| Since the introduction of the concept of STEM education in China in 2012,we have paid more and more attention to STEM education.In 2017,the "China STEM Education White Paper" published by the China Education Research Institute clearly stated that in order to meet the country's need for innovative talents and high-level skilled personnel,the "China STEM Education 2029 Innovation Action Plan" was launched to create STEM education covering the whole country Demonstration base.With the support of national policies,schools,teachers,enterprises,and educational institutions set off a wave of research and development of STEM courses.However,due to the late start of STEM education in China,the theoretical foundation and practical experience are not enough.There are still some problems in the teaching practice of STEM education: for example,the time of the STEM course is too short,the teaching cannot be deepened,and the students' The exploration is relatively simple;the teaching process lacks teacher-student interaction,does not attach importance to students' design and practice of engineering problems,and teaching still focuses on the acquisition of knowledge rather than the development of ability and STEM literacy.As a result,students' participation in STEM courses lacks in-depth learning and low-level classroom teaching appears.Therefore,this topic uses in-depth analysis of the current status,trends and practical cases of STEM education at home and abroad through literature research methods,tempering the effective methods of STEM curriculum construction and teaching practice at home and abroad,combining Thinking,put forward the basic model of STEM course construction based on engineering design.Based on the theme of "Remediation of Heavy Metal Cd Pollution in Soil",the STEM course is designed according to the basic model constructed by the STEM course.Before putting the STEM course into practice,according to the connection between the 6E teaching model and the basic model of engineering design,a 6E-STEM teaching model with the characteristics of "engineering design" is constructed.Using questionnaires and interviews to analyze the results of STEM courses,it is found that students have the "5C" ability(creativity,problem solving ability,critical thinking,teamwork ability,communication ability)through learning STEM courses Increased;interest and participation in STEM teaching increased;interest in ecological health and scientific inquiry increased.This shows that the practice of STEM courses is more successful this time.The construction of STEM courses based on engineering design and the 6E-STEM teaching model have certain feasibility and educational significance in the actual teaching application.However,there are still many deficiencies in this research: the professional quality training of the STEM teacher team is not enough;the STEM class hours are still not enough.If the STEM class hours can be extended to one semester or even multiple school years,the teaching effect will be better,"5C" The measurement results of the questionnaire will also be more scientific and convincing;in addition,the number of experimental subjects is too small,and the application effect of the STEM curriculum model is not convincing.In summary,the enlightenment in the construction and practice of STEM courses is summarized,with a view to promoting the smooth development of STEM courses in China and effectively improving the comprehensive ability of students.The follow-up research will focus on the training and training of STEM professional teachers;connect the practice of STEM courses with the advancement of learning,and construct characteristic STEM courses that adapt to different levels of school;use the proposed STEM course construction based on "engineering design" Modes and teaching modes,create more subject-oriented STEM projects and courses,and enrich the theoretical basis and practical application of China's STEM curriculum construction. |
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