Practical Research On STEM PBL That Points To The Core Quality Of Biology

With the promulgation of Biology Curriculum Standards for Ordinary Senior High School(2017 Edition),developing students' core quality of biology has become the core concept of current biology classroom teaching.The curriculum standard puts forward some teaching suggestions on how to realize the core quality of biology,such as strengthening the connection between biology and other disciplines and organizing active learning characterized by inquiry.STEM education philosophy emphasizes that students solve learning problems by integrating and applying interdisciplinary knowledge and skills.Project-based learning focuses on enabling students to conduct activity exploration in real projects,master the necessary knowledge and skills,and realize the transfer and application of knowledge.This paper integrates STEM education philosophy and project-based learning,and carries out practical research on STEM project-based learning that points to the core quality of biology discipline.Research starts from applying STEM project-based learning to develop core quality of biology discipline of students,based on the literature analysis and the concept of biology course standard,and on the basis of understanding the status of subjects' core quality of biology discipline and the teachers' teaching,guided by the constructivism and pragmatism educational theory,and put forward the principle and strategy of STEM project-based learning that points to the core quality of biology discipline,carrying out experiment research on STEM project-based learning that points to the core quality of biology discipline.Experimental research took two parallel classes of a grade one standard high school in Quanzhou City as the experimental subjects,with the high school core quality of biology discipline questionnaire to evaluate students at the core of the literacy level,with monthly exam and final exam of biological discipline scores evaluation of the students' academic achievement in biology,with independent sample T-test to analyze the differences of relevant results.Before the experiment,the core quality of biology discipline of students in the two classes was at an intermediate level,and the independent sample T-test showed that there was no significant difference in the core quality and monthly test scores between the two classes(p>0.05).In the experiment,the experimental class was taught in the STEM project-based learning,while the control class was taught in the conventional teaching.After a semester's teaching experiment,the life concept,scientific thinking and scientific inquiry literacy of the experimental class were significantly higher than those of the control class(p<0.05),but there was no significant difference in social responsibility literacy between the two classes(p>0.05).The results of the experimental class were also significantly higher than that of the control class(p<0.05).The experimental results show that,compared with conventional teaching,STEM project-based learning is helpful to develop students' life concept,scientific thinking and scientific inquiry literacy,as well as to improve their academic performance in biology.Interviewing the learning effect of the experimental class students,most of them accepted STEM project-based learning,but they also felt that STEM project-based learning occupied more spare time and increased their academic burden.In the future,teaching strategies will be continuously improved to make STEM project-based learning better serve to cultivate students' core quality of biology.