论文总字数：31780字

摘 要

Abstract 2

第一章 绪 论 3

1.1引言 3

1.2研究综述 3

1.2.1 STEM的概念 3

1.2.2 STEM的现状 3

1.2.3 STEM的评估体系 5

1.2.4 对STEM的期盼 5

1.3本文的研究意义和主要研究内容 6

1.3.1 理论意义 6

1.3.2实践意义 6

1.3.3 研究目的 6

1.3.4本研究的主要内容 6

2.1 研究方案 7

2.1.1 研究对象 7

2.1.2 研究工具 7

2.1.3 施测方案 7

2.2 研究程序 7

第三章 结果与分析 8

3.1 STEM电学综合教学方案及评测题的开发 8

3.1.1 STEM电学综合教学方案的开发 8

3.1.2 评测题的开发 8

3.2 测量工具的信度、效度分析和项目分析 11

3.2.1 信度分析 11

3.2.2 效度分析 11

3.2.3项目分析 11

3.3 前测数据分析 11

3.3.1分组前前测数据分析及分组依据 11

3.3.2 STEM教学前测均分分析 13

3.4 工作单及后测数据分析 14

3.4.1工作单1数据分析 14

3.4.2工作单2数据分析 15

3.4.3成品数据分析 18

3.4.4后测及性别数据分析 19

第四章 分析与讨论 23

4.1 从知识目标分析STEM综合教育的有效性 23

4.1.1实验组学生关于LED知识的前后测对比分析 23

4.1.2实验组学生关于工作单2的评测分析 23

4.2 从STEM教学目标分析STEM综合教育的有效性 24

4.2.1实验组学生兴趣均分的前后测对比分析 24

4.2.2实验组学生关于问题分析及解决能力的前后测对比分析 25

4.2.3实验组学生兴趣关于动手能力及参与度的评测分析 25

第五章 结论 26

第六章 研究反思与展望 27

6.1 创新与不足 27

6.1.1创新 27

6.1.2不足 27

6.2 对未来的展望 28

致谢 29

参考文献（references） 30

附录 31

摘 要

STEM是指以“科学（SCIENCE）”、“技术（TECHNOLOGY）”、“工程（ENGINEER）”和“数学（MATHEMATICS）”为主干内容所组成的综合教育模式。如今，许多国家认识到了STEM教育的重要性，开始从事STEM综合教育各方面的研究，并且加以推广。但是相对于STEM教育的火热，如何评价STEM教育的有效性这一方面，却很少被搬到台面上。鉴定STEM综合教育的有效性对于实施、改善STEM综合教育尤为重要，所以关于此项的研究成为了一个重要的课题。

本研究采用自己开发的课程教学设计和自制的评测问卷，对南京的长江路小学总计240名小学生进行了调查，并选取该校四年级的两个班级作为实验组，进行课程实践，研究学生在实施STEM综合教育前后的变化。本研究目的是通过教学实践前后学生在相关科学知识、能力上的对比，证明STEM教学的有效性，并且为STEM教学提供初步的评测标准思路，为今后的STEM综合教学发展起到一定的参考作用。

研究结果发现：

1. 在进行STEM教学实践后，实验组学生对于教学知识的接受度有显著提高；
2. 在进行STEM教学实践后，实验组学生的问题分析及解决能力有显著提高；
3. 在STEM教学实践过程中，实验组学生遇到的问题及思考其解决方法的数量与课程接受程度有显著相关；
4. 在进行STEM教学实践后，实验组学生的兴趣有显著提高。

因此，研究得出以下结论：

（1）用于本研究的课程设计符合STEM综合教育的设计标准；

（2）STEM综合教育对小学四年级的学生的学习课程相关知识是有效的；

（3）STEM综合教育对锻炼小学四年级学生的问题分析、解决能力是有效的；

（4）STEM综合教育对提升课程相关内容的兴趣有一定作用。

关键词：STEM，四年级，综合教育，STEM评价，STEM教学实践

AN EFFICIENCY STUDY ABOUT THE STEM INTEGRATED EDUCATION ON CHILDREN

Abstract

STEM is an integrated education mode mainly including science, technology, engineer and mathematic. Nowadays, recognizing the significance of the STEM integrated education, many countries commenced studying numerous aspects of the STEM, and generalize the pattern. But compared with the zeal, evaluation on STEM education achievement has rarely been onto table. To identify if the STEM integrated education is valid is crucial to improving it. Therefore the study about that becomes an important subject.

This study adopts the self-designed teaching method and homemade evaluation questionnaire, investigating 240 fourth-grade students in Changjiang Road primary school in Nanjing, among whom we chose 2 classes to be instructed, and research into the change of whether primary school students on an equal educational level take STEM integrated education. The purpose of this study hope to demonstrate the effectiveness of STEM teaching, and to provide the assessment of preliminary ideas to STEM teaching by contrasting on the students' ability and the related scientific knowledge before and after they taken STEM integrated education, which may play a certain reference role for future STEM comprehensive education development. The findings of this study are: (1) the knowledge acceptance of the experimental group has increased significantly after taken the STEM integrated education; (2) the experimental group students' problem analysis and solving ability has increased significantly after taken the STEM integrated education; (3) in the process of STEM integrated education, there is significant correlation on the amount of issues the solution which experimental group students got and the acceptance of the knowledge of the whole course;(4) the interest of the experimental group students has increased significantly after taken the STEM practice teaching. Therefore, the conclusions of this study are the following : (1) the course used in this study conforms to the STEM integrated education standards;(2) STEM integrated education on fourth grade students is effective on learning curriculum knowledge;(3) STEM integrated education on fourth grade students is effective on the abilities of problem analyzing and solving.(4) STEM integrated education on fourth grade students has certain effect on the interest ascension in related content.

KEY WORDS: STEM, fourth grade, integrated education, STEM evaluation, STEM practice teaching

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