摘要
现象教学是芬兰为培养学生横贯能力而引入基础教育和中等教育教学阶段的,它整合了来自不同科目的知识,旨在让学生通过协作创造知识的方法培养其解决问题的能力。其与美国的STEAM教育有着相同的实用主义思想基础,共同指向培养学生的跨学科思维和创新创造能力,但两者在推动力量和跨学科范围上存在差异。现象教学的实施分为小组形成、设定现象、学习规划、研究过程、学习总结和评估反思六个阶段,实施过程中面临边缘情绪、教师角色的转变和适应、教学评估的严峻挑战。
Phenomenological teaching is used in Finland to introduce the basic education and secondary education teaching stage to cultivate students’horizontal ability development.It integrates knowledge from different subjects and aims to enable students to develop their problem-solving ability through collaborative knowledge creation methods.It has the same pragmatic ideological basis as STEAM education in the United States,which jointly aims to cultivate students’interdisciplinary thinking and innovative and creative ability,but the two have differences in driving power and interdisciplinary scope.The implementation of phenomenon teaching is divided into six stages:group formation,setting phenomenon,learning planning,research process,learning summary and evaluation and reflection.In the implementation process,it is faced with the severe challenges of marginal emotions,teachers’role change and adaptation,and teaching evaluation.
作者
陈丹丹
CHEN Dandan(Guangxi Normal University,Guilin,Guangxi 541006)
出处
《科教导刊》
2022年第25期156-158,共3页
The Guide Of Science & Education
关键词
现象教学
STEAM教育
跨学科
合作
知识整合
phenomenon teaching
STEAM education
interdisciplinary
cooperation
knowledge integration
