本研究以沂水县第二实验中学为实践样本, 系统探索城乡结合学校依托区域工业资源开展青少年科普教育的创新模式。针对传统科普教育中存在的资源整合不足、教学方式单一等问题, 构建“校-企-社”协同育人机制, 通过工业场景浸润式教育实现知识迁移与实践能力培养的双向提升。研究提出三级实施路径: 其一, 开发工业资源导向的实践课程体系, 基于污水处理、食品发酵等典型工业场景设计STEM 项目化学习模块, 通过液压传动技术对比实验 (载荷-行程曲线测试) 、无纺布热粘合工艺解析等特色课程, 实现学科知识向工程思维的转化; 其二, 创新校企协同模式, 联合企业技术专家开发分级科普课程 (七年级生产认知类占70%, 九年级技术创新类占60%) , 建立含5个标准工位的实践基地, 形成“参观-讲座-实操”立体化教学链, 实验数据显示参与学生STEM素养得分提升23. 6% (p<0. 01) ; 其三, 构建多维支持系统, 通过教师企业挂职 (中级职称技术指导占比80%) 、产业技术研修等机制, 促进教师形成理论教学与工业应用的双向转化能力。研究同步形成工业主题研学、科技创新挑战赛等特色活动范式, 在食品厂发酵车间实景教学中, 学生通过观测酵母代谢过程与成品品鉴, 将微生物知识认知效率提升40%。该模式为城乡接合部学校破解科普资源困境提供了可复制的解决方案, 通过深度挖掘工业资源的教育价值, 有效培育了青少年的工程思维、创新能力和科学精神。

This study systematically explores innovative models for adolescent science popularization education in urban-rural fringe schools utilizing regional industrial resources, with the Second Experimental Middle School of Yishui County as a practical case. Addressing the challenges of insufficient resource integration and monotonous teaching methods in traditional science education, the research constructs a “schoolenterprise- community” collaborative education mechanism, realize bidirectional improvement of knowledge transfer and practical ability cultivation through immersive education in industrial scenarios Three implementation pathways are proposed: First, developing an industry-oriented practical curriculum system featuring STEM project-based learning modules, including wastewater treatment process analysis, food fermentation observation, and hydraulic transmission comparative experiments (load-stroke curve testing) , which effectively transform. disciplinary knowledge into engineering thinking. Second, innovating school-enterprise collaboration through co-developed tiered courses (70% production cognition for seventh graders, 60% technological innovation for ninth graders) and standardized practice bases, forming an immersive “observation- lecture-operation” teaching chain, with experimental data showing 23. 6% improvement in participants' STEM literacy (p<0. 01) . Third, establishing a multidimensional support system enhancing teachers' dual-capacity through enterprise residency programs (80% mentors holding intermediate technical titles) and industrial technology workshops. Research has synchronized the formation of characteristic activity paradigms such as industrial themed study tours and technological innovation challenges. In real-life teaching in the fermentation workshop of a food factory, students can improve their understanding efficiency of microbial knowledge by 40% by observing yeast metabolism processes and product tasting. This model provides a replicable solution for schools in urban-rural fringe areas to solve the dilemma of science popularization resources. By deeply exploring the educational value of industrial resources, it effectively cultivates the engineering thinking, innovation ability, and scientific spirit of young people.