錫紙、卡紙、彩繩、膠棒、回形針、絨毛鐵絲線、彩色雪糕棍，用這些材料造一艘可以漂浮在水面上的船，你會(huì)怎么做?

　　此次夏令營(yíng)的STEAM活動(dòng)——船舶建造挑戰(zhàn)，給孩子們留下了深刻的印象。

　　從繪圖、設(shè)計(jì)到成型，他們動(dòng)手動(dòng)腦，直到找到解決問題的方法;從獨(dú)立思考、積極討論到團(tuán)隊(duì)合作，他們積極參與，較終看到自己的船飄在水上，孩子們都開心的手舞足蹈。

　　沒有模型，沒有步驟，沒有標(biāo)準(zhǔn)答案，在老師的引導(dǎo)下，孩子們成功的“建造了”各式各樣的船舶!

　　這是孩子們依靠自己贏得的勝利，也是老師們探究式教學(xué)的勝利，而這僅是我們學(xué)校STEAM課堂教學(xué)的案例之一。

　　STEAM教育是什么

　　STEAM 教育發(fā)源于美國(guó)，自20世紀(jì)90 年代以后，逐漸風(fēng)靡荷蘭、英國(guó)等國(guó)家和地區(qū)。

　　STEAM代表科學(xué)(Science)，技術(shù)(Technology)，工程(Engineering)，藝術(shù)(Arts)，數(shù)學(xué)(Mathematics)，STEAM教育就是集五門學(xué)科融合的綜合教育。

　　有別于傳統(tǒng)的單學(xué)科、重書本知識(shí)的教育方式，STEAM是一種重實(shí)踐的超學(xué)科教育概念。

　　STEAM教育特點(diǎn)

　　在現(xiàn)實(shí)生活中，我們所應(yīng)用的的學(xué)科都不是完全獨(dú)立的。STEAM的關(guān)鍵點(diǎn)在于“融合”，其課程是貫通圓融的，其項(xiàng)目是基于探究實(shí)踐的，著重于跨學(xué)科知識(shí)的整合。

　　交叉學(xué)科、基于項(xiàng)目和接觸真實(shí)世界，是STEAM 教育的突出特色。

　　這里不再有所謂的標(biāo)準(zhǔn)答案，而是強(qiáng)調(diào)了知識(shí)與現(xiàn)實(shí)世界的相互聯(lián)系，鼓勵(lì)學(xué)生自己動(dòng)手去探索，教會(huì)孩子們?nèi)绾卫斫夂退茉爝@個(gè)世界。

　　STEAM教育意義

　　STEAM 教育旨在打破學(xué)科領(lǐng)域的界限，倡導(dǎo)基于項(xiàng)目的學(xué)習(xí)方式，強(qiáng)調(diào)體驗(yàn)性和實(shí)踐性，是一種新的教育理念和學(xué)習(xí)方法。

　　更重要的是，在探究性學(xué)習(xí)原則的融合下，在以學(xué)生需求為出發(fā)點(diǎn)的前提指引下，STEAM教育真正提升了學(xué)習(xí)者對(duì)于學(xué)習(xí)的熱愛，而這應(yīng)該是教育帶給學(xué)生非常重要的禮物。

　　船舶建造挑戰(zhàn)活動(dòng)，只是無錫海歸學(xué)校STEAM教育多個(gè)活動(dòng)中的一個(gè)。以具體項(xiàng)目為課題，學(xué)校開設(shè)多個(gè)STEAM教學(xué)項(xiàng)目。

　　無錫海歸學(xué)校是一所“獨(dú)具特色的STEAM教育”學(xué)校。學(xué)校擁有世界尖端的STEAM專屬教學(xué)設(shè)施，注重實(shí)踐教學(xué)，強(qiáng)調(diào)學(xué)生通過探索和團(tuán)隊(duì)合作，解決現(xiàn)實(shí)生活中的實(shí)際問題。

　　學(xué)校的STEAM教育，不僅培養(yǎng)了學(xué)生們獨(dú)立思考的能力，更培養(yǎng)了他們的團(tuán)隊(duì)合作意識(shí)，而這也是21世紀(jì)的人才需要具備的基本素質(zhì)。

　　STEAM Activity

　　Boat Building Challenge

　　This STEAM activity was designed for kids in all grades. The boat building challenge was to be completed individually, with partners, or in teams.

　　The challenge showcased how our older students and younger students interacted and how they worked independently and brainstormed suggestions when they worked in a group. It was very interesting to see how the students asked questions about how to complete the construction of their boats. The design thinking, and steam teacher guided the students with open-ended questions to allow the students to formulate ideas and solutions on their own.

　　The STEAM skills that were presented:

　　Science: Students showcased their skills within the scientific method as they planned and constructed the boats and test the constructions to see if they could float and hold weight.

　　Technology: The students extended their vocabulary and learning through use of technology.

　　Engineering: The students planned and constructed a boat that exhibited early attempts at engineering from simple supplies.

　　Math: The students used lines, shapes, patterns, and explored mathematical relationships as they planned, constructed, tested, and improved on their boats.

　　Some of the students constructed O and H-shaped boats and many students used a variety of the simple material that they were given to create a boat that could float and all of them managed to construct a boat that did not sink, when it was weighed down by small objects. The older students even went back to the drawing board for an overall design change and we could see that the improved construction was successful, even though some were unsure at first, when they initially placed their boats into the water.

　　It was a joy to see the faces of kids building, creating, improving, and gaining knowledge through active participation in learning that was exciting!

　　The STEAM boat building challenge is just one of many STEAM activities that we at OCAC Wuxi used to promote inquiry and solution-based learning in the classroom.

　　——Article by Don Pak