【作 者】：
蔡慧英， 董海霞， 王 琦
【关 键 词 】：
STEM教育； 教师； 图示化支架； 可视化； 元分析
【栏 目】：
课程与教学
【中文摘要】：
在STEM课程教学中，教师一般无法有效设计学习技术且存在“不教或少教”的现象。针对这些问题，学习科学领域的研究者提倡教师设计图示化支架以有效干预STEM课程教学。但目前对图示化支架在STEM课程教学中的作用并未进行系统研究。研究采用元分析方法，对近五年关注STEM课程教学中图示化支架效用的30项实验和准实验研究进行了深度分析。研究发现：在STEM课程中图示化支架对学习者学习效果具有中等偏上的积极影响。不仅能提升学习者的认知理解和学习动机，还能降低认知负荷、提升学习者的空间表征能力与问题解决能力。可视化信息、知识结构、动态知识、思维和学习过程的图示化支架在提升STEM课程学习效果上有不同的积极影响。另外，学段、学科、教学方式等因素会影响图示化支架在STEM课程中的效用。因此，为了充分发挥图示化支架在STEM课程中的育人价值，教师可以有意识地、个性化地、针对性地设计图示化支架，从而达到提升STEM课程教育教学质量的目的。
【英文摘要】：
In the teaching of STEM courses, teachers generally cannot effectively design learning techniques and there is a phenomenon of "no teaching or less teaching". To address these problems, researchers in the field of learning science advocate teachers to design graphical scaffolds to effectively intervene in the teaching of STEM courses. However, there has been no systematic research on the role of graphical scaffolds in the teaching of STEM courses. This study uses the meta-analysis method to conduct an in-depth analysis of 30 experimental and quasi-experimental studies focusing on the effectiveness of the graphical scaffolds in the teaching of STEM courses in the past five years. The results indicate that the graphical scaffolds in STEM teaching has a moderately positive effect on learners' learning. It can not only improve learners' cognitive understanding and learning motivation, but also reduce cognitive load and improve their spatial representation ability and problem-solving ability. The visualized information, knowledge structure, dynamic knowledge, thinking and the graphical scaffold of learning process have different positive effects on improving the learning effects of STEM courses. In addition, learning stages, subjects, teaching methods and other factors will affect the effectiveness of graphical scaffolds in STEM courses. Therefore, in order to give full play to the educational value of graphical scaffolds in STEM courses, teachers can design graphical scaffolds consciously, individually and pertinently, so as to achieve the goal of improving the education and teaching quality of STEM courses.
【下 载】：
教师如何有效设计图示化支架 支持STEM课程教学 ——基于30项实验和准实验研究的元分析