构建倾听关系的STEAM课堂

张梦辉

【摘要】本文从STEAM课程的教学模式特征与学生上课状态特征两方面入手，说明了构建倾听关系的STEAM课堂的难度与必要性。并给出了STEAM课堂中构建倾听关系的策略：构建倾听的课堂文化，包括放低说话音量、相互尊重与平等交流三个具体策略;教师就是倾听关系构建的种子，教师不仅要用耳朵倾听，更要用心倾听;课堂中问题设置的策略，包括问题的设置具有开放性并贴近学生生活;适当的任务单作为倾听的脚手架;设计培养倾听能力的活动。

【关键词】倾听  STEAM课堂  策略

【Abstract】This paper starts with the characteristics of STEAM teaching mode and students’ state and illustrates the difficulty and necessity of constructing listening relationship in the STEAM course. Four strategies for constructing listening relationship in STEAM class are given. The first is to construct the classroom culture of listening， including lowering the volume of speech， enhancing mutual respect and promoting equal communication. The second is that teachers are the seeds to construct the listening relationship， which means teachers should not only listen with their ears， but also listen with their hearts. The third strategy is to set open questions which are close to students’ life in STEAM class. The fourth one is task list as a scaffold for listening. The last one is that teachers design activities to cultivate ability of listening.

【Keywords】listening; STEAM classroom; strategy

【课题项目】本文系长春市教育科学“十三五”规划专项课题“STEM课程开发与建设研究”（课题编号：JKBZX2019-05）阶段研究成果。

【中图分类号】G52 【文献标识码】A 【文章编号】2095-3089（2021）08-0118-03

STEAM是科学（Science）、技术（Technology）、工程（Engineering）、人文与艺术（Art）以及数学（Mathematics）五门学科的总称。STEAM课程并不是这五个学科简单的集合和拼凑，而是围绕一个项目或问题，运用多学科的知识解决问题。各国的教育实践表明，STEAM教育有助于培养学生探究能力、批判性思维、创新意识、信息科技能力等未来社会必备的技能和创新能力，并有可能在学习者的未来生活和工作中持续发挥作用。在我国，STEAM教育仍是起步阶段，无论从课程开发、授课模式还是评价方式等都还在探索阶段。

一、STEAM课堂现状分析

1.教学模式特征分析

由于STEAM课程的核心理念是在真实情境下，培养学生运用多学科知识解决复杂问题的能力。在整合STEAM课程方面运用最多的有两类课程：一类是基于项目的STEAM课程，一类是基于工程的STEAM课程。……