本文通過對美國、芬蘭、韓國、新加坡、英國、法國、中國以及加拿大安大略省、澳大利亞維多利亞州等基礎教育階段STEM相關學科課程文件進行內容分析,剖析了各國在整合課程方面的特色和趨勢,并從橫向整合和縱向整合兩個維度進行了比較研究。橫向整合主要表現為三種模式,分別是以建構大概念為核心的跨學科概念體系的模式、以主題或課題形式來實現跨學科實踐的模式以及通過表現期望的形式來實現橫向整合的模式;縱向整合主要表現為兩種模式,分別是通過核心概念和表現期望相結合來進行縱向整合的模式以及通過學科核心概念和內容要求相結合的形式來進行縱向整合的模式。進而,根據所梳理出的各國整合模式的特色和趨勢,提出我國STEM相關課程的設計建議,即將跨學科概念融入課程、以表現期望的形式呈現知識內容的具體要求以及注重各學段之間知識及能力要求的銜接。

This paper analyzes the contents of STEM-related curriculum standard documents of the United States, Ontario of Canada, Finland, South Korea, Singapore, United Kingdom, Victoria of Australia, France, and China. Through in depth understanding of the characteristics and trends of these countries in the integration of curriculum, horizontal integration and vertical integration are compared. The horizontal integration model of these countries mainly includes three types, which are the construction of the interdisciplinary conceptual system with the core concept, the interdisciplinary practice through project, and the expectation of students’ performance. The vertical integration model is either a model of vertical integration through core concepts and performance expectations, or a model of vertical integration through disciplinary core concepts and content requirements. Based on the analysis of the characteristics and trends of the national integration model, this paper puts forward some suggestions for the design of STEM related courses, in order to provide relevant curriculum design for our country’s strategy and reference.