杭州师范大学学报（自然科学版）2026，Vol.25Issue(3)：284-295,12.DOI:10.19926/j.cnki.issn.1674-232X.2025.08.211
混合式STEM学习对乡村小学生科学学习表现的影响机制
Mechanisms of blended STEM learning on rural primary school students' scientific learning performance:a configurational path analysis based on NCA and fsQCA
摘要
Abstract
Blended STEM learning is an effective strategy to address the resource difficulties in rural science education.To explore its multi-factor interaction mechanisms and context-specific pathways in rural settings,this study took 14 fifth-grade students from a small-scale rural school as participants.The method combined necessary condition analysis(NCA)and fuzzy-set qualitative comparative analysis(fsQCA)to investigate how scientific interest,self-efficacy,prior knowledge,blended learning,and STEM learning jointly influence students' scientific learning performance.The results showed that scientific interest was a necessary condition for high scientific learning performance.Three differentiated pathways,namely the interest-driven type,the knowledge-oriented type,and the advantage-compounding type,could achieve high learning performance,whereas a resource-mismatch configuration tended to lead to low performance.Under resource constraints,blended STEM learning,through the synergy of exploratory practice and technical support,formed a motivation compensation mechanism,achieving a precise match between educational resources and student characteristics.These findings reveal the multi-pathway mechanisms of blended STEM learning on rural primary school students' scientific learning performance in resource-limited rural educational contexts,providing empirical evidence for shifting rural STEM education from"resource equalization"to"precision adaptation".关键词
混合式STEM学习/乡村小规模学校/科学学习表现/教育数字化转型/教育公平Key words
blended STEM learning/rural small-scale schools/scientific learning performance/digital transformation in education/educational equity分类
社会科学引用本文复制引用
黄璐,张佩,陈梦雅..混合式STEM学习对乡村小学生科学学习表现的影响机制[J].杭州师范大学学报（自然科学版）,2026,25(3):284-295,12.基金项目
全国教育科学规划课题项目(BCA240049) （BCA240049）
