8/16/2023 0 Comments Stem education act of 2015![]() Proudly, China has gained significant theoretical and practical achievements in STEM education in the past decade. In this regard, the crucial causes and approaches to break through these problems would be addressed in this article. ![]() However, many problems remain, typically represented by the sharp contrast between the stagnation of STEM education and the governmental emphasis on science and technology revitalization strategy. In the past decade, China has made some headway in exploring the practical paths of STEM education in response to the national and social demands (Dong et al., 2020). In this setting, high-quality STEM education has become an essential means of cultivating scientific and technological talents with high-level thinking skills to highlight the connection between curriculum and labor market (Zhong et al., 2022). Challenges such as insufficient capacity in fundamental industries, absence of major original innovations, and stagnation of key technologies are weakening China’s global Competitiveness (Huang, Audretsch, and Hewitt, 2013). Like many other nations, China has also embraced STEM education due to industrial policies around innovation, creativity and entrepreneurship since 2011 (Aziz and Rowland, 2018 Lyu et al., 2022). In addition, the Australian government has progressed from implementing STEM education in certain states (e.g., Queensland) to establishing a national policy since 2013 (Austr alian Industry Group, 2013). For instance, as the origin of STEM education, US governments have long prioritized STEM education (e.g., U.S. Accordingly, STEM has risen to a national strategic level in major developed countries. Since the start of the twenty-first century, STEM (Science, Technology, Engineering, and Mathematics) education has been dedicated to meeting future workforce demands and reinforcing the nation’s core competitiveness in the global arena (Ritchie, 2019). In the future, a systematic top-level design is expected to promote the development of Chinese STEM education. (4) It is critical to establish a school culture and environment that supports the integrated implementation of STEM-related education, including targeted instruction and training for vulnerable populations. (3) A multi-party collaborative service mechanism should be established. (2) China’s K-12 education should move forward along with four levels of STEM education and gradually reach the corresponding thinking degrees. In order to fully release the enormous potential in developing science and technology, four approaches to reforming China’s STEM-related actions are discussed: (1) China should develop a consensus terminology based on national conditions as well as international communication. ![]() In addition, macro-regulation and policy support at the national level in STEM education are limited, especially for vulnerable groups, contrasting with the United States. Meanwhile, STEM-related evaluation has not received sufficient consideration by the Chinese government except for the Ministry of Education. However, there is no consistent terminology for naming STEM education in China, which leads to confusion about the use of STEM label in practice. STEM education has been extensively recognized by the Chinese government and the public nationally.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |