促进小学生计算思维培养的跨学科STEM+C教学理论与实证研究

The research aims to facilitate elementary school students’ computational thinking, focusing on the problem of insufficient integration of single-subject teaching in elementary schools in China, in order to break through the theoretical framework of cultivating computational thinking based on single subject. The research attempts to construct a three-tier integrated STEM+C theoretical framework involving subject content layer, interdisciplinary concept layer and learning thinking layer based on the theory of interdisciplinary teaching and computational thinking, therefore providing a theoretical basis for the development of students' computational thinking in interdisciplinary teaching; In addition, the research is intended to construct three innovative teaching approach, involving single-disciplined STEM+C model, the club-based model, and whole school-based integrated model, based on the project-based learning theory and the current educational circumstance in China, therefore enriching the theory of integrated STEM+C teaching and learning theory. Third, the research attempts to establish a multi-dimensional, multi-tools computational thinking evaluation system based on perspective of cognitive, competence, and emotion to offer a theoretical basis for scientific computational thinking assessment. The implementation of the empirical study in the Laboratory of National Digital Learning Engineering Center and elementary school verify the effectiveness of the students’ computational thinking with integrated STEM+C teaching, providing theoretical and practical direction for the STEM+C teaching in elementary schools in China. The result of this program aims to promote the development of interdisciplinary theory of teaching and learning of computational thinking and to provide the reference for the government to formulate the STEM education policy and the training strategy of scientists and engineers in K12 schools in China.

以小学生计算思维能力的培养为核心目标，聚焦我国小学单学科教学知识融合不充分的问题，突破以单学科为主培养计算思维的理论框架。基于跨学科教学和计算思维理论，构建学科内容层、跨学科大概念层和学习思维层的三层跨学科STEM+C理论框架，为跨学科教学培养学生计算思维提供理论基础；结合设计学习理论与我国小学教育现状，构建单学科、社团以及全校统整的融合STEM+C的三种创新教学模式，丰富跨学科STEM+C教与学的理论；建立基于认知、能力与情感视域的多维度、多工具的计算思维测评体系，为科学测评计算思维提供理论依据。在此基础上，在国家数字化学习工程中心实验室及实验小学开展实证研究，验证跨学科STEM+C教学促进小学生计算思维的有效性，为我国小学开展STEM+C教学提供理论与实践指导。本项目的研究结果推动跨学科培养计算思维教与学理论的发展，为政府制定我国中小学STEM教育政策和科技人才培养战略提供参考。

近年来，国际上将培养学生的计算思维作为重要的研究与教学实践内容。STEM教育则是培养计算思维的沃土，计算思维在帮助学习者解决真实生活中的复杂问题的同时，促进学生的习得学科知识与多元能力。本研究在总结前人学者研究的基础上，研究STEM与计算思维相融合的教育。本研究主要有四个研究内容：①基于跨学科教学和计算思维理论，构建学科内容层、跨学科大概念层和学习思维层的三层跨学科STEM+C理论框架，为STEM培养计算思维提供理论基础；②结合设计学习理论与我国小学教育现状，构建单学科、社团以及全校统整的融合STEM+C的三种创新教学模式，丰富跨学科STEM+C教与学的理论；③建立基于认知、能力与情感视域的多维度、多工具的计算思维测评体系，为科学测评计算思维提供理论依据；④开展实证研究，验证跨学科STEM+C教学促进小学生计算思维的有效性。基本上述研究内容开展研究，取得了丰硕的研究成果：①提出基于设计的STEM+C理论框架，在问题解决、批判思维、算法思维以及协作思维四个子维度上提升学生的计算思维能力；②在单学科与STEM＋C融合模式建构上，构建了小学数学PBL+CT教学促进学生计算思维培养的三层教学模型（内容层、教学层、目标层）；③在社团与STEM＋C融合模式建构上，提出社团STEM课程基于设计的学习（DBL）培养小学生计算思维的教学模型；④在全校统整的STEM＋C模式建构上，构建STEM校本课程《小红鹰气象站的建设与运用》教学目标解释结构模型，基于教学目标进行教学主题内容、教学策略和教学评价的设计与安排，研发和实施STEM校本课程；⑤编制了我国小学生计算思维量表，含23个测量项目，分属于创造力、批判思维、问题解决能力、算法思维、合作能力等五个维度；⑥在教育设计研究（EDR）的研究范式下，开展三轮教学研究，迭代完善改进教学设计，探究其应用成效与推广模式。本项目的研究结果推动跨学科培养计算思维教与学理论的发展，为政府制定我国中小学STEM教育政策和科技人才培养战略提供参考。

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