A Comparative Study on the Cultivation Path of Key Competencies and STEAM Competencies
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Keywords

Key Competencies
STEAM Competencies
Chinese curriculum
Students

DOI

10.26689/jcer.v5i9.2546

Abstract

The concept of STEAM education is essentially a multi-disciplinary and cross-disciplinary, integrated talent training model, based on the transformation of the world economic system and the response to the impact of education reform throughout the world. In recent years, schools in China have put forward educational theories for the integration and grafting of STEAM education based on the different cognition in Key Competencies and STEAM Competencies. This article first discusses the two initial concepts to identify cognitive bias; then, the curriculum design to explore the implementation of the two different strategies and the effect of the evaluation criteria described.

References

Zheng J, 2021, Selection Principle, Technique and Characteristic of the Concept of OECD’s Key Competencies – Analysis Based on the Qualitative Study of the DeSeCo. Studies In Foreign Education, 48(03): 21-33.

Song S, Chen S, Shen G, 2021, The Definition, Significance and Representation of Student’s STEAM Competency Curriculum. Teaching. Material and Method, 48(03): 21-33.

Shi X, Xu LA, 2005, Review on the Curriculum Theory of Schwab. Teaching Material and Method, (01): 68-70.