| 杨柳玉，杨晓萍.学前儿童STEM教育：构成要素、理念及本土化[J].陕西学前师范学院学报,2021,37(7):25-31 |
| 学前儿童STEM教育：构成要素、理念及本土化 |
| STEM Education for Preschool Children: Components， Internal Concepts and Localization |
| 投稿时间：2021-03-23 修订日期：2021-05-17 |
| DOI：10. 11995/j. issn. 2095-770X. 2021. 07. 004 |
| 中文关键词: 学前儿童STEM教育 整合 问题情境 本土化 |
| 英文关键词: preschool children STEM education integration problem situation localization |
| 基金项目:西南大学中央高校基本科研业务费专项资金项目（SWU1909573） |
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| 中文摘要: |
| 学前儿童STEM教育是由儿童、环境、教师等构建的科学素养取向、儿童本位取向和实践取向的全方位、立体化整合系统。整合作为学前儿童STEM教育的本质属性在构成要素上呈现为以知识概念融通为核心基础，以情境因应为外驱力，以儿童的学习思维为内驱力，以学习共同体的交往实践为助推力，在理念上凸显批判性和假设性的知识观，实践性和交往性的学习观，开放性和生成性的教学观以及真实性与虚拟性的情境观。学前儿童STEM教育的本土化应在分析共性教育要素的基础上应扎根历史文化，从价值重塑，本体重构和认知重建三个维度进行转化。 |
| 英文摘要: |
| STEM education for preschool children is a comprehensive and three-dimensional integration system of knowledge orientation， children orientation and action orientation constructed by children， environment， knowledge integration and problem situation. As the essential attribute of STEM education for preschool children， integration is presented as the core basis of knowledge concept integration， the external driving force of situational response， the internal driving force of children’s learning thinking， and the communication practice of learning community as the thrust force.Its concept highlights the critical and hypothetical knowledge view， the practical and communicative learning view， the open and generative teaching view and the reality and virtual situation view.The localization of STEM education for preschool children should be rooted in history and culture on the basis of analyzing the elements of common education， and transformed from three aspects: value remodeling， noumenon reconstruction and cognitive reconstruction. |
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