A comparative analysis of the STEM education in Chinese primary and secondary schools

被引：1
|
作者：
Yan Yang [1 ]
Wen, Dunwei [2 ]
Huang Wen-Bo [3 ]
Wang Ke [4 ]
机构：
[1] Changchun Normal Univ, Sch Comp Sci & Technol, Changchun, Peoples R China
[2] Athabasca Univ, Sch Comp & Informat Syst, Athabasca, AB, Canada
[3] Changchun Normal Univ, Sch Int Exchange, Changchun, Peoples R China
[4] Jilin Univ, Coll Commun Engn, Changchun, Peoples R China
来源：
2020 IEEE INTL CONF ON DEPENDABLE, AUTONOMIC AND SECURE COMPUTING, INTL CONF ON PERVASIVE INTELLIGENCE AND COMPUTING, INTL CONF ON CLOUD AND BIG DATA COMPUTING, INTL CONF ON CYBER SCIENCE AND TECHNOLOGY CONGRESS (DASC/PICOM/CBDCOM/CYBERSCITECH) | 2020年
关键词：
STEM education; countermeasures analysis; K-12; problems; China;
D O I：
10.1109/DASC-PICom-CBDCom-CyberSciTech49142.2020.00068
中图分类号：
TP [自动化技术、计算机技术];
学科分类号：
0812 ;
摘要：
The United States is the country of origin, advocacy and development of STEM education. Around 2012, the research on STEM education began to increase gradually in China's education circle. At present, STEM has become a hot word in China's K-12 stage. Due to the different learning environment and development stage of STEM education, there are many problems in STEM education in China, such as lack of necessary top-level design, incoherence of curriculum system, lack of professional teachers and confusion of educational institutions. Through comparative analysis, this paper puts forward constructive suggestions on the implementation of STEM education in China.
引用
收藏
页码：350 / 354
页数：5
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