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早期STEM教育在培养儿童认知与非认知能力、激发学习兴趣、促进持续发展等方面具有重要意义，但当前幼儿园与小学阶段间的STEM教育衔接仍面临诸多理论与实践挑战。本研究基于建构主义学习理论和生态系统理论，探讨了环境创设在促进STEM教育幼小衔接中的作用，构建了包含情境化物理环境、渐进式课程环境、教师专业环境、家校互动环境和技术支持环境五大核心要素的协同框架。在此基础上，通过Z幼儿园的具体实践经验，详细呈现了阶段性布局物理环境、跨阶段协同课程开发、建设教师专业发展共同体、构建家校互动机制以及有效整合技术资源等实践路径。
Abstract：Early childhood STEM education significantly contributes to enhancing children's cognitive and non-cognitive skills, fostering curiosity, and promoting sustainable learning development. However, effectively bridging STEM education from kindergarten to primary school remains challenging, both theoretically and practically. Drawing upon constructivist learning theory and ecological systems theory, this study explores how thoughtfully designed learning environments can facilitate a seamless STEM transition. A collaborative framework is proposed, comprising five interconnected dimensions: contextualized physical spaces, progressive curriculum design, teacher development, family-school partnerships, and technology integration. A detailed case study of Z Kindergarten exemplifies practical approaches, including phased arrangements of learning environments, cross-stage collaborative curriculum planning, sustainable teacher professional communities, effective family engagement mechanisms, and the integrated use of technological resources.
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基本信息:
中图分类号:G612
引用信息:
[1]金叶.环境创设赋能STEM教育幼小衔接的协同框架与实践路径[J].全球教育展望,2025,54(07):93-104.