Implementation Strategies Of STEM Education In China And The United States And Its Application In Physics Curriculum

As early as 1986,in the report of“undergraduate science,mathematics and engineering education",the National Science Council first proposed the idea of integration of science,technology,engineering and mathematics,which is regarded as the beginning of stem education.Stem aims to cultivate students' comprehensive quality in the way of interdisciplinary integration.In the wave of new curriculum reform,stem education concept is introduced into our country,and gradually popular in our country.More and more people begin to think about how to integrate stem education concept into the teaching of various subjects.Physics,as a basic subject in the field of nature,plays an important role.It has been studied for a long time for the reform of the traditional physics classroom.After the rise of stem education in China,it has become a new thinking direction for the reform of the physics curriculum to integrate the concept of stem Education into the teaching.Many physics front-line teachers have actively explored,but there are still many questions in practice Question.As the birthplace of stem education,the research on the implementation and practice of stem education in the United States is helpful to provide new ideas for the healthy development of stem education in China.Through literature research,case analysis and comparative research,this paper makes a comparative study from three dimensions:the macro development strategy of Chinese and American governments,the participation of social forces,and the development and implementation of physics curriculum based on stem education concept in practice,and deeply analyzes the safeguard measures and practice taken by the two countries to promote stem education,and obtains the development of stem education in China There are some problems in the process,such as the imperfect top-level design,the need for further excavation and management of social forces,the lack of corresponding standards and evaluation system in the course of curriculum development.Based on the experience of the United States,combined with China's national conditions,this paper attempts to put forward corresponding suggestions for the problems,such as strengthening the top-level design,building a stem education system with multi participation,developing coherent curriculum standards,and combining multiple evaluation methods.This paper consists of five parts.The first part mainly introduces the research background,research significance,research status at home and abroad,as well as research ideas and methods,which lays a theoretical foundation for the research;the second and third parts mainly study the guarantee of the implementation of stem education in China and the United States,that is,the support of the government and the participation of social forces;the second part has issued the policy bill and formulated the stem education war This paper discusses the macro development strategy of stem education in China and the United States from the following aspects:objectives and tasks,financial security and professional institutions.It also analyzes the similarities and differences between them.The third part discusses the social forces of participating in stem education in China and the United States from three aspects:the types of social organizations,support methods and representative social institutions The social organizations active in the stage of steam education contribute to the development of education;curriculum is the core component of the school education system,so the fourth part focuses on the curriculum perspective of stem education practice in the two countries,from the existing curriculum standards,curriculum types,curriculum integration methods,evaluation methods,etc.,at the same time,through in-depth study of curriculum cases,summarize The fifth part summarizes the full text,and puts forward the shortcomings and future prospects.