| With the rapid development of economy and science and technology,the traditional education cannot meet the needs of society for talents cultivation.So,teaching needs to be reformed urgently to deal with this problem.Therefore,STEM education gradually into the education of our country.STEM education,originated in the United States,is a combination of Science,Technology,Engineering and Mathematics.This study focuses on the core issue of "how to carry out STEM education activities in junior middle school biology class",and conducts four research aspects:(1)the current research status of STEM teaching;(2)suitable for junior high school biology teaching STEM mode.;(3)teaching design and implementation of STEM activities in junior middle school biology teaching;(4)the impact of stem education on students.There are six parts in this paper.The first is the introduction,including the research background,research purpose,research question classification and the technical route.The second part is literature review,including a STEM and related concepts defined,STEM education development,educational theories that support STEM teaching,It is found that,in STEM teaching,both foreign and Chinese educational circles emphasize the comprehensiveness of STEM,and also attach great importance to the cultivation of students’ ability to solve problems by using multiple knowledge.The third part is the teaching design of junior high school biology based on STEM education.By analyzing the similarities between junior high school biology and STEM curriculum activities,the appropriate teaching mode is selected according to the "fusion point" the study found that6 E Learning by De SIGNTM Model based on engineering activities as the main line,is the student active learning by engineering design and engineering production of teaching mode,this is the same as STEM teaching conception.So the instructional design in the fourth part is based on 6E Learning by De SIGNTM Model.The fourth part is the specific cases and implementation of STEM teaching in junior high school.It is a teaching design based on the third part and combined with the specific content of junior high school biology teaching materials.And then it is applied in the actual teaching.The fifth part is the result analysis of teaching practice,including the evaluation from the perspective of teachers and students.The conclusion is that carrying out STEM teaching activities in junior high school biology teaching can not only enhance students’ interest in biology,but also contribute to students’ understanding and application of knowledge.At the same time,it puts forward higher requirements for teachers’ classroom organization and ability to guide students.The sixth part is the summary of this study,and the conclusions are as follows:(1)In China,although STEM education started late,it is very important.In recent years,education researchers study of STEM has been transferred from based on the analysis of the theory to classroom application research;(2)STEM teaching in junior high school biology teaching is not only to help students master and use conceptual knowledge,but also to cultivate students’ awareness of using a variety of knowledge to solve problems.In short,this study tried to carry out STEM teaching activities in junior middle school biology class.Taking biology textbooks as the foothold,6E Learning by De SIGNTM Model as the curriculum implementation carrier,and engineering activities as the classroom presentation form.Based on the characteristics of STEM education,this study carried out specific teaching design and drew corresponding conclusions through practical teaching practice,hoping to provide reference for the development of STEM teaching activities in the stage of basic education. |
