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| Controversy and Localization Consideration of STEM Education Model |
| Hunan University of Science and Engineering
Hengyang Normal University, Hengyang
Hunan Institute of Technology |
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Abstract China has incorporated STEM education into its national strategic development policy, calling on society, schools and indi-
viduals to pay extensive attention to STEM education and the cultivation of innovative talents. By sorting out the origin, develop-
ment and implementation process of STEM education, the article puts forward three main controversies in the implementation of
STEM education today: over-focus on technology without following the laws of education; over-focus on the acquisition of results
and not on the evaluation of knowledge mastery level. Finally, the article proposes that STEM education needs to work together
from the macro system level, school education level and family social level, in order to train STEM teachers to promote students’
self-efficacy, and to promote students' fairness in STEM education with family and social life planning and guidance awareness. It is
hoped to explore on the STEM education model with Chinese characteristics and achieve the educational goal of STEM education.
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Published: 27 November 2020
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