学习参与,持续改进态度和创造力表现之间的关系:基于C-STEAM课程的研究
Chen Qian1, Jian-Hong Ye2,3, Lin Zhang4
1College of Design and Innovation, Zhejiang Normal University, Jinhua, China.
Frontiers in psychology
|March 6, 2026
概括
这项研究发现,基于当地文化的72小时科学,技术,工程,艺术和数学 (C-STEAM) 课程改善了学生的跨学科技能和态度. 更高的学习参与度与更好的持续改进和创造力结果相关.
科学领域:
- 教育技术的教育技术
- 艺术和设计教育教育教育教育
- 文化遗产研究 文化遗产研究
背景情况:
- 在教育中整合技术和当地文化对于在中国发展新的优质生产力至关重要.
- 很少有实证研究研究了跨学科文化遗产和创新的对学生学习成果的影响.
- 高等职业教育需要创新的方法来培养人才和保护文化遗产.
研究的目的:
- 探索基于当地文化的跨学科科学,技术,工程,艺术和数学 (C-STEAM) 课程对学生学习成果的影响.
- 评估C-STEAM课程对学生跨学科素养,学习参与,持续改进态度和创造力的影响.
- 为艺术和设计教育中的创新教学策略提供经验证据,将文化遗产和技术整合起来.
主要方法:
- 在中国,130名高等职业学院的学生中,采用了单组前后干预设计.
- 实施了基于当地文化的C-STEAM艺术和设计课程,包括72小时的理论和实践培训.
- 学习参与度,持续改进态度和创造力表现使用经过验证的尺度和分析来衡量.
主要成果:
- 72小时的C-STEAM课程显著提高了学生的跨学科素养和不断改进的态度.
- 展示更高学习参与度的学生表现出更好的持续改进态度和创造力表现.
- 持续改进的态度和创造性演示技巧之间观察到积极的相关性.
结论:
- 整合跨学科知识,特别是当地文化和STEAM原则,有效培养艺术和设计人才.
- 该研究支持通过高精度教育实践对文化遗产和发展的创新方法.
- 这些发现为艺术和设计教学提供了宝贵的见解,强调文化遗产,技术和学生参与之间的协同作用.
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