STEAM And Maker Education Integrated Curriculum Development And Practice Research Promoting Key Competencies Development

Since the 21 st century,in order to meet the demand for talents in the knowledge age,countries and international organizations around the world have put forward the key traits and abilities to adapt students to the future society,and the educational goals have shifted to key competencies.At the same time,education informatization has entered the 2.0 era,and the deep integration of information technology and teaching has begun to move from the integration of information technology and single-discipline teaching to the integration of interdisciplinary teaching supported by information technology.Under the direction of the key competencies goal,in the new round of education and teaching reform supported by informatization,STEAM education and maker education have become hot spots.However,as a new education model,due to the lack of curriculum guidance,STEAM and maker education have fallen into the misunderstanding of "hard and soft imbalance" in practice.This study reveals the curriculum difficulties faced by STEAM and maker education in practice through questionnaire surveys,unstructured interviews,classroom observations,and field surveys.Based on the results of the current survey of the courses,the following requirements are drawn:?STEAM and Maker education curriculum resources are in short supply,and the construction of curriculum resources is imminent;?Curriculum fragmentation is serious,and most of the course is short.Multi-course and coherent internal courses are in high demand;?Student skills vary widely and the technical environment of the school is different,so the flexibility of the curriculum needs to be strengthened;?The tool materials are not sufficiently supportive and restrictive,and the diversity and replaceability of the tools and materials need to be strengthened.Based on the above needs analysis,based on the relevant theories of learning theory,teaching theory and curriculum theory,and under the norms of the curriculum development principles,this study designed a STEAM and maker integration course-"Qiandao Lake Rescue".After the course is verified by the laboratory and judged by experts,it is put into classroom teaching practice.After the implementation of the course,the teaching process is analyzed based on classroom observations,and paper-and-pencil tests and questionnaire surveys are used to conduct knowledge and skill tests,computational thinking measurements,and attitude surveys.The results showed that not only did the students learn multidisciplinary knowledge and information technology operation skills in the course,their creativity tendency,calculus thinking,and critical thinking were significantly improved,and their cooperation ability and problem solving ability were not significantly improved.And students have positive attitude towards the "Qiandao Lake Rescue" course.The innovative achievements of this research are as follows:?Developed a 14-hour STEAM and Maker Education integration course,explored the STEAM and Maker integration course design process,and designed a work form that supports each link in the process.?Formed a curriculum development and practice model of curriculum design-laboratory verification-expert judgment-teaching application-curriculum evaluation.?Formed a multi-angle development course quality evaluation system.Use expert judgment to evaluate the course design from the perspective of experts;use classroom observation to reflect the course design from the analysis of the teaching process;use knowledge skills testing,computational thinking measurement and attitude survey to evaluate the implementation effect of the course from the development and changes of students.The shortcomings of this study are:?In the current situation survey,despite the comprehensive use of multiple survey methods,there are shortcomings of small sample representation.?In the teaching practice,because of the limited time and personnel,the teaching practice cannot be carried out in multiple classes,and the implementation effect of the course is not widely representative.In the future,the integrated curriculum can be used for experimental teaching in multiple classes,to obtain more diverse classroom feedback information,and to optimize the curriculum to make it more universal,while adopting a more comprehensive and rigorous effect evaluation to make the evaluation results more real reflect the effect of curriculum implementation.