推動STEM教育：人工智慧時代下的幼兒園課程建設

在已經到來的人工智慧時代，社會必然與科技和工程進行深度的融合，而這要求學前教育要全面關注STEM教育，改革原有的課程實踐。在課程目標上，應系統關注知識、操作技能、思維技能、態度、複雜性操作等多維目標。在課程方法上，幼兒園應關注幼兒的個體差異，以探究性學習為主要策略開展STEM教育活動，突顯STEM學習的生活性、探索性和操作性。在課程內容上，應涵蓋生存系統、物質系統、地球與空間系統、技術與生活系統等範疇，梳理關鍵經驗，開發體系化的活動材料和內容。同時，我們應保持對自身所處環境的自覺，建設適宜中國社會文化現實的學前教育STEM課程。
In a coming era of artificial intelligence, our society will inevitably have a deeper integration with science and technology, which requires preschool education to pay close attention to STEM education and reform its traditional curriculum. In terms of the curriculum objectives, systematic attention should be given to the multidimensional goals of early childhood STEM education such as knowledge, operational skills, thinking skills, attitude and complexity. In terms of the curriculum methods, kindergarten should take the individualized and exploratory ways of learning as the main strategy to carry out STEM education activities, highlighting the attractiveness, liveliness and operability of STEM learning. Additionally, the curriculum content should cover areas such as survival system, material system, earth and space system, and technology-life system, with the development of key experiences and systematic materials and activities. At the same time, we should maintain awareness of the environment in which we live and establish an early childhood STEM curriculum which is appropriate for the social and cultural reality of China. Copyright © 2018 浙江教育報刊社.