摘要
《中国STEM教育白皮书》指出,STEM教育在中国进入蓬勃发展阶段,但也存在严峻的挑战,其中,STEM师资队伍整体水平不高是当前迫切需要解决的根本问题之一。事实上,全球大多数国家STEM师资队伍和教师教育都面临着诸多现实挑战并直接影响了STEM教育质量。为此,廓清当前STEM教师教育存在的主要问题并寻找可能的应对策略,是推动STEM教育高质量发展的关键。Lyn English教授是STEM教育、数学教育和工程教育领域的国际知名学者,目前执教于澳大利亚昆士兰科技大学教师教育与领导学院,同时担任美国普渡大学工程教育研究所顾问委员会委员,美国马萨诸塞大学达特茅斯分校卡普特STEM教育研究与创新中心高级兼职研究员,美国教育考试服务中心专家顾问组成员,2003年被选为澳大利亚社会科学院院士,2004年入选“澳大利亚名人榜(Who's Who in Australia)”,2012年荣获澳大利亚数学教育职业研究奖章。English教授是国际数学教育顶尖期刊《数学思维与学习》(Mathematical Thinking and Learning)的创始主编,国际STEM教育重要期刊《STEM教育研究学报》(Journal for STEM Education Research)的编委,全球首本《STEM教育研究手册》主编之一。她的研究兴趣十分广泛,包括STEM课程开发、STEM教师教育、儿童早期计算思维、工程思维、问题解决与问题提出、数学推理等,曾受邀在各类国际学术会议上发表主旨演讲20余场,发表学术论文200余篇,主持“数据建模:在小学课程中推进STEM”等10余项澳大利亚研究理事会大型科研基金项目。在本次访谈中,Lyn English教授指出,当前中小学教师在开展STEM教学时面临着“知”到“用”时方恨少、“课”到用“时”常恨少、手头无资源、心中无信念四大挑战。就STEM教师教育而言,培养和发展教师对STEM教育的积极信念至为关键,为此,English教授总结并提出了STEM教师信念发展的七阶段模式。同时,English教授深度结合了时代背景和中国国情指出STEM教师教育同样存在着许多现实问题,主要有:教师知识发展目标不清晰、教师思维培养目标不明确、学前教师教育关注度很低、区域教师教育发展不平衡。为此,她分别提出了可能的应对策略,包括:重视“STEM教学内容知识”研究,强化教师前瞻思维培养,多措并举提高学前教师教育针对性,对贫困地区STEM教师教育予以更多政策倾斜、资金支持并通过远程教育平台构建STEM教师协同式专业发展格局等。此外,English教授高度评价了中国和中国教育的发展,并认为STEM教育在中国加快建设创新型国家的战略背景下具有非常广阔的发展空间和无限美好的发展前景。
The "China STEM Education White Paper" points out that STEM education has entered a booming stage in China, but there are also severe challenges. Among them, the low level of the overall STEM teacher ranks is one of the fundamental issues that need to be urgently addressed. In fact, the STEM teacher ranks and teacher education of most countries in the world all face many challenges, and this directly influences the quality of STEM education. Therefore, it is the key to promote the high-quality development of STEM education to clarify the main problems of STEM teacher education and find possible countermeasures.Professor Lyn English is an internationally renowned scholar in the fields of STEM education, mathematics education and engineering education. She currently teaches at the School of Teacher Education and Leadership, Queensland University of Technology, Australia, and is a member of the Advisory Board of the Institute of Engineering Education at Purdue University, a senior adjunct research scientist of the Kaput Center for Research and Innovation in STEM Education at the University of Massachusetts-Dartmouth, a member of the Expert Advisory Group of the American Educational Testing Service, was elected a fellow of the Australian Academy of Social Sciences in 2003, selected to the "Who’s Who in Australia" in 2004, and awarded the Mathematics Education Research Group of Australasia Career Research Medal in 2012. Professor English is the founding editor of Mathematical Thinking and Learning, which is a top international mathematics education journal, the editorial board of the Journal for STEM Education Research, which is an important international STEM education journal, and one of the editors of the world’s first Handbook of Research on STEM Education. Her research interests are extensive, including STEM curriculum development, STEM teacher education, early computational thinking, engineering thinking, problem solving and problem posing, and mathematical reasoning. She has been invited to give more than 20 keynote speeches at various international academic conferences, published more than 200 academic papers, hosted more than 10 large research projects supported by Australian Research Council such as "Modeling with data: Advancing STEM in the primary curriculum".In this interview, Professor Lyn English pointed out that teachers of elementary and secondary schools are currently facing four problems, including that they do not have enough knowledge when preparing for STEM teaching, enough time when implementing STEM teaching, enough resources when developing STEM curriculums, enough beliefs in the values of STEM education. As far as STEM teacher education is concerned, it is crucial to cultivate and develop teachers’ positive beliefs in STEM education. In view of this, she has summarized and proposed a seven-stage model of developing STEM teachers’ beliefs. Professor English pointed out that STEM teacher education also has severe problems against the background of the times and China’s national conditions, mainly including: the goal of developing teacher knowledge is not clear, the goal of cultivating teacher thinking is not clear, the attention to pre-school teacher education is very little, teacher education development in different areas is unbalanced. She has proposed several possible countermeasures, including: attaching importance to the studies on "STEM pedagogical content knowledge", developing STEM teachers’ forward thinking, taking multiple measures to make pre-school teacher education more targeted, giving more policy and financial support to STEM teachers in poor areas and promoting the collaborative development of STEM teachers in different regions through distance education platforms. In addition, Professor English spoke highly of the development of China and education in China, and believed that STEM education in China has a very broad space for development and a bright future in the context of China’s accelerated construction of an innovative country.
作者
姜浩哲
黄子义
Jiang Haozhe;Huang Ziyi(College of Teacher Education,East China Normal University,Shanghai 200062)
出处
《中国电化教育》
CSSCI
北大核心
2020年第12期84-89,共6页
China Educational Technology
基金
上海市教育科学研究重大项目“中小学数学教材的有效设计”(项目编号:D1508)
华东师范大学教育学部科研基金重点项目“‘支架+’STEM教学实践共同体对教师批判性思维发展影响的实证研究”(项目编号:ECNUFOE2019ZD050)研究成果。
