The Present Situation And Reflection Of STEAM Curriculum Implementation In Primary And Secondary Schools In Shandong Province

STEAM curriculum is an effective way to break through discipline barriers,promote comprehensive curriculum reform and improve students' comprehensive innovation quality.As an initiative to cultivate innovative talents in the 21 st century,STEAM education aims to enhance Science,Technology,Engineering,Arts and Mathematics education,develop students' scientific and innovative qualities,and enhance students' scientific exploration spirit,innovation consciousness and practical ability.At present,with the continuous development of STEAM courses,trials are being carried out in full swing all over the country,and they are gradually integrated into the formal curriculum system of primary and secondary schools in the form of elective courses.STEAM courses are also gradually transferred from foreign "introduction" to domestic independent "exploration".However,due to the lack of practical experience of STEAM courses in China in the past,the supporting mechanism of STEAM teaching content,implementation mode,teaching space,classroom giving and receiving as well as course guarantee in primary and secondary schools is not perfect,and the understanding and application of STEAM concepts are relatively inadequate,resulting in numerous problems in the course implementation process.In order to promote the localization process of STEAM courses,it is necessary to present the specific situation of the course implementation and build specific coping strategies for the problems in the implementation.Based on the basic situation of STEAM curriculum implementation in primary and secondary schools in Shandong province,some primary and secondary schools were selected from the eastern,central and western regions as research objects to analyze the current situation of STEAM curriculum implementation.The survey methods of questionnaire,interview and case analysis are mainly used to analyze the overall situation and specific differences of the course implementation.Through field investigation,in-depth interviews and collection and analysis of course cases,it is found that the main body of STEAM course implementation in primary and secondary schools in Shandong province is mainly teachers,students and even educational personnel of technology companies and relevant tutoringinstitutions.The way of course implementation has been relatively mature,and the configuration of teaching place,teaching content and teaching method is gradually improved.The effect of the curriculum implementation is mainly reflected in the scope of the curriculum implementation is gradually expanded,the lack of teacher training and the students' comprehensive ability has been developed.Measures at the level of course guarantee are also being followed up step by step,but they are still in the exploratory stage and the relevant mechanism is not perfect.Taken together,STEAM course of primary and secondary schools in Shandong province as a whole presents the preparatory construction,explore to open and complete implementation of the development trend,and present a significant difference in different area,characterized by science and technology company assistance,regional harmonious development,pilot schools leading propulsion mode,and to set up the elective course,integrated into the national curriculum or project learning manner.Primary and secondary schools in urban and rural areas also show different characteristics in terms of curriculum influencing factors,teachers' awareness and teaching pressure.Finally,STEAM course types show the characteristics of diversification,mainly focusing on operation and inquiry courses,which occupy different positions in each section.Primary school focuses on operation courses,while middle school focuses on inquiry courses.Through theoretical and empirical analysis,it can be found that the lack of endogenous motivation for the course implementation,as an elective course,has not attracted the high attention of the school,while the lack of external linkage mechanism also leads to the lack of cooperative motivation for STEAM course,making it difficult to use multiple resources to promote the course development.In order to ensure the long-term and stable development of STEAM curriculum,strategies for the development of STEAM curriculum in primary and secondary schools in Shandong province are proposed from five aspects of curriculum content,learning experience,situational space,teacher training and cooperation mechanism.