论文总字数：25770字

摘 要

我国随着基础教育的改革，也在与世界各国的交流中，慢慢开始探索自己的STEM之路。其中最有代表的是2017年2月教育部颁发的小学科学课程标准，被视为STEM教育在中国的实践。本文致力于根据新的小学科学课程标准的核心素养培养规定，结合苏教版小学教材，设计一个基于学生核心素养的小学STEM教室。

为了设计一个基于核心素养又符合STEM理念的科学教室，首先，本文分析了小学科学课程标准，将其中的内容分为四大领域，将小学苏教版的教材每个单元根据之前分的四大领域归类，选择了生命科学领域作为本次教室设计的主题，并且细读教材，整理出每个单元需要的实验材料。其次，进行教室设计，包括教室环境设计和教室材料设计，根据设计的教室制作使用手册，同时根据国家发布的实验室标准制定本实验室的各项标准。最后将整个设计交由专家进行评价，进行信度分析和描述统计分析。根据描述统计的结果判断本次设计是否合理。

在本次的教室设计中，教室基于新课标提出的核心素养，紧扣STEM教育理念，设计了一个同时拥有数字化教学区，传统实验操作区，材料储存区，特殊器材体验区的科学教室。经过专家评定，本教室的各项指标合格，达到预期目标。

关键词：STEM教育，核心素养，教室设计

Abstract

With the reform of basic education, our country has begun to explore its own way of stem in the exchange with other countries. The most representative of them is the primary school science curriculum standard issued by the Ministry of Education in February 2017, which is regarded as the practice of stem education in China. This paper is devoted to designing a primary school stem classroom based on students' core literacy according to the core literacy training rules of the new primary school science curriculum standard and the Soviet edition of primary school textbooks.

In order to design a science classroom which is based on core literacy and conforms to the concept of stem, firstly, this paper analyzes the primary school science curriculum standards, and divides the contents into four major areas. This paper classifies each unit of the teaching material of Su education edition of elementary school according to the four fields before, and chooses the field of life science as the theme of this classroom design, and carefully reads the teaching material and arranges the experimental materials needed by each unit. Secondly, the classroom design, including classroom environment design and classroom material design, according to the classroom design of the use of manuals, according to the national standards issued by the laboratory to formulate the laboratory standards. Finally, the whole design is evaluated by experts, and reliability analysis and descriptive statistical analysis are carried out. Judging whether this design is reasonable or not according to the result of description statistics.

There are many factors to be taken into account in classroom design. For example: must be closely related to the subject, can meet the needs of teachers in class, can meet the ability of students to develop the operation, can maximize the interest of students to learn. This design needs to design a general classroom that can be used from grade one to grade six in a certain subject area, so in addition to the basic elements of classroom design, we also need to consider generality. Ensure that the first to sixth grade can be carried out in this classroom teaching activities. In addition, for stem classrooms, more consideration should be given to classroom functions to meet the needs of each field of science, technology, engineering, and mathematics.

In this classroom design, the classroom is based on the core literacy proposed by the new curriculum standard, and the concept of stem education is firmly attached to the design of a science classroom with digital teaching area, traditional experimental operation area, material storage area and special equipment experience area at the same time. After expert evaluation, the indexes of the classroom are up to standard and meet the expectations.

KEY WORDS: stem education, core literacy, classroom design

目录

摘要 I

Abstract II

第一章 绪论 1

1.1 问题的提出 1

1.2 研究目的和意义 1

1.2.1 研究目的 1

1.2.2 研究意义 1

1.3 研究现状 2

1.3.1 国外研究现状 2

1.3.2 中国研究现状 2

1.4 研究内容、方法和过程 3

1.4.1 研究内容 3

1.4.2 研究方法 3

1.4.3 研究过程 3

第二章 理论基础 4

2.1 学习理论 4

2.1.1 体验式教学理论 4

2.1.2 多元智力理论 4

2.1.3 认知建构主义理论 5

2.2 教育管理学 5

2.3 教育部文件解读 5

2.3.1 关于实验室 5

2.3.2 关于数字化建设 6

第三章 小学科学教材与新课程标准分析 8

3.1 新课程标准分析 8

3.2 按课程标准分类教材知识点 8

3.2.1 分类依据 8

3.2.2 详细分类 8

3.3 教材各单元按课程标准分类 12

3.4 课程材料清单——以生命科学领域为例 15

第四章 基于学生核心素养的小学STEM教室设计——以生命科学教室为例 20

4.1 基于学生核心素养的小学STEM教室 20

4.2 教室环境 20

4.2.1 整体设计 20

4.2.2 各分区功能及标准 21

4.3 教室材料 28

4.3.1 通用材料 28

4.3.2 特殊材料 29

4.3.3 特殊器材 32

4.4 教室使用 33

4.4.1 教室使用案例——以一年级上册第二单元 用感官观察为例 34

4.5 教室特色 34

第五章 评价方案 35

5.1 方案设计及评价结果 35

5.1.1 达标标准 36

5.1.2 专家评价 36

第六章 对小学科学STEM教室建设的反思 42

6.1 本次设计的总结 42

6.2 对小学科学STEM教室建设现状的看法和意见 42

致谢 44

参考文献 45

附录 46

绪论

问题的提出

小学科学实验室是小学生在科学上进行科学实验的场所，它特有的教室环境可以为学生提供传统教室所不具备的科学实验条件。在科学实验室中，学生可以在安全的环境中使用需要的实验器材完成实验，而科学实验室同时又具备传统教室教授的功能。对于小学生来说，注意力并不像成人那么集中，动手操作是一个很好的感悟知识的方式。在进行实验操作的过程中，学生既可以更加深入地掌握科学知识，同时也可以很好地锻炼动手能力、合作能力等。此外，对于刚刚接触科学的学生来说，动手操作，亲身体会科学的奇妙，会在他们心中播下一颗颗科学的种子。

而在新世纪，科学对于孩子是很重要的，2017年国家教育部新印发的小学科学课程标准中明确说明了通过科学可以培养孩子的一些符合时代要求的核心素养，这些核心素养对于每个新世纪的孩子成长为一个可以优秀的社会人非常重要。

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