本项目基于我国科学教育质量监测结果，以温州市中小学生为主要研究对象、联动全国中小学生，以科学实践与创新能力为学生科学素养提升重点，研发基于脑的STEM教育优质资源包；基于合作校协同探索可常态化实践教学的校本提升策略，构建可推广的中小学生科学素养提升校本模式。该项目不仅对温州市基础教育人才培养具有重大意义，也为我国各地区基础教育人才培养起到引领示范的作用。
本项目办公室设在北京师范大学中国基础教育质量监测协同创新中心科学提升部。项目负责人是中心科学提升部主任林静。项目以子项目制的方式，委托境内外知名专家北京师范大学生命科学学院刘恩山教授、台湾师范大学科学教育中心张俊彦教授、北京师范大学教育学部綦春霞教授为首席专家，并在温州选取北大新世纪温州附属学校、温州市道尔顿小学以及温州市实验中学三所学校作为项目合作校，分别成立了三个子项目团队以及与其相对应的合作校研究团队。
各子项目团队基于我国科学教育质量监测结果，结合中小学科学教师专业素养现状，围绕科学素养提升重点指标模型选取重点指标，研发一套遵循中小学生认知发展规律的资源包及其校本实施方案。
This project is based on China’s national science education quality monitoring results, taking primary and secondary school students in Wenzhou as the main research subjects, and connecting with primary and secondary school students across the country. By focusing on scientific practices and innovation capability as the key to enhance student’ scientific literacy, it is designed to develop a brain-based STEM education quality resource package; explore school-based improvement strategies for normalizable practical teaching with partner schools, and build a replicable school-based model that can improve the scientific literacy of primary and secondary school students. This project is not only of great significance to the cultivation of talents for basic education in Wenzhou, but also plays a leading and demonstration role in the cultivation of talents for basic education in various regions of China.
The project office is located at the Science Improvement Department of China Collaborative Innovation Center of Assessment for Basic Education of Beijing Normal University, with the Director of the Department as the project leader. It is in the form of sub-project system, commissioned by renowned professors as the chief experts from home and abroad, including Prof. Liu Enshan from the School of Life Science of Beijing Normal University, Prof. Chang Chun-Yen from the Center of Science Education of National Taiwan Normal University, and Prof. Qi Chunxia from the Faculty of Education of Beijing Normal University. Three schools in Wenzhou, namely, Peking University New Century School of Wenzhou, Wenzhou Dalton Elementary School and Wenzhou Experimental Middle School, have been selected as the partner schools for this project, and three sub-project teams and the corresponding partner school research teams were established accordingly.
Taking into account China’s science education quality monitoring results and the current situation of science teachers’ professional competencies in primary and secondary schools, each sub-project team selects key indicators based on the key indicator model for the improvement of scientific literacy, and develops a set of resource package and school-based implementation plan that follows the rules of cognitive development of primary and secondary school students.