【作者】 吴婷；

【导师】 刘守印；

【作者基本信息】 华中师范大学 ， 学科教学（物理）， 2022， 硕士

【摘要】 上世纪80年代以来,国际科学教育界逐渐认识到技术与工程对创新型人才和应用型人才培养的重要作用,各国纷纷开展基础教育阶段技术类课程的改革。至今技术与工程教育已经向基础教育的全学段延伸,被纳入多个国家的课程体系。美国的技术与工程教育发展较为成熟,发布了诸多技术与工程相关的有影响力的文件,如《新一代科学教育标准》(NGSS)、《技术素养标准:技术学习的内容》(STL)、《技术与工程素养标准:技术与工程在STEM教育中的作用》(STEL)。我国技术与工程教育研究起步较晚,2017年才正式发布高中阶段独立的技术课程标准。义务教育阶段目前还没有开设独立的技术与工程课程,但是在国际科学教育大环境的影响下,我国2011版、2017版和2022版的科学课程标准中均纳入了技术与工程教育的内容。为了评价我国义务教育阶段技术与工程教育的水平、发展趋势,对比中美技术与工程教育的现状,总结特点和不足,并为完善和发展我国的技术与工程教育提出建议,本文区别于以往单一的横向标准对比研究,采用了纵向与横向对比结合的研究方法,选取了更有针对性的研究对象,包含了我国三个版本的科学课程标准、美国NGSS、STL和STEL,进行了以下研究:(1)纵向对比了美国发布的两份技术与工程标准文件STL与STEL,把握美国技术与工程教育的重点内容、发展脉络及特色。2020年发布的STEL与2000年发布的STL相比,STEL更聚焦核心知识;增加工程设计与“工程制作”,突出技术与工程的实践特点;外显技术与工程的思维和情感态度等素养目标,提高技术与工程的全面育人价值。(2)分析了美国科学教育标准NGSS中的技术与工程内容,探析美国科学教育中融入技术与工程的内容、路径和方法。NGSS将工程实践纳入科学课程标准,以三种形式将技术与工程融入科学教育当中;通过预期表现中的实践任务考察学生对技术与工程知识和跨学科概念的理解、实践技能的掌握。(3)纵向对比了我国三个版本科学课程标准中的技术与工程领域,理清我国课程标准中技术与工程内容的发展脉络和特点。从201 1版到2017版,再到2022版,我国的技术与工程教育基本与国际接轨,表现为:我国2022版科学课程标准围绕技术与工程素养强化技术与工程核心知识,强调工程设计及物化过程;从科学探究到探究实践,提升技术与工程实践地位;注重社会责任教育,倡导正确认识和使用技术;对学习内容的要求,提供了课程目标、内容要求、学业要求和学业质量,使得课程标准更具系统性。(4)分别将STEL、NGSS与我国2022版《义务教育科学课程标准》中的技术与工程领域进行横向对比,发掘我国课程标准中技术与工程领域的优势,并总结不足。对比发现,我国2022版科学课程标准中的技术与工程素养的四要素相对完备,且与STEL具有较高的一致性,在技术与工程内容的选择和编排上具有内在逻辑和关联,更适合在多学科中进行教学,技术与工程实践中强调了科学原理到技术之间的转化。但是2022版科学课程标准中技术与工程内容广度、平均深度均低于STEL,STEL和NGSS中的部分内容值得在我国课程标准中进行补充;缺乏体现技术与工程思维特点的系统思维。在以上对比研究中,对比的维度主要是技术与工程素养四要素、技术与工程内容的学习要求。最后,基于以上研究,本文对我国义务教育阶段的科学课程标准技术与工程领域的修订、教材编写、技术与工程教学及研究等方面提出了建议。更多还原

【Abstract】 Since the 1980s,countries have carried out reforms of technical courses in the basic education stage since the importance of technology and engineering in the cultivation of innovative talents and application-oriented talents has gradually been accepted by a wide group of experts.And so far,technological and engineering education has been extended to the whole K-12 and has been included in the curriculum system of many countries.Many influential documents related to technology and engineering have been released in United States,such as the Next Generation of Science Standards(NGSS),Standard for Technological Literacy:Content for the Study of Technology(STL),Standards for Technological and Engineering Literacy:The role of technology and engineering in STEM education(STEL).Technological and engineering education started late in China,till 201 7 the independent technology curriculum standard for senior high school was officially released.At present,there is no independent technological and engineering curriculum in the compulsory education stage,however the content of technological and engineering is included in the 2011,2017 and the 2022 edition of the science curriculum standards in China under the influence of the international science education.To evaluate the level and trend of technological and engineering education in the compulsory education stage in China,and to compare the current situation of technological and engineering education between China and the United States,summarize the characteristics and shortcomings,and make suggestions for improving and developing China’s technological and engineering education,this thesis is different from the previous comparison study,using a combination of longitudinal and horizontal comparison research methods,selecting more targeted research objects,including three versions of China’s science curriculum standards.NGSS.STL and STEL.and conducting the following research:(1)In this thesis,STL and STEL are compared longitudinally to grasp the key contents,trends and characteristics of American technological and engineering education.STEL released in 2020 focuses more on core knowledge than STL released in 2000;adding engineering design and "making and doing" to highlight the practical characteristics of technology and engineering;revealing technology and engineering literacy goals such as thinking and emotional attitude,to improve the comprehensive educational value of technology and engineering.(2)In this thesis,the content of technology and Engineering in NGSS is analyzed to probes into the content,path and method of integrating technology and engineering into American science education.NGSS brings engineering practice into science curriculum standards and integrates technology and engineering into science education in three forms;Through the practical tasks in the expected performance,the students’ understanding of technology and engineering knowledge,interdisciplinary concepts and practical skills are investigated.(3)In this thesis,the fields of technology and Engineering in three versions of science curriculum standards in China are compared to clarifies the development context and characteristics of technology and engineering content in China’s curriculum standards.From 2011 edition to 2017 edition and then to 2022 edition.China’s technological and engineering education is basically in line with international standards,which is shown as follows:the 2022 edition of science curriculum standard focuses on technology and engineering literacy,strengthens the core knowledge of technology and engineering,and emphasizes engineering design and materialization process;Improve the status of technology and engineering practice from scientific inquiry to inquiry practice;Pay attention to social responsibility education and advocate the correct understanding and use of technology;In the 2022 edition the requirements for learning content provide curriculum objectives,content requirements,academic requirements and academic quality,making the curriculum standard more systematic.(4)In this thesis,STEL,NGSS and the field of technology and Engineering in China’s 2022 edition of compulsory education science curriculum standard are compared horizontally to explores the advantages of technology and Engineering in China’s curriculum standard,and summarizes the shortcomings.It is found that the four elements of technology and engineering literacy in China’s 2022 science curriculum standard are relatively complete,and have high consistency with STEL.They have internal logic and correlation in the selection and arrangement of technology and engineering content,which are more suitable for teaching in multiple disciplines.The transformation from scientific principles to technology is emphasized in technology and engineering practice.However,the breadth and average depth of technology and engineering content in 2022 edition of science curriculum standard are lower than STEL,and some contents in STEL and NGSS are worth supplementing in China’s curriculum standard;Lack of systematic thinking reflecting the characteristics of technology and engineering thinking.The comparative dimensions concerned in this study are the four elements of technology and engineering literacy,and the learning requirements of technology and engineering content.Based on the study,in this thesis,some suggestions are put forward on the compilation of science curriculum standards in the field of technology and engineering,textbook compilation,technology and engineering teaching and research in the stage of compulsory education in China.更多还原