有效促進幼兒STEM學習之教學策略

Effective Teaching Strategies that Promote Young Children's Learning of STEM

魏敏而(Wei, Min-Erh) ； 辛靜婷(Hsin, Ching-Ting)

《台灣教育研究期刊》 3卷3期 (2022/05) Pp. 153-166

摘要

幼兒STEM教育近年來在全球備受關注，強調透過跨領域學習，培養幼兒探索周遭環境的科學與工程實作表現，此實作有助幼兒其他領域之發展及銜接國小學習。然而，幼兒園教師通常較缺乏信心及教學效能進行STEM教學。本文整理文獻及研究團隊研究結果，提出九項教學策略，分別為示範、比較與對比、使用多元表徵、探詢、回顧、直接講述、介入協調、聚焦及提供情感支持，希望提供幼兒園教師在執行課程及實施教師培訓之參考，幫助教師累積更多成功STEM教學經驗。

關鍵字

教學策略 ； 幼兒STEM教育 ； 教學效能

並列摘要

Early STEM education has received global attention in decades, emphasizing interdisciplinary learning and young children's development of science and engineering practices for exploring their environment. The reinforcement of these practices helps children's learning in other domains and later learning in elementary school. However, kindergarten teachers usually lack confidence and self-efficacy in teaching STEM. Through reviewing literature and the research results of our team on early STEM education, we propose nine teaching strategies. They are demonstrating, comparing and contrasting, using multiple representations, probing, reviewing, giving direct guidance, resolving conflicts, focusing, and providing emotional support. We hope that this article provides insight into effective early STEM teaching and professional development, which consequently help teachers to accumulate more successful STEM teaching experiences.

並列關鍵字

teaching strategies ； early STEM education ； self-efficacy in teaching