反思的现实。将研究中抽象出的各种概念进行整合,发现了幼儿教师STEM实践中教育反思的四种类型,分别是技术性反思、行动性反思、整体性反思以及批判性反思,从而建构起本研究最终的概念框架。最后研究者根据此次研究提出了三点相关建议。更多还原

【Abstract】 STEM is the abbreviation of the English initials of science,technology,engineering and mathematics(Science,Technology,Engineering and Mathematics),but STEM education does not refer to the simple superposition of the knowledge of the four disciplines,but refers to the way of interdisciplinary integration.The scattered knowledge in the whole four disciplines is driven by real problems and enhances students’ scientific literacy,technical literacy,engineering literacy and mathematical literacy in the real situation of solving problems,cultivating students’ ability to solve problems and the ability to practice innovation.(Although people have proposed STEM,STEAM,STEM+and other vocabulary so far,STEM is the most widely used term and most consistent with the nature of this kind of education.Therefore,this study tends to be uniformly expressed as STEM,but in the literature review Where the original STEAM was used,this study will respect the language of the original document.)STEM education is gradually becoming a hot issue in the education field.However,the current domestic research mainly focuses on the application and development of STEM education in primary and secondary schools.There are few studies on STEM education for early childhood,so the research on STEM education in early childhood is studied.It is very necessary.Kindergarten teachers are the fundamental guarantee for the implementation of STEM education.Therefore,the researchers try to use the qualitative research method from the perspective of preschool teachers,select four kindergarten teachers as the research objects through theoretical sampling,and use the interview method to collect data.The paper analyzes,generalizes and integrates the data by using the three-level coding of rooted theory to analyze the data,in order to construct the relevant theories of kindergarten teachers to implement STEM education.The study is divided into four parts:The first part is the introduction,which mainly discusses the reasons for the selection of the research,the significance of the research,the research status at home and abroad,the research review and the definition of the concept;The second part is the research design.Firstly,the research method,research process and sampling description are briefly introduced.Secondly,the data collection,collation and analysis are discussed.The open login,associated login and core login are elaborated.The relevant steps,through the step-by-step login method,determine the core generics "adaptation:the path of knowledge under multiple factors",and form a theoretical model that can explain all the data.Finally,the validity and ethical considerations of the research are carried out.The third part is the model interpretation.Through the causal conditions,situational conditions,phenomena,mediation conditions,action strategies and results of STEM practice of preschool teachers,the theoretical model of "school reflection on STEM practice of kindergarten teachers" is discussed in detail;The fourth part is conclusions and recommendations.The study found that there is a basic process in the STEM practice of preschool teachers.Although their practice paths are different,they all face the reality of continuous education reflection.Integrating the various concepts abstracted in the study,we found four types of educational reflections in STEM practice of preschool teachers,namely technical reflection,action reflection,holistic reflection and critical reflection,thus constructing the final study of this study.Conceptual framework.Finally,the researchers proposed three related recommendations based on this study.更多还原