[STEM Education] 项目简介
Introduction of STEM Education project




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.