STEAM教育视角下教育技术学人才培养的思考
|
摘要
如何培养适应"互联网+"、人工智能时代的创新人才是教育技术学科发展的重大问题。文章在解读STEAM教育的思想内涵基础上,进行了STEAM教育理念和教育技术学的契合分析,认为:STEAM教育为彰显教育技术学学科特色提供了可行的理论与实践路径。STEAM教育指向创新型人才的培育,与教育技术学在教育理念、教学内容和教学设计形式等层面深度契合,对教育技术学人才培养具有很强的指导和借鉴作用。在目标上,教育技术人才培养应该围绕核心素养,培育懂教育、会技术、善创新的复合型人才;在人才培养方案上,应围绕核心素养设置课程群,打破孤立的课程安排;在教学上,应以核心问题、关键能力的培养为导向,注重在综合实践活动中培养学生的核心素养。
How to cultivate innovative talents in the era of the "Internet +" and artificial intelligence is a major issue in the development of educational technology discipline. Based on the interpretation of the ideological connotation of STEAM education, this study conducts an analysis between STEAM education and educational technology. It is concluded that STEAM education provides a feasible theoretical and practical path for highlighting the characteristics of educational technology discipline. STEAM education leads to the cultivation of innovative talents, and it is deeply compatible with educational technology in terms of educational concept, teaching content and teaching design form, and provides strong guidance and reference for the training of educational technology talents. In terms of objectives, the personnel training of educational technology should focus on core literacy: cultivating compound talents who know education,technology and innovation; in the talent training program, curriculum groups should be set up around core literacy to break the isolated curriculum; in teaching, the cultivation of students' core literacy in comprehensive practical activities should be stressed oriented by the training of core problems and key abilities.
How to cultivate innovative talents in the era of the "Internet +" and artificial intelligence is a major issue in the development of educational technology discipline. Based on the interpretation of the ideological connotation of STEAM education, this study conducts an analysis between STEAM education and educational technology. It is concluded that STEAM education provides a feasible theoretical and practical path for highlighting the characteristics of educational technology discipline. STEAM education leads to the cultivation of innovative talents, and it is deeply compatible with educational technology in terms of educational concept, teaching content and teaching design form, and provides strong guidance and reference for the training of educational technology talents. In terms of objectives, the personnel training of educational technology should focus on core literacy: cultivating compound talents who know education,technology and innovation; in the talent training program, curriculum groups should be set up around core literacy to break the isolated curriculum; in teaching, the cultivation of students' core literacy in comprehensive practical activities should be stressed oriented by the training of core problems and key abilities.
引文
[1]陈丽,王志军,郑勤华.“互联网+时代”教育技术学的学科定位与人才培养方向反思[J].电化教育研究, 2017(10):5-11.
[2]谢丽,李春密.整合性STEM教育理念下的课程改革初探[J].课程·教材·教法,2017,37(6):63-68,62.
[3]彭敏,郭梦娇. STEAM教育的基本内涵与发展路径研究[J].教育理论与实践,2018,38(25):14-18.
[4]赵慧臣,陆晓婷.开展STEAM教育,提高学生创新能力———访美国STEAM教育知名学者格雷特·亚克门教授[J].开放教育研究, 2016, 22(5):4-10.
[5]朱慧仪.融合STEM理念的学习活动的要素特征与评价[D].上海:华东师范大学,2017.
[6] GE X, IFENTHALER D, SPECTOR J M. Emerging technologies for steam education[M]. Springer International Publishing, 2015.
[7]叶兆宁,杨元魁.集成式STEM教育:破解综合能力培养难题[J].人民教育, 2015(17):62-66.
[8]崔鸿,朱家华,张秀红.基于项目的STEAM学习探析:核心素养的视角[J].华东师范大学学报(教育科学版),2017, 35(4):54-61,135-136.
[9]胡畔,蒋家傅,陈子超.我国中小学STEAM教育发展的现实问题与路径选择[J].现代教育技术,2016,26(8):22-27.
[10]赵中建,施久铭. STEM视野中的课程改革[J].人民教育,2014(2):64-67.
[11] The Definition and Terminology Commitiee. The definition for educational technology[EB/OL].[2018-09-20]. https://www.aect.org/.
[12]安涛,周进,韩雪婧.从“知识”到“思维”:教育技术学发展的学科转向[J].电化教育研究,2018,39(9):17-21.
[13]高等学校教育技术学专业指导性专业规范(节选)[EB/OL].[2018-12-09].https://wenku.baidu.com/view/d0002f7402768e9951e73811.html.
[14]陈洪源.抓牢三个“着力点”推进STEM教育“本土化”[J].中国教育学刊,2017(12):101.
[15] MEANS B, CONFREY J, HOUSE A, et al. STEM high schools:specialized science technology engineering and mathematicssecondary schools in the US[J]. SRI International, 2008, 25.
[16]格兰特·威金斯,杰伊·麦克泰格.追求理解的教学设计(第二版)[M].闫寒冰,宋雪莲,赖平,译.上海:华东师范大学出版社,2017:18-24.
[2]谢丽,李春密.整合性STEM教育理念下的课程改革初探[J].课程·教材·教法,2017,37(6):63-68,62.
[3]彭敏,郭梦娇. STEAM教育的基本内涵与发展路径研究[J].教育理论与实践,2018,38(25):14-18.
[4]赵慧臣,陆晓婷.开展STEAM教育,提高学生创新能力———访美国STEAM教育知名学者格雷特·亚克门教授[J].开放教育研究, 2016, 22(5):4-10.
[5]朱慧仪.融合STEM理念的学习活动的要素特征与评价[D].上海:华东师范大学,2017.
[6] GE X, IFENTHALER D, SPECTOR J M. Emerging technologies for steam education[M]. Springer International Publishing, 2015.
[7]叶兆宁,杨元魁.集成式STEM教育:破解综合能力培养难题[J].人民教育, 2015(17):62-66.
[8]崔鸿,朱家华,张秀红.基于项目的STEAM学习探析:核心素养的视角[J].华东师范大学学报(教育科学版),2017, 35(4):54-61,135-136.
[9]胡畔,蒋家傅,陈子超.我国中小学STEAM教育发展的现实问题与路径选择[J].现代教育技术,2016,26(8):22-27.
[10]赵中建,施久铭. STEM视野中的课程改革[J].人民教育,2014(2):64-67.
[11] The Definition and Terminology Commitiee. The definition for educational technology[EB/OL].[2018-09-20]. https://www.aect.org/.
[12]安涛,周进,韩雪婧.从“知识”到“思维”:教育技术学发展的学科转向[J].电化教育研究,2018,39(9):17-21.
[13]高等学校教育技术学专业指导性专业规范(节选)[EB/OL].[2018-12-09].https://wenku.baidu.com/view/d0002f7402768e9951e73811.html.
[14]陈洪源.抓牢三个“着力点”推进STEM教育“本土化”[J].中国教育学刊,2017(12):101.
[15] MEANS B, CONFREY J, HOUSE A, et al. STEM high schools:specialized science technology engineering and mathematicssecondary schools in the US[J]. SRI International, 2008, 25.
[16]格兰特·威金斯,杰伊·麦克泰格.追求理解的教学设计(第二版)[M].闫寒冰,宋雪莲,赖平,译.上海:华东师范大学出版社,2017:18-24.