Sainan Jing
School of Teacher Education, Hexi University, Zhangye, Gansu, China.
*Corresponding author: Sainan Jing
Abstract
STEM education is an educational model originated in the United States and introduced into China in recent years. In order to make STEM better serve our education, the connotation, value and practical challenges of STEM education need to be analyzed. STEM education emphasizes the significant value of the four disciplines of science, technology, engineering, and mathematics in fostering scientific and technological innovation and talent development. It also highlights the essential integration of these disciplines to create a new interdisciplinary field. In terms of value, STEM education is conducive to the innovation of China's parenting style, the promotion of curriculum reform, and the change of teaching methods. In terms of practical dilemmas, STEM education mainly faces three dilemmas: the first is a formalization of interdisciplinary curriculum integration in STEM education; the second is the marketization and over-programming of STEM education; and the third is the lack of resources for STEM curriculum. In order to make STEM education more reflective of the characteristics of our education, researchers need to make continuous exploration of the connotation and implementation strategies of STEM education.
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How to cite this paper
Exploring the Chineseization of STEM Education: Connotation, Value, and Practical Dilemmas
How to cite this paper: Sainan Jing. (2024). Exploring the Chineseization of STEM Education: Connotation, Value, and Practical Dilemmass.The Educational Review, USA, 8(6), 833-836.
DOI: https://dx.doi.org/10.26855/er.2024.06.008