Case Construction Of STEM Curriculum Based On Productive Failure Theory

At present,STEM education has entered a stage of vigorous development in China.With the development of the times and the promotion of social economy,STEM education is faced with unprecedented opportunities and challenges.China is trying to explore a path of STEM education with Chinese characteristics.STEM education has been included in the national strategic development policy.Schools in various regions have successively applied for STEM curriculum pilot programs.And the research on STEM education has made some progress in both theory and practice.However,at the same time,the curriculum model in the current education system restricts the implementation of STEM education,and the effectiveness of STEM curriculum development and the standardization of curriculum design restrict the development of STEM education.Therefore,in order to break the bottleneck of STEM education development in China,it is urgent to solve the following problems: firstly,under the current mainstream curriculum system in China,how to start STEM education and gradually increase its strength.Secondly,how to design STEM courses and carry out STEM teaching effectively before the local STEM curriculum system is fully established and popularized,so as to promote students to further integrate and internalize,transfer and apply what they have learned,and gradually improve their comprehensive ability and quality.Thirdly,how to evaluate the performance of students in STEM courses and the effectiveness of STEM curriculum.In response to the above research questions,first of all,through literature research,this study systematically combed the development context of science and technology education at home and abroad and the development background of science and technology education in China,and defined the concept of science and technology education.Secondly,the students’ attitude,content,teaching and evaluation of STEM course are investigated.According to the survey results,based on the students’ enthusiasm and interest in learning,the STEM curriculum case with biology as the focus was designed based on the productive failure theory,and the teaching practice was carried out.Finally,according to the principle of diversified evaluation,the students’ learning exploration process,emotional attitude changes and development creation results are comprehensively evaluated,and the practical teaching effect and satisfaction degree of STEM course are sorted out and analyzed through observation,interview and statistical methods.The results show that(1)it is completely feasible to introduce the form of STEM education curriculum into the current curriculum system.On the one hand,it can ensure the normal operation of the original curriculum system while supplementing the original subject curriculum,giving students a positive learning experience and promoting the formation of students’ STEM literacy and discipline core literacy.On the other hand,it provides an opportunity for the future research and development of STEM education.(2)STEM course in biology based on effective failure theory is beneficial to the formation of students’ STEM literacy and core literacy of biology.In the four-dimensional STEM goals,students as a whole achieve STEM knowledge goals,especially biological knowledge goals.Students have achieved high degree of design thinking and engineering thinking goals in STEM thinking sub-goals.The students have achieved a high degree of practical operation and engineering design ability goals in STEM ability sub-goals.Nearly 70% of the students think that the overall STEM curriculum is reasonable and they hold a positive attitude towards STEM education,which indicates that the students’ STEM attitude and interest goals are highly achieved.(3)The evaluation method created according to the pluralistic evaluation criteria,following the principle of combining qualitative evaluation with quantitative evaluation,can objectively,truly and comprehensively reflect the students’ learning situation through the process evaluation and summative evaluation of students’ learning.The evaluation of practical research on STEM curriculum is carried out from three aspects: student learning effect,teaching effect of STEM curriculum,and overall satisfaction of STEM curriculum,which is scientific to a certain extent.To sum up,teachers based on productive failure theory can stimulate students’ thinking ability and creativity by paying attention to the process of students’ generation and exploration.Teachers can improve students’ sense of self-efficacy by creating a safe exploration space.Teachers can guarante the good ecological environment of STEM classroom by promot students’ participation in classroom.Students’ learning process is more effective and their sense of self-efficacy is improved.They show better STEM goal achievement in both teacher evaluation and self-evaluation.Compared with conventional STEM curriculum,STEM curriculum designed based on effective failure theory can make students have better learning effects.