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1.
设计思维是当代学生应具备的适应社会发展需要的一种思维能力。如何培养学生的设计思维以及提升学生的设计能力,成为我国当前需要重点关注的重要教育问题。作为一种新的教育理念,STEAM教育在培养学生创新思维能力方面具有重要作用。首先,阐述了设计思维与STEAM教育的内涵,分析了设计思维对STEAM教育的指导作用;其次,在STEAM教育理念的基础上融入设计思维,构建符合创新教育要求的STEAM教学模式,融入设计思维的STEAM教学模式包含学习环境、课程目标、课程活动和课程评价;最后,依据该模式开发并实施了课程案例,分析了融入设计思维的STEAM课程对小学生知识学习与能力培养方面的作用。 相似文献
2.
Robin Luth 《Emotional and Behavioural Difficulties》2013,18(4):251-264
Abstract The article examines the use of information and communication technology to enhance the educational achievement of a group of students evidencing a variety of EBD in a mainstream school setting. It is believed that ICT will have just as important a part to play in the education of students with EBD as it will with other sensory or physical special educational needs. The article examines within-child factors which make a cognitive-behavioural approach potentially powerful. It suggests that ICT can enhance the educational experience of EBD pupils if careful attention is paid to the creation of a therapeutic teaching environment and the interaction of the student/curriculum and teacher/student interfaces. The article discusses the implementation of an integrated learning system in an inner London comprehensive school and its effects on those pupils presenting with emotionally disordered learning difficulties. 相似文献
3.
当前STEM教育已经成为国内外K-12教育领域的热点话题,它与我国幼儿园科学教育具有内在契合性,是变革我国幼儿园科学教育的重要参照。因此,我国幼儿园科学教育改革可以在四个方面寻求突破:一是以STEAM素养为参照确立科学教育目标体系,克服幼儿园过多关注科学知识掌握而忽略幼儿简单问题解决能力培养的问题;二是以STEAM教育主题项目为抓手组织教育内容、促进学科融合,从而培养幼儿核心素养;三是以STEAM问题探究为驱动,开展幼儿园科学教育活动,调动幼儿探究积极性;四是以STEAM教育生态为纽带开发和利用科学教育资源,促进优势资源积累和整合,提高科学学习品质。 相似文献
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STEAM教育强调培养学生运用综合知识解决问题的能力,让学生在运用综合知识解决问题的过程中习得多方面的新知识,从而形成良性循环。因此STEAM教育往往是伴随着项目式学习展开的。而当下STEAM教育中适合学生的项目较为匮乏,学生往往学习的是单一的知识,解决的问题也比较简单,难以充分体现STEAM教育的理念。国际青少年机器人世界杯救援项目是一个合适的开展STEAM教育的平台。本文从STEAM的五个维度出发,对RCJ机器人的设计、搭建、编程与调试进行了说明,并提出了STEAM视域下RCJ救援项目机器人的教学建议,以期为更多一线STEAM教育教师、机器人教师提供新思路。 相似文献
6.
当前,STEAM教育已被不少国家视为培养复合型创新人才、提升国家竞争力的重要途径.STEAM教育发源于美国,经历了STS-STEM-STEAM几个发展阶段.美国STEAM教育的特点是:聚焦于现实世界存在的问题与困难;强调通过工程设计流程来制定解决方案;倡导通过协作学习开展开放式探索;鼓励答案的多样化且认可失败是学习的必要部分.为了促进STEAM教育的有效实施,美国不仅将STEAM教育提升到国家战略层面、出台STEAM教育政策和法案,而且还持续加大对STEAM教育的经费投入,构建了一体化的STEAM教育体系,对开展STEAM教育的学校进行认证. 相似文献
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《Educational Philosophy and Theory》2012,44(3):227-239
AbstractThis study examines the educational policy related to the inclusion of ethnic minority population in the contemporary China. It has undergone three stages of the educational policy transformation, including the beginning, development and perfection stages. It is characterized by the steadiness, caution, rapidity, quality improvement, standardization and quality. Through implementing the educational policy of the inclusion of ethnic minority population, it has made retrogress and achievements, which has played a positive role in national integration, maintaining national unity and regional stability, improving the academic level and cross-cultural ability of minority students, and sharing educational resources. However, in current China’s education context, the implementation of education policy is faced with some prominent problems, such as the marginalized educational identity, non-communicative education, relative separation of systems and serious cultural barriers, relative emphasis on explicit education. Therefore, it suggested to construct a new integrative and open ethnic education system, strengthen the consciousness of the united integrated education, and enhancing the bi-directionality of ethnic integration. 相似文献
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ABSTRACTThe arts animate learning because they are inherently experiential and because of their potential to develop creative and critical thinking skills in students. These same skills are valued in science, technology, engineering, and math (STEM) education, but the arts have not been consistently included in STEM lessons. We transformed our STEM programming into STEAM programming (STEM plus arts) by creating an innovative partnership between two informal learning environments, the Braithwaite Fine Arts Gallery and the Garth and Jerri Frehner Museum of Natural History at Southern Utah University. The partnership resulted in a STEAM learning program that integrated art and science for K-12 students. We incorporated an art exhibition, a hands-on lesson in art, and an immersive lesson in science that culminated in a student project that merged concepts from both art and science. Through programs each fall from 2012 through 2014, we helped over 6,000 students from southern Utah use concepts from art to deepen their understanding of caterpillar defenses, fish ecomorphology, and pollinator biology. 相似文献
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Abbey MacDonald Kit Wise Kate Tregloan Wendy Fountain Louise Wallis Neil Holmstrom 《The International Journal of Art & Design Education》2020,39(1):227-241
A significant contention underpinning the commentary around STEM / STEAM is the evidence of discipline hierarchies, and inherent binary perspectives and/or biases that lend themselves to privileging one or more disciplines over another in an interdisciplinary education context. The current focus on increasing engagement with STEM in Australian schools provides opportunities to explore how the creative and liberal arts, and arts‐based approaches to teaching and learning are being adopted to significantly enhance teaching and learning outcomes in and for STEM education. This article examines how design for a STEAM education programme evolves and is adopted in an Australian context. Tasmania represents one of the most vibrant creative communities in Australia. At the same time it has one of the lowest levels of educational attainment. Entrenched teaching habits and disciplinary hierarchies often create significant barriers to the implementation of STEAM despite genuine goodwill and enthusiasm for STEAM among teachers and within schools. This article argues that, despite the contrasting dynamics extant in the Tasmanian educational context, it is here that some of the nation’s most curious and exciting examples of STEAM teaching and learning have emerged. It offers an example of an innovative learning project and proposes the means by which these disciplinary strands have been effectively entwined. 相似文献
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随着科学技术的高速发展,信息技术课程教学越来越被人们所关注。让学生在课堂教学中掌握必要的信息能力,是信息技术课程教学的重要目标,STEAM教育理念对信息技术课程这一教学目标的实现有着很好的促进作用。STEAM教育理念强调将信息技术与多学科进行融合教学,让学生形成整体性的学习思维,有效提升学生的综合能力和素养。文章从STEAM教育理念概述入手,对STEAM教育理念在信息技术课程教学中的应用意义、应用策略进行探索研究。 相似文献
11.
《British Journal of Educational Studies》2012,60(4):373-385
ABSTRACTIt is increasingly maintained that cost–benefit analysis (CBA) should play a greater role in educational policy-making. This article critically examines the rationale guiding CBA and its compatibility to educational settings. Drawing on philosophical discussions, it argues that the rationale guiding CBA has some fundamental limitations that render the use of it in education beneficial only under certain restrictive circumstances. 相似文献
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ABSTRACTTo address the changing needs of the labour market better, higher education institutions have increasingly aimed to enhance their teaching quality and the learning experiences of their students. Therefore, a key concept of the missions of contemporary educational institutions is to improve students’ employability after graduation. Although extensive initiatives have been undertaken, educational mismatch remains intensely debated and may seriously challenge the greater use of limited human resources in Taiwan. In this study, a vocational-oriented department (baking) of a local well-known university was chosen for a case study. A holistic approach from student admission to entry in the labour market is adopted to analyse student learning, teaching, curriculum planning, and structural and enterprise demands to estimate the extent to which these graduates fit the requirement of employers. Research findings indicate multiple gaps in skill formation, intended labour needs, and career ladders. These gaps bring profound implications to questions about strengthening the linkage or transitioning from higher education to the labour market. 相似文献
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Abstract This article analyses the required content and strategies of information and communications technology (ICT) training for teachers in terms of learning to know, learning to do, learning to live with each other and with others, and learning to be. We conclude that the fast-changing role and nature of ICT in education, combined with the low level of penetration of ICT into present educational practices, requires a strategy that includes three aspects. These aspects are the training of students within teacher training institutions, the high-level implementation of ICT in schools as a joint effort by students, schools and teacher training institutions, and the formation of cooperating communities of practice to ensure the continued flow of emerging knowledge and practices to the educational field. Special attention should be given to unwanted and unforeseen side effects that may affect pupils' lives today and in the future. 相似文献
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《Learning and individual differences》2007,17(1):83-96
Recently, more students have entered Dutch higher education. This is a consequence of the possibility to offer students to enter higher education, with a certificate from senior secondary education (SSVE). In earlier days most students in higher education had passed senior general secondary education (SGSE), or even pre-university education. It is to be expected that these ‘new’ students approach learning in a different way compared to the ‘traditional’ students in higher education. The goal of this study was to examine the possible differences between the two groups of students mentioned, and to gain insights in the role possible differences play in the way the two groups of students approach learning. Students' personality characteristics, regulation strategies, learning conceptions and motivational orientations were studied in relation to study approaches. It was assumed that patterns of relations between the variables mentioned would be different for the two groups of students. More specifically, it was expected to find stronger and more crystallised relations between variables within the group of SSVE students. Indeed, when entering higher education, SSVE students scored higher then SGSE students on the personality variables autonomy and conscientiousness; as to their personal orientations on learning and instruction they were more self-test oriented and they scored higher on concrete processing and construction of knowledge. However, the strength and direction of the relations between the variables are the same for both groups. Our findings increase insights into relations between students' personalities and their approaches to learning when entering higher education; this concerns two groups of students from different educational backgrounds. Practically this implies that intake assessments considering personality and self-knowledge might help teachers, coaches and policy makers in advising students how to approach learning, when entering higher education. 相似文献
15.
Danielle Herro Cassie Quigley Lorraine A. Jacques 《Technology, Pedagogy and Education》2013,22(4):485-498
ABSTRACTThis research draws on a longitudinal study in which middle school math and science teachers enacted STEAM (science, technology, engineering, art and mathematics) teaching in their classroom after participating in intensive STEAM professional development aimed at increasing effective STEAM teaching. The authors address one important aspect in STEAM teaching, technology integration practices of teachers during instruction, and theorise their work using connected learning theory. Qualitative case study is used to identify and describe technology integration themes which emerged during STEAM instruction. Results suggest 17 of the 21 teachers participating in the study demonstrated technology integration involving one or more areas of instructional approaches, assessment and student use. The research expands what we know about how technology can be integrated in STEAM instruction and suggests ways to capitalise on technology to broaden access and appeal to all students during STEAM instruction. 相似文献
16.
侯丽萍 《晋城职业技术学院学报》2021,14(2):60-62,65
STEAM教育理念正处于蓬勃发展阶段,体现了集科学、技术、工程、艺术、数学多学科融合的综合教育特点。对STEAM教育中高职学生合作性行为的分析,显示该行为对促进新型教学模式建构、推动个性化教学、促进心理健康发展等方面具有重要作用。可运用建立积极的相互依赖、促进面对面互动、强调个体责任与团体责任、练习优化协作技能、建立合作求助基地、倡导基于问题的学习等多种方式促进合作性学习行为建构,从而促进STEAM教育理念与高职学生合作性行为深度融合。 相似文献
17.
Sharon Fraser 《高等教育研究与发展》2019,38(7):1371-1385
ABSTRACTIn recent years there has been a resurgence of interest in innovation in teaching and learning in higher education. Now more than ever, academics are advised that engaging in educational innovation for the purposes of improved student learning is supported, valued, and rewarded. However, embracing innovative teaching practice requires academics to develop new skills and understandings, take on extra work, risk failure and invite disapproval from staff and students. Ultimately, focusing upon educational innovation rather than discipline research can be a risky career move if it is not undertaken strategically. This paper provides insight into the characteristics of two innovative academics from the discipline of science and explores the dimensions of innovation as it pertains to teaching and learning. A framework emerged from an analysis of their experience which identifies different types of educational innovators in higher education, discriminating between three individuals with regards to the level at which they seek to influence practice. 相似文献
18.
Douglas W. Yacek 《Journal of moral education》2020,49(2):257-274
ABSTRACTIt has become commonplace within the educational research community to invoke the transformative power of education. The call to adopt a ‘transformative’ approach to teaching and learning can be heard in fields as different as adult education and school leadership and as estranged as social justice education and educational psychology. While there is undoubtedly great promise in the idea of transformative education, the fact that it involves deep psychological restructuring on the part of the student requires ethical justification. In this article, I analyze the three most pressing ethical problems that arise within a transformative educational environment: the problems of transformative consent, controversial direction and transformative trauma. In the concluding section, I argue that this ethical analysis urges us to adopt an approach to transformative education as a process of initiation. 相似文献
19.
《Africa Education Review》2013,10(3):415-428
ABSTRACTThe assessment rubric is increasingly gaining recognition as a valuable tool in teaching and learning in higher education. While many studies have examined the value of rubrics for students, research into the lecturers’ usage of rubrics is limited. This article explores the lecturers’ perceptions of rubrics, in particular, its use and design, the role it can play in informing one's teaching practice and in curriculum review and development. The data shows that many lecturers use the rubric in a very mechanical and unconscious manner and view it mostly as a grading tool with limited instructional value. While acknowledging the rubric as a reflective tool for students, lecturers do not perceive it as having the same benefits for them. The findings, therefore suggest more conversations around the role that rubrics can play in informing one's teaching practice and course design. It also suggests further research into this area. 相似文献
20.
Kelly W. Guyotte 《Educational Philosophy and Theory》2020,52(7):769-779
AbstractThis paper proposes a philosophy of STEAM education in the current moment, the Anthropocene. Whereas many proponents of STEAM focus on outcomes related to cultivating a more creative and competitive generation of STEM workers, it is, more importantly, an approach to education that can foster spaces for transdisciplinary conversations surrounding critical issues of the Anthropocene – those of ethics, sustainability, and relationality. Thus, the question arises, How might we understand/practice STEAM education differently? This philosophy of STEAM in the Anthropocene is inspired by the guiding notions of Braidotti’s affirmative ethics as well as Stengers and Ulmer’s conceptions of slow(ing). These perspectives challenge the ideologies and practices that have created and sustained divisions between the arts and sciences, while also promoting different ways of engaging in/with the world. Entangled in this conceptual framework are three concepts that might guide STEAM education moving forward: transdisciplinarity, relationality, and responsibility. With these notions as inspiration, this paper asserts a philosophical vision that takes seriously the realities of our Anthropocenic present and considers how educators might move with, rather than push against, the challenges that continue to present themselves. 相似文献