| Contemporary social science and technology are facing many challenges.More and more people need scientific thinking,innovative consciousness and practical ability to solve problems,and the requirements for human scientific literacy are further improved.In daily life,the problems we encounter are becoming more and more comprehensive,requiring people to have a comprehensive quality of interdisciplinary.Examination-oriented education based on explaining,practicing and testing has not adapted to the requirements of social innovation and development,so STEM education came into being.Compared with traditional teaching,STEM teaching emphasizes the cultivation of students’ subject thinking and innovation ability.It is a necessary way to combine knowledge,technology and practice,and a new direction for the future development of basic education.This paper combs the theoretical basis,evaluation system and teaching practice of STEM teaching with the method of literature research,and combines the curriculum design category proposed by Taylor.Using content analysis method and case method,taking STEM curriculum cases of integrated chemistry in the United States and China as the research object,this paper analyzed these STEM curriculum cases one by one from curriculum objectives,curriculum content,curriculum implementation,curriculum evaluation.This paper analyses and summarizes the design elements,design characteristics and evaluation system of STEM course,hoping to provide reference for the development and implementation of STEM course in integrated chemistry in China.According to the analysis and summary of the selected STEM curriculum cases,it is found that the basis for setting the curriculum objectives is clear and the task objectives are clear;the selection of curriculum content tends to be real-life and interdisciplinary knowledge converges properly;the project-based teaching mode based on experimental inquiry and engineering design is adopted to make teaching more enjoyable;Teaching evaluation pays attention to qualitative evaluation,adopts multi-subject and diversified evaluation methods,and fully considers the subjectivity of students’ learning.At the same time,based on the case analysis,the differences between STEM classroom and traditional classroom are compared,the STEM project-based teaching mode is constructed,and two STEM curriculum themes are designed,which can provide reference for primary and secondary school teachers to carry out STEM teaching.Finally,based on the case analysis ofSTEM course of integrated chemistry,some inspirations and suggestions are drawn for STEM teaching in China from the aspects of classroom teaching transformation,teaching mode,teachers’ professional quality improvement. |
