National STEM school education strategy 2016—2026

From：

www.educationcouncil.edu.au

STEM learning in schools

STEM education is a term used to refer collectively to the teaching of the disciplines within its umbrella-science， technology， engineering and mathematics and also to a cross disciplinary approach to teaching that increases student interest in STEM related fields and improves students’ problem solving and critical analysis skills.

STEM sits within a broader foundational knowledge base and the teaching of STEM is a part， albeit important， of a balanced program of learning.

The national strategy is focused on action that lifts foundational skills in STEM learning areas， develops mathematical， scientific and technological literacy， and promotes the development of the 21st century skills of problem solving， critical analysis and creative thinking. It recognises the importance of a focus on STEM in the early years and maintaining this focus throughout schooling.

Goals and five areas for national action

Goal 1：

Ensure all students finish school with strong foundational knowledge in STEM and related skills

Goal 2：

Ensure that students are inspired to take on more challenging STEM subjects

Guiding principles for schools to support STEM education

These high-level principles have been developed to help guide school leaders in improving the focus on， and bringing about change in， STEM within the school environment.

1.Create a school culture where the importance of STEM is recognised and valued， and there are high expectations for all students to engage with STEM education opportunities.

2.Expose students （and their teachers） to a wide range of career options and information early to help increase STEM aspirations and engagement， ideally in primary school and continuing throughout high school， and involving parents and school communities where possible.

3.Build on students’ curiosity and connect STEM learning to solving real world problems， including through collaborative and individual learning experiences that are hands-on and inquiry-based and support the achievement of deep knowledge.

4.Recognise that STEM education approaches work best when supported by a whole of school collaborative effort.

5.Encourage teachers to prioritise STEM content knowledge when determining their professional learning needs， given the rapidly changing nature of science and technology.

6.Use school demographic data and the local context to guide choices about partnership and outreach programs， and consider how best to target student cohorts less likely to do STEM subjects or see the relevance of STEM related skills.

7.Consider how to evaluate new partnerships and learning approaches as part of program design， to determine whether change has occurred in student attitudes to STEM， and whether this translates into greater STEM achievement.

譯文

在校學(xué)習(xí)STEM課程

STEM教育是科學(xué)、技術(shù)、工程、數(shù)學(xué)的學(xué)科統(tǒng)稱，它用跨學(xué)科的教學(xué)方式讓學(xué)生增長對STEM相關(guān)領(lǐng)域的學(xué)習(xí)興趣并改善他們解決和分析問題的能力。STEM基于更廣闊的基礎(chǔ)知識(shí)庫，授課和學(xué)習(xí)一樣都是其中重要的組成分支。此項(xiàng)國家戰(zhàn)略專注于提高STEM學(xué)習(xí)領(lǐng)域的基礎(chǔ)知識(shí)技能，發(fā)展數(shù)學(xué)、科學(xué)技術(shù)方面的文化內(nèi)涵；提升21世紀(jì)解決問題的能力，培養(yǎng)批判性思維和創(chuàng)造性思維。

目標(biāo)和國家行動(dòng)的五個(gè)領(lǐng)域

●目標(biāo)

1.保證學(xué)生畢業(yè)時(shí)牢固掌握STEM領(lǐng)域的基礎(chǔ)知識(shí)和相關(guān)技能。

2.確保激發(fā)學(xué)生學(xué)習(xí)更具挑戰(zhàn)性的STEM課程。

●五個(gè)領(lǐng)域

1.提升學(xué)生STEM能力、參與度和積極性。

2.提升教師能力和STEM教學(xué)質(zhì)量。

3.在教育系統(tǒng)內(nèi)為STEM教育提供更多機(jī)會(huì)。

4.有效地促進(jìn)高等教育、商業(yè)和工業(yè)的合作關(guān)系。

5.建立強(qiáng)有力的證據(jù)基礎(chǔ)。

STEM教育工作指南（學(xué)校版）

這些高級(jí)階段的原則已經(jīng)演變成為行動(dòng)指南，提高學(xué)校領(lǐng)導(dǎo)者在學(xué)校環(huán)境下的STEM教育的關(guān)注與STEM的優(yōu)化和改善。

1.創(chuàng)造一個(gè)認(rèn)可并重視STEM課程的校園文化，賦予所有學(xué)生更高的期望值，有更多接觸STEM教育的機(jī)會(huì)。

2.讓學(xué)生（及教師）有更多的就業(yè)選擇和信息來源，更早讓他們有從事STEM領(lǐng)域的志向和愿望，最理想的是從小學(xué)一直持續(xù)到高中，并盡可能地加強(qiáng)家校互動(dòng)。

3.培養(yǎng)學(xué)生的好奇心，并將STEM學(xué)習(xí)與解決現(xiàn)實(shí)世界問題聯(lián)系起來。比如，個(gè)人與團(tuán)隊(duì)協(xié)作的學(xué)習(xí)經(jīng)驗(yàn)，或手把手地學(xué)，或從探究性的過程中獲得深度知識(shí)。

4.意識(shí)到STEM教學(xué)法只有在學(xué)校全體師生的協(xié)助努力下才能達(dá)到最好的效果。

5.鼓勵(lì)老師區(qū)分STEM課程的優(yōu)先次序，決定他們的職業(yè)學(xué)習(xí)需求，迅速地改變科學(xué)和技術(shù)的本質(zhì)。

6.利用學(xué)校的師生統(tǒng)計(jì)數(shù)據(jù)和當(dāng)?shù)氐沫h(huán)境來指導(dǎo)教師如何選擇合作伙伴和延伸教學(xué)，同時(shí)思考如何更好地指導(dǎo)那些不愿意學(xué)習(xí)STEM學(xué)科與STEM相關(guān)技能的學(xué)生群體。

7.作為項(xiàng)目設(shè)計(jì)之一，學(xué)會(huì)評估新的伙伴關(guān)系和學(xué)習(xí)方法，決定它是否改變學(xué)生的內(nèi)在學(xué)習(xí)動(dòng)機(jī)，是否轉(zhuǎn)變?yōu)楦蟮膶W(xué)習(xí)收獲。