High School STEAM Curriculum Development Based On Project-Based Learning

Under the new situation of economic,educational globalization and rapid development of science and technology,the country and society’s demand for innovative and creative talents increase,and put forward higher requirements for education.Therefore,STEAM education,with the goal of cultivating skills in the 21 st century,fits the development pulse of this era and set off a boom in the field of education.As the connection between the basic education stage and the higher education stage,high school education has an important influence on the upcoming professional selection and future career development of students.Therefore,STEAM concept guided courses in high school can help stimulate students ’interest in STEAM field,cultivate students’ core literacy,guide students to prefer STEAM in the future learning and future career choice,let students become people with lifelong learning ability,and can meet the national needs for talents.Project teaching because of its student-centered teaching and learning,emphasizing the problems in the real situation,cultivate the ability to flexibly use knowledge,has attracted more and more attention and research of experts and scholars in recent years,and more front-line teachers committed to developing and designing STEAM courses began to try to apply them to the teaching of various subjects.STEAM education advocates the interdisciplinary integration of science,technology,engineering,art and mathematics,which plays a positive role in cultivating students ’ interdisciplinary project learning.STEAM education and PBL teaching method somewhat overlap in the teaching purpose.Through the deep understanding of the two education concept,and guiding the development and implementation of high school STEAM curriculum,it can better play its role in cultivating students ’ comprehensive quality.Therefore,this research will first comb the development and application of project teaching method and STEAM courses,on the basis of previous research,develop a high school STEAM course based on local conditions,and explore the connotation of both in educational practice and evaluation.This study mainly adopts the method of action research,experiences the development process of a STEAM course,carefully designs the course content and teaching activities,and obtains the teaching feedback through classroom observation and non-structured interview methods,for evaluation,reflection and summary,and forms a deeper understanding of the STEAM course and the application of project-based teaching method.This paper presents a real and complete course development process for new teachers,which gives some empathy and reference-only experience,through the self-made kart teaching case in this research to provide materials and inspiration for improvement and reconstruction,and some reference to the school-based transformation of course localization.At the same time,this study is also a practice process,recorded the growth and changes of novice teachers,their own education practice carefully and detailed records,thinking from their own experience of a science and technology teacher may encounter in the course development and course implementation difficulties,how to further grow into a qualified science and technology teacher,reflect and summarize the practice with theoretical research,to improve professional ability.