STEM Classroom Teaching Evaluation Research Oriented By Science And Engineering Practice

Since the 21st century,the process of the integration of science curriculum and comprehensive technology curriculum has been continuously promoted,and the technical and engineering literacy has become one of the essential qualities for students,and practice-centered science education,in the meantime,has become an important topic in basic education as well.What’s more,it is because of the integration of science education with engineering and technology that STEM education emerges as time requires.Undoubtedly,the development of science education cannot be separated from the popularization and development of STEM education.Based on the literature review of the content of science and engineering practice,STEM learning mode and evaluation system,combined with the 6E teaching mode,the STEM classroom teaching evaluation scale is designed from the dimensions of raising questions,design and development,explanation and construction,and evaluation feedback.Taking primary school STEM courses as the research object,the paper evaluates these courses,summarizes the characteristics and shortcomings of STEM teaching,hoping to put forward some suggestions for the implementation of STEM teaching.Based on the content of science and engineering practice,this study designed the STEM classroom teaching evaluation scale,and designed the evaluation rubric for each element of the scale.Through the collection and evaluation analysis of STEM teaching,we found the problems that need to be improved in STEM teaching are as follows:the content of the same STEM topic situation setting is similar,but the presentation form is single,lack of interest;teachers will guide students to put forward ideas methods and opinions,but the students’ autonomy and right to choose are still insufficient;STEM teaching focuses on scientific inquiry and engineering design activities,but reduces and weakens the iterative optimization process,and many programs are "Just once";teachers will give students enough time to express practical results and use a variety of evaluation methods,but the role of student evaluation are not fully played.Based on the conclusion of STEM classroom teaching evaluation and analysis,this paper puts forward some suggestions to improve the deficiencies of STEM classroom teaching:teachers should pay attention to the introduction of the curriculum,set up a good situation related to life reality and students’ cognition;provide correct and effective guidance,and give students more opportunities to make mistakes and make trial-and-error decisions for the main purpose of students’ experience acquisition;pay attention to the process of reflection and iteration,and truly implement the "student-centered".