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題名:學前教育STEM課程內涵與高校師資培育教學模式建構之研究
作者:蘇媛媛
作者(外文):Su, Yuan-Yuan
校院名稱:國立清華大學
系所名稱:教育與學習科技學系
指導教授:陳惠邦
丘嘉慧
學位類別:博士
出版日期:2019
主題關鍵詞:STEM教育高校學前教育專業師資培育行動研究德懷術STEM educationcollegespreschool educationteacher developmentaction researchDelphi Technique
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本研究先以美國馬薩諸塞州《學前兒童STEM教育指南》的分析結果作為基礎,應用德懷術的研究方法,邀請學前教育專家建立共識;其次,研究者以所服務的師範大學的學前專業班級作為研究基地,以行動研究方法完成基於STEM理念的學前科學教育師培教學模式的探究與實踐;同時在行動研究的過程中紀錄與分析學生的學習歷程;最後針對基於STEM理念的學前科學教育師培教學模式應用於科學教育課程的實施提出反思與建議。
本研究依據研究發現,歸納重要結論如下:
一、透過德懷術問卷釐清了中國3-6歲兒童本土化STEM教育核心內涵
我國3-6歲兒童STEM教育中「科學」(S)的核心內涵是「科學」是一種思維方式,它主要涉及觀察和實驗、提出問題、做出預測、探索事物如何運作、分享發現;「技術」(T)的核心內涵為「技術」是一種做事的方式,它涉及識別問題、使用工具、進行創造;「工程」(E)的核心內涵是「工程」既是一種思維方式,也是一種做事方式,它涉及辨識問題、設計方案、使用各種材料設計與創造能夠工作的事物、發展與問題解決;「數學」(M)的核心內涵為「數學」不僅是一種測量方式,還是邏輯思維能力,它包括數概念的獲得、關係的理解,還是運用數學解決日常生活問題的能力。
二、實施並建立了基於STEM理念的學前科學教育師培教學模式
教學模式主要包括三個重要環節:
環節一:1.調查學生對本課程的需求;2.理論知識梳理;3.反思與討論。
環節二:學生分小組依次實施三個部分的活動:1.體驗萌發式的科學探索實驗;2.預設STEM教育活動;3.實施STEM教育活動。
環節三:評量,包括小組整體評量;組內互評;組間互評;個人評量。
This study is based on the analysis results of the "STEM Education Guide for Preschool Children" in Massachusetts, USA, using the research method of Delphi Technique, and inviting preschool education experts to establish consensus; secondly, the researchers are serving the normal universities. As a research base, the pre-school professional class uses the action research method to complete the inquiry and practice of the preschool science education teacher training model based on the STEM concept. At the same time, it records and analyzes the student's learning process in the process of action research. Finally, it is based on the STEM concept. Preschool science education teacher training mode is applied to the implementation of science education curriculum to propose reflection and suggestions.
This study concludes that the important conclusions are as follows:
1.Clarifying the core content of localized STEM education for children aged 3-6 in China through the questionnaire of Delphi Technique
The core connotation of "science" (S) in STEM education for children aged 3-6 in China is that "science" is a way of thinking. It mainly involves observation and experimentation, asking questions, making predictions, exploring how things work, and sharing discoveries; The core connotation of technology (T) is that "technology" is a way of doing things. It involves identifying problems, using tools, and creating. The core connotation of "engineering" (E) is that "engineering" is both a way of thinking and a matter of doing things. It involves identifying problems, designing solutions, using various materials to design and create things that can work, development and problem solving; the core connotation of "mathematics" (M) is that "mathematics" is not only a measurement method, but also a logical thinking ability. It includes the acquisition of several concepts, the understanding of relationships, or the ability to use mathematics to solve everyday problems.
2.Through the action research and implementation of the STEM concept based preschool science education teacher training model
Session 1: 1. Investigate students' needs for the course; 2.Theoretical knowledge; 3. Reflection and discussion.
Session 2: The students will implement three parts of the activities in turn: 1. Experience the germination of scientific exploration experiments; 2. Presuppose STEM education activities; 3. Implement STEM education activities.
Session 3: Assessment, including the overall assessment of the group; mutual evaluation within the group; mutual evaluation between groups; personal assessment.
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