科幻创作对中学生工程技术兴趣与认知的影响研究——基于中学生科幻作文的质性分析OA

This study employs qualitative analysis to explore how science fiction writing influences middle school students'interest and learning motivation in engineering technology.While prior research has shown that middle school students generally lack interest in engineering and technology,few studies have examined the potential role of science fiction writing in stimulating such interest. The research analyzes 400 outstanding science fiction essays published on the"China Middle School Students'Science Fiction Essay Competition"website from 2015 to 2021.Through careful reading and manual coding,this study goes beyond simple frequency statistics of technical terms to examine how students demonstrate their understanding and reflection of technology through narrative construction and thematic expression. The analysis reveals that students not only frequently mention technologies like"robots","artificial intelligence","virtual reality","space exploration"and"new energy",but more importantly,demonstrate deep thinking about technology through their creative writing.For example,in"The Deep Sun",the author explores solar energy technology principles while reflecting on scientists'sacrifice for humanity's future.In"The Slaves of Intelligence",the author examines the boundaries of artificial intelligence development through specific character destinies.In"The Future That Will Arrive",the author contemplates technological development paths through the contrast between techno-utopia and dystopia. Based on the qualitative analysis,this study suggests that science fiction writing provides students with a platform for free imagination and creation,which may help enhance their interest and learning motivation in engineering technology.This interest is manifested not only in their use of technical vocabulary,but more significantly in their understanding of technological principles,imagination of application scenarios,and reflection on technological ethics.The findings also indicate insufficient depth and breadth in students'understanding of engineering technology,with descriptions often remaining superficial and lacking deep comprehension of technical principles and practical applications. The study contributes to existing literature by providing a new perspective on the relationship between science fiction writing and engineering education.It suggests that educators should integrate science fiction writing with engineering technology education to help students develop deeper understanding of technological principles and applications while cultivating innovative thinking and social responsibility.Future empirical research is needed to further validate these observations and insights. This research has important implications for engineering education practice and policy making.It proposes an innovative approach to stimulating students'interest in engineering and technology through creative writing,which could help address the challenge of declining interest in STEM education among middle school students.The insights gained from analyzing students'science fiction writing could also inform the design of more engaging and effective engineering education programs.