【作 者】：
杜 文 彬
【关 键 词 】：
STEM教育； STEM课程； 课程发展； 学校科目社会史
【栏 目】：
历史与国际比较
【中文摘要】：
研究以教育社会学为视角解读美国STEM教育的发展。发现来自不同层面的利益裹挟虽为STEM教育赢得迅速完成从教育思潮到课程实体演进的外力支持，却也产生了更隐蔽的工具理性压制与育人价值缺位，使其成为新自由主义下市场操控教育的有力工具；亦使STEM教育本身走向了育人目的市场化、课程价值政治化以及开发技术标准化，偏离“全面发展的人”的培养初衷。这启示我国STEM教育在本土化建设中，应跳脱舶来的STEM教育功利主义框架，谨慎界定其价值边界，规避过度市场化风险，遵循STEM教育作为新兴科目的内在演进规律，以回归其育人价值。
【英文摘要】：
The study interprets the development of STEM education in the United States from the perspective of educational sociology. It is found that although interests from different levels have provided external support for the rapid evolution of STEM education from an educational ideology to a curriculum entity, it has also produced a more insidious suppression of instrumental rationality and the absence of education value, making it a powerful tool for market manipulation of education under neoliberalism. It has also made STEM education itself move towards the market-oriented purpose of education, the politicization of the value of the curriculum and the standardization of development technology, which deviates from the original intention of cultivating an "holistic human being". This suggests that in the localization of STEM education in China, it is necessary to break away from the imported utilitarianism framework, define the boundaries of its value carefully, avoid the risk of excessive marketization, and follow the internal evolution law of STEM education as an emerging subject, so as to return to its educational value.