美、澳两国幼儿STEM教育的政策和课程及其启示

论文总字数：23752字

摘 要

21世纪以来，STEM教育因为很符合数字化时代对于人才的要求，成为了教育领域的研究热点。近年来，越来越多的研究表明STEM教育应该从幼儿开始，幼儿已经具备了学习STEM的认知发展条件。目前，国际上已经有很多国家开展了幼儿STEM教育，然而我国在这方面还是一片空白。本文首先通过主要对美国和澳大利亚两国幼儿STEM教育政策进行比较研究，总结出他们的相同点和不同点，为我国的幼儿STEM教育政策的制定起到一点借鉴作用。随后，通过对具有代表性的美国马萨诸塞州和澳大利亚的幼儿STEM教育课程目标和内容进行比较研究，总结出他们的特点和不同，为我国幼儿STEM教育课程的设计和开发提供框架。最后，选取了美国马萨诸塞州的克拉伦登公司所开发的名为“LEARN”的幼儿STEM课程，以这个课程为案例，来对幼儿STEM课程进行一个全面的分析，得出一个较为具体的结论，为我国的幼儿STEM教育课程的开发和制定起到借鉴作用。

通过比较，本文得到了以下结论和启示：第一，对于幼儿STEM教育的发展，应该举全国之力。第二，在制定和开发幼儿STEM教育课程的过程中，应该与幼儿的发展和学习特点相结合。第三，关于幼儿STEM教育的目标，应该从上到下保持一致。第四，应该时刻注重科学、工程、技术和数学四大STEM教育领域在幼儿STEM课程中的整合。第五，要重视家庭环境和教师在幼儿STEM教育中的作用。第六，应该重视电子设备在幼儿STEM教育中的作用，但在大规模运用时应该谨慎考虑。

关键词：STEM教育 幼儿教育 国际比较 政策 课程

Abstract

Since the 21st century, STEM education has become a research hotspot in education, as it meets the requires of the talents in the digital age. In recent years, more and more studies have shown that the STEM education should start from early childhood, and children already have the cognitive development conditions for learning STEM. Learning STEM in early childhood can lay a good foundation for future learning. At present, many countries have already carried out the STEM education for early childhood, but for China, it is still a blank in this area. This paper firstly compares the STEM education policies for early childhood in the United States and Australia, and summarizes their similarities and differences, which can be used as a reference for the formulation of STEM education policies for early childhood in China. Subsequently, through a comparative study of the representative STEM education courses in Massachusetts and Australia, the characteristics and differences of children's STEM education courses are summarized, which can provides a framework for the design and development of STEM education courses for early childhood in China. Finally, a STEM course called “LEARN” which developed by Clarendon Company in Massachusetts, USA was selected. Taking this course as a case, a comprehensive analysis of the STEM curriculum for early childhood was conducted to draw a more concrete conclusion. It can be used as a reference for the development and formulation of STEM education courses for early childhood in China.

By comparison, this paper concludes the following conclusions and implications: First, the whole country should contribute to the development of STEM education for early childhood. Second, developing early childhood STEM education courses should be combined with the development and learning characteristics of young children. Third, the goal of STEM education for early childhood should be consistent from top to bottom. Forth, we should always pay attention to the integration of science, engineering, technology and mathematics in the STEM curriculum for early childhood. Fifth, we must pay attention to the family environment and the role of teachers in early childhood STEM education. Sixth, the role of electronic equipment in STEM education for early childhood should be emphasized, but it should be carefully considered when applied on a large scale.

KEY WORDS: STEM education, early childhood education, international comparison, policies, courses

目 录

摘要 …………………………………………………………………………………………………………………………………..

Abstract ……………………………………………………………………………………………………………………

第一章 绪论 ……………………………………………………………………………………………………………1

1.1研究背景 ……………………………………………………………………………………....1

1.2研究意义 …………………………………………………………………………………………..2

1.3研究方法 …………………………………………………………………………………………..2

1.4相关概念界定 ……………………………………………………………………………………………...3

1.4.1STEM教育 …………………….............................................................................3

1.4.2幼儿时期 …………………….............................................................................3

第二章 幼儿STEM教育政策的比较 …………………….....................................................4

2.1美国幼儿STEM教育政策 …………………….........................................................4

2.2澳大利亚幼儿STEM教育政策 ……………………....................................................5

2.3其他国家幼儿STEM教育政策 ……………………....................................................5

2.4各国幼儿STEM教育政策的比较分析 ……………………........................................6

第三章 幼儿STEM教育课程的比较 …………………………….................................................7

3.1美国幼儿STEM教育课程 ……………………............................................................7

3.1.1课程目标 ……………………..........................................................................7

3.1.2课程内容 ……………………..........................................................................7

3.2澳大利亚幼儿STEM教育课程 ……………………....................................................10

3.2.1课程目标 ……………………...........................................................................10

3.2.2课程内容 ……………………...........................................................................10

3.3其他国家幼儿STEM教育课程 ……………………....................................................11

3.4各国幼儿STEM教育课程的比较分析 ……………………........................................11

第四章 幼儿STEM教育课程案例分析 …………………….....................................................12

4.1课程理念和目标 ……………………..........................................................................12

4.2 课程模块和组成部分 …………………….................................................................12

4.3 “用盒子训练思维”课程 …………………….........................................................13

4.4案例分析 ……………………......................................................................................14

第五章 启示及反思 ……………………...................................................................................16

5.1结论与启示 ……………………..................................................................................16

5.2总结与反思 ……………………..................................................................................17

参考文献（References） ……………………………………………………………………………………19

致谢 ……………………………………………………………………………………………………..………..20

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