Action Research On STEAM Activities Is Carried Out In The Taipan Construction Zone

STEAM is an abbreviation for science,technology,engineering,arts,and mathematics.STEAM education is increasingly valued by the state.With the continuous development of STEAM education,kindergartens gradually promote STEAM education practice.The kindergarten construction area is often regarded as a comprehensive learning space,because it covers different content and development fields,and construction area activities are an important way for kindergarten STEAM education.The researchers proceeded from three problems in teaching practice:environment creation is not very interactive with children’s STEAM learning,the content of education limits the learning depth of young children,and guidance evaluation cannot effectively promote the development of children’s STEAM ability.Using the paradigm of action research,the children in the second class of Nanjing S Kindergarten were selected as the research object.Using the construction area as a research site,cooperate with teachers to carry out STEAM activities in the construction area,explore how large class children learn when they conduct STEAM activities in the construction area,and explore supportive strategies that facilitate large class children to perform STEAM activities in the construction area and promote The development of children’s STEAM ability.From September 2018 to January 2019,this research was carried out through three project activities("aircraft project","rocket project","cross-sea cable-stayed bridge project"),and experienced a total of exploration,adjustment,Three stages of promotion.Through continuous reflection,adjustment,and optimization,the characteristics of STEAM learning in the large-scale children’s construction area are explored: in terms of learning methods,children carry out inquiry learning,cooperative learning,and situational learning.In terms of learning strategies,taking engineering thinking as the leading factor and learning in problem solving.In terms of learning content,young children use existing interdisciplinary knowledge,based on mathematical elements,to solve building problems and achieve the transfer of knowledge and experience.The researchers also summarized teachers’ supportive strategies in terms of environmental creation,activity design,and guidance strategies.In terms of environment creation,encourage young children to explore and create meaningful and real environments for children.Put some materials in the environment that support the development of young children’s STEAM;cooperate with the resource room to encourage young children to find the materials they need;create a child-themed poster wall to allow children to communicate effectively with the environment;create a tolerant and pleasant environment that encourages young children to explore.In the design of activities,the activities are designed layer by layer,which is close to the laws of children’s physical and mental development.Based on the child’s life experience,the project theme is established;according to the project theme,the teaching content suitable for the child is selected;the project content is combed and the problem is disassembled;the project design process is used to design the activity;the classroom learning bracket is designed;In guiding evaluation,we should pay attention to the core qualities of learners in the new era and sum up the evaluation in a timely manner.Encourage children to communicate,express and cooperate;promote children’s creative problem solving;cultivate children’s design thinking;summarize and evaluate in time,and radiate experience to more children.