Study On Social Force Participation In American STEM Education

The competition of globalization in the 21 st century is mainly the competition of technology and talents,and the quantity and quality of talent reserves in the STEM field are important factors affecting the competitiveness of a country's science and technology.Therefore,every country in the world attaches great importance to the development of STEM education.China has not introduced STEM education for a long time,and has adopted a number of measures to develop STEM education,but it is still in its initial stage in using social forces to promote the development of STEM education.The development of American STEM education has already formed a mature system,and social forces have played a pivotal role in its development.Therefore,by studying the practice of the United States using social forces to promote the development of STEM education,it can provide useful reference experience for our country.This paper mainly uses the literature research method,comparative research method and case study method to study the participation of social forces in American STEM education.The thesis introduces the development process of STEM education,that is,the germination period,boom period and expansion period of STEM education.Through typical cases,it details the activities carried out by the American social forces in the fields of STEM education policy formulation,financial support,teacher training,curriculum provision,teaching reform,and student internship.In addition,it also analyzes the reasons why social forces can participate in STEM education from both internal and external perspectives.From the outside,the social forces in the United States have a tradition of participating in the development of education,coupled with the power distribution mechanism and special education system of the American society,which provides space for their participation in STEM education;the United States government has issued a number of policies on social forces to participate in STEM education,providing policy support for their participation;the United States has acomprehensive regulatory system for social forces to ensure that it can regulate participate in STEM education development.From the internal perspective,social forces themselves have a high degree of social recognition,have professional working mechanisms,and pay attention to cooperation and win-win,which gives them the ability to participate effectively in STEM education.Based on the above research,the paper summarizes the characteristics of American social forces participating in STEM education,that is,breadth,specialization,and effectiveness,and also points out that their participation faces challenges of decentralization and disorder.Finally,this article draws the following enlightenment on how to give full play to the role of social forces in the educational reform and development of China,and how to use social forces to promote the development of STEM education in our country: First,we must emancipate the mind and open education;second,we must support and cultivate appropriately social forces;the third is to strengthen the capacity building of social forces;the fourth is to form alliances and strengthen cross-sectoral collaboration;the fifth is to improve the construction of the supervision system for social forces.