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2006年，时任美国总统小布什公布《美国竞争力计划》(American Competitiveness Initiative/ACI)，明确提出培养具有STEM素养的人才是教育的目标之一，也是全球竞争力的关键。近几年来，美国白宫又先后出台了《STEM人才培育国家整合策略》、《2015年STEM教育法案》。此后，已有80多个国家先后提出了本国的STEM教育政策，全球已经进入一个“STEM人才”大展身手的时代。 In 2006, US President George W. Bush announced the “American Competitiveness Initiative” (ACI), which proposed cultivating talents with STEM literacy was one of the goals of education and also the key to global competitiveness. In recent years, the White House has also introduced the 'National integration strategy of STEM talents cultivation', '2015 STEM Education Act'. Since then, more than 80 countries have put forward their own STEM education policy, the world has entered a 'STEM talents' time. 6月12日，万科双语学校召开了一场以“跨越学科界限，整合学科素养”为主题的STEAM课程研讨会。多位教育部门领导以及各学校教师代表们出席本次研讨会，并就STEAM课程的理念和实施展开了积极讨论。精彩纷呈的教学研讨及课程演示受到了各位来宾的一致肯定。 June 12, Vanke bilingual school held a STEAM course seminar named 'Across the boundaries of disciplines, integrate all the attainments'. A number of education department leaders and school teacher representatives attended the seminar, and launched a positive discussion on the concept and implementation of STEAM courses. The splendid teaching seminar and presentations were unanimously endorsed by all the guests. 何为STEAM STEAM是一种教育理念，有别于传统的单学科、重书本知识的教育方式，STEAM是一种重实践的超学科教育概念。它最早由美国政府提出，前身是STEM理念，近期加入Arts(艺术)，成为更全面的跨学科教育理念： STEAM is an educational philosophy, different from the traditional single discipline, re-book knowledge of the education, STEAM is a re-practice of ultra-disciplinary education concept. It was first proposed by the US government, the predecessor of the STEM concept, recently joined Arts (art), to become a more comprehensive interdisciplinary educational philosophy: 1 科学（Science） 2 技术（Technology） 3 工程（Engineering） 4 艺术（Arts） 5 数学（Mathematics） 培养适应未来的STEAM人才 万科双语学校校长陈舒女士首先致欢迎辞，她认为眼下大热的STEAM课程能够激发学生的无限潜能，培养孩子： 全面平衡的个性 终生学习的能力 创新领跑的精神 健康丰盛的人生 Principal Chen dilivered a welcome speech, in her opinion, STEAM courses could inspire ulimited potential of our students, we aim to cultivate children with: Well-balanced personality Lifelong learning ability Innovative leadship Sound and fruitful life “万科双语学校的前身是复旦万科实验学校‘双语C班’。经过近十年的探索，学校秉承融合中西教育精髓的教育理念，激发无限潜能的教育宗旨，对原双语C班课程进行全面修整和提升，形成独创的课程体系， 新开设了旨在培养学生批判性思维和创造能力的STEAM课程。如此培养出的学生既具有良好的学习习惯，又具备多元化思维能力。” 'Vanke bilingual school is the predecessor of 'Bilingual C class' in Fudan Vanke Experimental School. After nearly a decade of exploration, with the integration of east and west educational philosophy, we aim to inspire the unlimited potential, we upgrade the original bilingual C class courses for a comprehensive dressing, and form our unique curriculum system, we also set up the STEAM courses to cultivate students' critical thinking and creative ability. So that our students have not only good learning habits, but also with a wide range of thinking ability. 从K12学段学校实施层面来看，STEAM的践行离不开课程这个概念，STEAM在基础类课程板块涉及到数学、科学（理化生等）、技术（通用技术、信息技术）、艺术（语言、音乐、美术）等几大领域的核心课程，还包含了各类丰富的相关选修课程。 The implementation of STEAM is inseparable from the concept of curriculum. STEAM is involved in mathematics, science (science and technology), technology (general technology, information technology), arts (language, music, art) and other major areas of the core courses, but also contains a variety of rich related elective courses. 而后，万科双语学校副校长周琳发表了题为《从明日科技发展看学校STEAM课程发展》的主题演讲。 And then, VKBS Chinese Principal Ms.Zhou gave a speech about how to look upon the development of STEAM education. 周琳校长从近期刚刚结束的热点话题高考切入，分享了一则新闻——智能教育机器人“参与考试”，得分与高考状元组仅相差一分。传统行业的消失、新兴行业的生发、智能机器人的冲击......这些都不禁让我们思考：随着科技不断发展，越来越多的传统工作将被机器取代。在未来世界中，人类还有多少优势？作为教育工作者的我们，为培养适应未来社会需求的人才，应当如何做教育。 Ms.Zhou shared with us news about how smart education robot took part in college entrance examination and the score gap was only one point. These made us think about how much advantage human beings still have in the future world. As educators, we need to think how education will develop in accordance with future’s talent requirement. 按现在人工智能进化的速度，科学界的共识是50%的工作十几年后都将不复存在。怎样的人才能够面临新兴行业的冲击，在全球化环境中自如地进行合作和创新？ According to the speed of evolution of artificial intelligence, 50% of the work will be no longer exist after ten years, this is the consensus of the scientific community. What kind of talent can face the impact of emerging industries, and make cooperation and innovation freely in a global environment? 周校长总结：21世纪，我们需要的人才应该具备： Ms.Zhou concluded: For talents of 21st century, they need to have the qualities as below: 终身学习的能力； 多技能可跨界的处事能力； 兼具感性与理性的思维能力； 独具创新的思维能力； 多维度的深度思考能力。 Lifelong learning ability perceptual and rational thinking ability multi interpersonal skills innovative thinking skills multi-dimension deep thinking ability 为适应不断变化的时代，万科双语的课程设置也改变了传统基础教育唯分数理论，设置了适应我校学生的特色STEAM课程： VKBS also changed the traditional score-centered education theory and set up the STEAM curriculum that is suitable for our students: 1 项目研究课程 每学期有1个大项目和1-2个小项目，让学生经过调研，设计和主题相关的产品并且进行测试。 Project Research Curriculum We set one big and 1 or 2 small projects in each semester for students to design related products and test them. 2 模块式日常课堂 不是单纯的学科教学，而是知识的理解与应用，并且让每个学生进行参与。 Module curriculum It is not regular teaching but let all students to take part in. 3 每年一次科学周 涵盖学生实验发明、三天的全年龄段活动、项目汇报会等。 Annual Science week Including students inventions, three days of full-time activities, project briefings, science fair and so on. 4 跨学科的STEAM合作 各年级参与不同课程合作，如：5年级，语文与STEAM：琥珀的形成与化石研究，琥珀原石的物理特性以及仿自然环境的天然打磨与首饰制作。 Interdisciplinary STEAM cooperation All grades cooperate with different curriculums. For example, Grade 5: STEAM combined with Chinese to research on the formation of amber and the study of fossils. STEAM课程教学演示 随后，我们的科学老师--陈琰彦带领七、八年级的学生在STEAM空间展示了各组的作品展示。本次作品设计结合了万科双语学校“5C”、“5R”理念中的尊重生命（Respect）、关爱老人（Caring）、承担责任（Responsible）、创意无限（Creative）。主要分为“活动的地球”课程中的抗震建筑设计，以及“人体系统”课程中的助老设施设计。 Then, Ms. Chen Yanyan took G7 and G8 students to show all the guests about their own project. The project design also combined with 5C and 5R theories, respect life, to care for the old, to be responsible and to be creative. They showed us the conceptual earthquake-resistant design and the facilities design of the old people in the course of human body system.  抗震建筑设计 怎么样的房子才能在当地的地震中最大程度地屹立不倒？这是万科双语学校七年级的孩子接到的问题。 What kind of house could survive in the local earthquake? This is the question which Grade 7 students received. 在几周时间内，孩子们自行搜集资料、了解板块理论、地震形成的原理。5个小组分别调研中国、美国、意大利、智利、日本的板块组成，分析当地的建筑特点，设计图纸、搭建模型、二次调试，并制作最终的展板和PPT。学生们经过分组调研、设计模型、反思改进、最终测试等步骤才完整了这次设计成品，在过程中不禁获得了团队合作精神，也学到了工程学的设计过程。 In a few weeks, the students collected information, studied the plate theory, the principle of earthquake formation by themselves. 5 groups did researches on plate composition of China, the United States, Italy, Chile, Japan, and analyzed the local architectural features, designed drawings, built models, the second commissioning, and made the final display panels and PPT. In the process students can not only get the spirit of teamwork, but also learned the engineering design process.
现场五组学生的作品，全部经受住了抗震测试 所有来宾都沉浸在学生们的无限创意中，更为学生们在阐述设计理念时表现出来的满满自信所惊叹，不少人说：要不是孩子们在说中文，我都要怀疑我是否在外国呢！ All the guests were attracted and fascinated by students’ creativities and their confidence. They even thought they were at abroad! 
学生正在介绍各地区的地形以及引起地震的原因 每组成员分别展示各组的抗震设计 银发人生设计 在隔壁的教室里，八年级的同学正向大家展示自己设计的助老设施。 In the classroom next door, students from Grade 8 were showing you the facilities design for the old people. 学生们在熟悉人体肌肉与骨骼系统的工作原理之后探究各大系统的功能及疾病特点，分成4个小组就常见的老年疾病的比率进行调研，并设计老年辅助性设施。 After known the working principle of the human muscle and skeletal system, students started to explore the functional and disease characteristics of the major systems, they were divided into four groups to do their researches on the common rate of elderly diseases, and design of elderly auxiliary facilities.
展板上写着组员进行的背景调查和设计依据，有数据有归纳有推论，条理清晰有模有样。展板之外还有学生们设计的实物模型。当有家长对他们的作品感兴趣，就坐在作品前的椅子上，听同学们将自己的想法娓娓道来，并进行对问题的深入探讨。 The background research and design basis were showed on the panels, includes datas, inductions. and conclutions. There were also physical models designed by students outside the panel. When our guests were interested, they sit in front of project, listening to the students his own thoughts, and discussed deeply. 如何在教学中实践STEAM理念 在简单的茶歇后，与会嘉宾们再次来到了小剧场进行关于“如何在学校教学中实践STEAM课程理念”的圆桌论坛。课程专家、陈舒校长、陈琰彦老师和学科代表们作为答疑方，受邀的教师代表们则作为提问方，提出了很多在实践STEAM课程过程中遇到的困难及问题。 After a simple tea break, attendants came to the theater again to hold a round-table forum about how to carry out STEAM curriculum theory in school’s education. The course experts, Principal Chen, Ms. Chen Yanyan, student representatives act as the answering party, and the invited teachers as the ones to ask questions and put forward many difficulties they encountered when practicing the STEAM curriculum. We studied, discussed together and would make progress together.
作为大多数来自公办学校的教师，最大的疑惑便是如何把控课时长短，及如何考评。 As most of the teachers come from public schools, their biggest doubt was about how to control the lesson period and how to evaluate. 陈琰彦老师说：“课程时间可长、可短。注重团队为单位的分配到不同个人的权重化评分标准。”课时安排可以以项目为单位，项目的长短可以由老师把控，老师应该作为导师“呵护”每一个学生的创意，给予引导而非教导；对于学生的评分不应只为每一个学生个体打分，应该突出个人在团队里的贡献，像这样具有可实践化的意见，让在座的老师们都受益良多。 Ms. Chen Yanyan said it could be long or short. The lesson period could be arranged according to the project unit and controlled by the teacher. The teacher should also care about each every student and give guidance to students not teaching them how to do it. Evaluation should not just on each every student but on how much effort has been made among the group. Such kind of suggestions really benefited a lot of teachers. 最后，上海市史坦默国际科学教育研究中心主任，王懋功先生发言说到：是否能够做好STEAM教育取决于决心，取决于理念是否正确；而上海市闵行区教育学院副院长，金惠频女士则表示对于STEAM教育的未来前景一片大好，因为从万科双语学校的学生真挚的眼神里看出他们对STEAM课程的喜爱，并自发地发展到了课余生活中，这必会成为STEAM教育进一步发展的最大动力。 At last, Mr. Wang, the director of STEM＋ Research Center said: Whether we could carry out STEAM education well depends on whether the concept of teaching is right. Ms. Jin from the Education College of Minhang District said STEAM curriculum would have a great future because she saw students’ passion for STEAM in their eyes and STEAM has gone into their extra-curriculum life. That would be the greatest motivation for STEAM education. 正如周琳校长所说，“未来，通过STEAM课程，跨学科思维方式将成为学生们日常生活学习的基本思维方式，学生利用多种学习工具进行学科知识学习，探究跨学科问题将成为常态。” As Ms. Zhou said, in the future, interdisciplinary thinking would be students’ basic thinking style in regular life and students need to learn subject knowledge with multi-learning tool and make interdisciplinary issues into ordinary state. 构建全新的教育生态，需要学生与老师的关系重建，需要家长与学校的密切配合。本次STEAM学术研讨会成功落下帷幕，明年STEAM研讨会将结合双语学校一年一度的科学周一同开展，让我们拭目以待！ To build a new educational ecology, we need the reconstruction of the relationship between students and teachers, parents and schools need to work closely together. This STEAM seminar was a big success, next year, it will be combined with VKBS annual science fair. We are sure that is going to be a more fascinating event. Let's look forward to it! |
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