摘要
数智技术与中小学STEM教育的深度融合,正推动其走向体系化建设的结构性变革。基于一般系统理论的“要素-结构-功能”分析框架,从三个维度系统剖析数智技术如何赋能中小学STEM教育变革,可发现STEM教育正面临要素催化、结构重组、功能提升的机遇。然而,当技术融入真实的教育情境时,也伴随着要素层面的根基不稳、结构层面的内外失衡、功能层面的目标窄化等现实挑战。为应对上述挑战,需从供给生态、支持体系、价值边界三个层面协同发力,将技术赋能从工具性应用的浅表层面真正融入STEM教育建设的深层结构。
The deep integration of digital intelligence technology with K-12 STEM education is driving a structural transformation toward systematic construction.Based on the“element-structurefunction”analytical framework of General Systems Theory,this study systematically explores how digital intelligence technology facilitates the transformation of K-12 STEM education across three dimensions,revealing that STEM education is facing opportunities for elemental catalysis,structural reorganization,and functional enhancement.However,as technology becomes embedded in authentic educational contexts,it also presents practical challenges,including unstable foundations at the element level,internal and external imbalances at the structure level,and narrowing of goals at the function level.To address these challenges,synergistic efforts are needed from three dimensions:the supply ecosystem,the support system,and the value boundary,so that technological empowerment moves beyond superficial instrumental application and becomes deeply integrated into the fundamental structure of STEM education construction.
作者
彭敏
熊春艳
PENG Min;XIONG Chunyan(School of Educational Science,Sichuan Normal University,Chengdu,Sichuan,610066,P.R.China)
出处
《广东第二师范学院学报》
2026年第2期66-79,共14页
Journal of Guangdong University of Education
基金
国家社会科学基金教育学青年项目“学校STEM教育特色发展指数测度与提升路径研究”(CHA250297)。
关键词
数智技术
中小学STEM教育
一般系统理论
digital intelligence technology
K-12 STEM education
General Systems Theory
