C-STEAM教育何以有效：面向“传承”与“创新”的双视角

李彦刚^1,2 高瑞翔³ 童 瑶¹ 周欣雨¹ 兰希馨¹ 詹泽慧¹

（1.华南师范大学 教育信息技术学院，广东 广州 510631；2.嘉应学院 教育科学学院，广东 梅州 514015；3.华南师范大学 心理学院，广东 广州 510631）

【摘 要】面向文化传承的学科融合教育（C-STEAM）是一种以传承中华优秀传统文化为目标导向，同时强调面向真实情境融合学科知识技能进行问题探究与解决的课程形态，更加贴合“全面发展的人”这一教育目标主张，具备培养学生文化传承素养与跨学科创新素养的双重功能。本研究以在广东佛山地区开展C-STEAM教育的中小学为分析样本，尝试调研佛山市中小学开展C-STEAM教学实践的效果，并对现有的C-STEAM教学模式进行总结与反思。项目组依据C-STEAM教育关注的“传承”与“创新”两大核心问题，面向13所中小学的4 215名学生进行了随机问卷调查。结果表明，C-STEAM教育取得了良好的效果。C-STEAM激发了学生学习传统文化的兴趣，并使其对地方优秀文化建立了更强烈的认同感，同时提高了学生的跨学科能力，激发了学生创新创作的意识，在促进学生的“传承”与“创新”素养上均展现出良好的态势。C-STEAM教育成功地将“传承”与“创新”两大重要的教育目标进行了整合，使之能在同一教学过程中得以一并实现，为传统文化教育方式创新和STEAM教育本土化发展等相关领域的研究和实践带来了有益启示。

【关键词】中华优秀传统文化；C-STEAM教育；跨学科素养；创造力倾向；文化认同

Is C-STEAM Education Effective: An Investigation Conducted from Two Aspects of “Inheritance” and “Innovation”

LI Yangang^1,2 GAO Ruixiang³ TONG Yao¹ ZHOU Xinyu¹ LAN Xixin¹ and ZHAN Zehui¹

(1. School of Information Technology in Education, South China Normal University, Guangzhou 510631,China; 2. School of Education Science, Jiaying University, Meizhou 514015,China; 3. School of Psychology, South China Normal University, Guangzhou 510631,China)

Abstract：C-STEAM education is a form of courses that advocates the integration of interdisciplinary knowledge and skills to explore and solve problems in real situations with an aim to inherit fine traditional Chinese culture, which has the dual function of cultivating students’cultural inheritance literacy and interdisciplinary innovation literacy and is therefore, more suitable for attaining the educational goal of “well-round development”. This study aims to investigate the effects of C-STEAM education implemented in primary and secondary schools in Foshan and thus draws some summative reflection. From the two aspects of “inheritance” and “innovation” that are at the core of C-STEAM education, a random questionnaire survey was designed and conducted among 4 215 students in 13 primary and secondary schools. The results indicate C-STEAM education effective by showing that it improved students’ cultural inheritance literacy and interdisciplinary innovation literacy, including arousing students’ love for learning traditional culture, enabling them to establish a stronger sense of identity for local excellent culture, enhancing their interdisciplinary competency, and stimulating their awareness of innovation and creation. C-STEAM education successfully combines the two important educational objectives of “inheritance” and “innovation”, so that they can be realized altogether in the same teaching process, which brings beneficial enlightenment to the research and practice in related fields such as the innovation of traditional cultural education methods and the localization development of steam education.

Keywords：fine traditional Chinese culture; C-STEAM education; interdisciplinary competency; creative tendency; cultural identity

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