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STEM教育已成为各国抢占科技竞争制高点、布局未来发展战略的核心举措。当前，中国STEM教育面临诸多挑战，尚未形成具有系统性政策支持与全社会协同参与的教育生态系统。本文基于知识生态理论与知识生产模式Ⅲ理论，试图构建“STEM教育生态系统”分析框架，对法国、美国、澳大利亚的STEM教育政策文本进行质性编码分析。结果发现，法国以政策驱动STEM与人文社科知识的交叉互动；美国依托政府引导，推动多元主体协作以促进实践转化；澳大利亚则致力于构建系统性发展路径，保障受益群体的结构性公平。通过国别比较研究，我国应着力构建知识体系交叉、多元主体合作、社会应用价值产出、全民平等参与的STEM教育生态系统，以推动STEM教育全面、协调与可持续发展。
Abstract：STEM education has become a crucial initiative for countries seeking to gain a strategic advantage in global technological competition and future development. However, China's STEM education still faces multiple challenges, including a lack of systematic policy support and an educational ecosystem characterized by insufficient collaboration and participation from the whole society. Grounded in knowledge-ecology theory and Mode-3 knowledge-production, this study builds an analytical framework for “STEM Education Ecosystem” and undertakes qualitative coding of policy texts from France, the United States and Australia. Findings reveal three distinct models: France integrates STEM with humanities and social-science knowledge through policy-driven practice; the United States orchestrates public-private partnerships to accelerate knowledge into practice under government leadership to promote practice transformation; Australia focuses on building a systemic development pathway that secures structural equity for all beneficiary groups. The comparative evidence suggests that China should cultivate an ecosystem characterized by interdisciplinarity, multi-stakeholder cooperation, practical outputs and equal participation, thereby propelling STEM education toward comprehensive, coordinated and sustainable development.
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基本信息:
中图分类号:G434;G511
引用信息:
[1]张丹,韩君灵,何思岩,等.知识生态视角下STEM教育生态系统建设路径的比较研究——以法美澳STEM学科交叉实践路径为例[J].全球教育展望,2025,54(11):38-54.
基金信息:
2024年度国家社会科学基金教育学一般项目“促进多学科交叉研究的治理模式改革与实践路径研究”(项目编号：BFA240079)的阶段性成果