【作 者】：
杨开城， 窦玲玉， 公 平
【关 键 词 】：
专业素养； STEM教师； 基于设计的行动力； 学科素养； 设计素养
【栏 目】：
学科建设与教师发展
【中文摘要】：
专业素养是专业能力所蕴含的专业知识、思维方式和价值观。教师核心专业能力是一种被称为基于设计的行动力的综合能力，并非PACK的运用能力，因为PACK不是知识论意义上的知识。基于设计的行动力所蕴含的教师专业素养可以区分为学科素养和设计素养。学科素养蕴含在课程之中，通过课程分析可以使之清晰化；设计素养蕴含在技术性教学设计理论之中。以STEM课程“抓住风：设计风车”为例，STEM教师的学科素养包括掌握课程包含的S.T.E.M.学科知识、能利用课程提供的材料制定一款特定功能的风车、能独立完成不同材料捕捉风能的单因素实验、身体力行地传递科学精神。以“以学习活动为中心的教学设计理论”为例，STEM教师的设计素养包括能基于教学设计的基本观念思考教学设计；能运用知识建模进行学习内容分析，并用“（知识点，学习水平）”方式陈述学习目标；能结合实情和知识建模图组块确立任务类型，并将它们具体化为师生交互过程；拥有足够的FC知识（Facts and Cases），并能够设计新的FC知识；能结合实情和动力设计模型提升教学方案的质量水平；能结合经验设计探究学习的学习支架。
【英文摘要】：
Professionalism is the expertise, ways of thinking and values underlying professional competence. The core professional competence of teachers is a kind of comprehensive ability known as design-based action, not the ability to use PACK, because PACK is not knowledge in the epistemological sense. The professionalism of teachers embedded in design-based action can be divided into disciplinary literacy and design literacy. Disciplinary literacy is embedded in the curriculum and can be made explicit through curriculum analysis. Design literacy is embedded in the theory of technical instructional design. In the case of the STEM course Catching the Wind: Designing Windmills, for example, the disciplinary literacy of STEM teachers includes mastery of the S.T.E.M. subject matter included in the course, the ability to develop a windmill with specific functions using the materials provided in the course, the ability to independently conduct single-factor experiments to capture wind energy with different materials, and the ability to physically communicate the spirit of science. While in the case of Learning Activity- centered Instructional Design Theory, the design literacy for STEM teachers includes the ability to think about instructional design based on the basic concepts of instructional design, the ability to use knowledge modelling to analyze learning content, and state learning objectives with knowledge points and learning levels, the ability to establish task types in relation to real-world situations and knowledge modelling mapping blocks and make them concrete as teacher-student interaction process, sufficient FC knowledge (Facts and Cases) to use and the ability to design new FC knowledge, the ability to combine factual and motivational design models to enhance the quality of teaching program, and the ability to design learning scaffolds for inquiry learning in relation to experience.