[STEM小故事 #05]加減乘除的啟發思維方式

in #cn-stem6 years ago (edited)

感謝 @itchyfeetdonica 多多 推薦 上一篇STEM文章至「飛鴿傳書」,十分榮幸在每天眾多作品中,有機會被選中。

STEM是一個很特別的字,他會引起人們很多的不同思考,而普遍會落入學術研究。不過,STEM的原意不是「學術研究」,若有機會,大家可去Youtube看看STEM的介紹影片,十段有七八段影片,都是由兒童旁述,甚至由兒童做主持。

學術項目十分容易列出來,因為是已有課本的知識,這不就是原本學校的「數理化科學嗎?」,為何還要搬出STEM???

那麼,到底STEM要怎樣定位?

「STEM教學」並不是指教學內容,若將STEM推回「科學S,科技T,工程E 及 數學M」,那就大錯特錯。STEM教學,無意要全民成為理科生,STEM教學的目的是「啟發思維」。

本意是不想學生再「填鴨式學習」,為何又要再有一班學者出來,硬將「數理化」再「填入學生當中」??

這是我第一次看到 @steemstem 的感覺,「@steemstem 的寫文的人,完全不懂STEM! 」

STEM 不是將「數理化科學」換皮膚,而是實實際際地走另一條教學模式。

昨天 @itchyfeetdonica 在留言說,啟發思維很難。對啊,所以才有STEM,便是不想學生繼續成為「吸水棉條」,而是成為「創造者」。

「生活化」是一種讓學生 (其實最主要是老師),明白 STEM 怎樣跳出教學框框。我在近二十年前,聽了香港的鬼才 - 黃霑先生的一個創意思維講座,我是透過VCD去學習的。

IMG_20181221_133010.png
(黃霑 - 創意與創造力 影片VCD 截圖)

他在分享創意思維方式時,使用了一種「加減乘除」。這一套方法,我用了近二十年,不論是工作,也放在培訓項目上。甚麼是「加減乘除」思考方式???

「創新思維」最基本是建基於現有的項目上。

「加」 - 將原本的項目,增添一些部份,讓這項目有更大的功能 或 成為全新的項目。

例如: 雨傘,原本是下雨天使用,但若加了 UV 防紫外線,便日間也可以使用。隨即開拓了新市場。

「減」 - 將原本的項目,刪除一些部份,讓這項目有更大的功能

例如: 電話,原本是有線,要在家中、辦公室或電話亭,但現時人人已有一部無線智能電話,多方便。如何減少「線」的限制,成為了現時最大的市場。

「乘」 - 將原本的項目優勢倍大 或 將兩件以上的項目互補

例如: 將產品倍大需求,如原本的洗衣液,倍大後變「家庭裝」。原本一家小店,倍大後變百貨,甚至連鎖店。如何擴大規模,擴大功率,成為商家們天天研究的方向。

「除」 - 將原本的項目優勢縮小,讓項目的優勢更集中,更明顯

例如: 當年黃霑的例子是從大型收音機,縮小成為隨身聽,但仍要放入CD 或 錄音卡帶。不過,在這十多年間,聽音樂的需求沒變,如何擴大需求量,但人們越隨身,黏度便越高,消費便越大。這十多年間,隨身聽已發展至 USB, SD Card,甚至現時已是純雲端的無限大藏庫。

「加減乘除」是我們運用在課堂上,讓學生配合「STEM X 翻轉教室」的一個方法。

若推行STEM教育,而那一位導師沒有「啟發思維」的方法,最後,會本未倒置,只是買了很多新器材的「數理化」課程。

這,就大錯特錯。


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我一直以為是學術科普寫文 想不到被米高點明了。這加減乘除👍👍

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不是科普文,是啟發思維

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米高分析的很透彻

希望深入淺出,先為民用STEM打一打地基,之後讓家長們善用他

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