Application Of STEAM Education Based On The Concept Of Core Literacy In Biology Teaching In Junior Middle School

STEAM education is a comprehensive education integrating science,technology,engineering,art and mathematics,which can promote the cultivation of comprehensive innovative talents in the current society.Core quality is the necessary character and key ability that students should have clearly put forward in contemporary society.Based on the concept of core literacy,the author explores how to apply STEAM education to biological practice teaching in junior middle school,and evaluates the effect of practice.Before the implementation of teaching activities,the author conducted a questionnaire survey on teachers and students to understand the current situation of biology teaching in the school,the understanding of STEAM education concept by teachers and students,the current interdisciplinary and creative tendency level of students and their interest in biology learning.Through the investigation,it was found that:(1)in the current biology classroom teaching,some teachers still focused on the traditional teaching mode.Teachers simply output and students passively accepted.Classroom learning lacked autonomy,cooperation and inquiry,which was difficult to reflect the student-centered concept in the classroom.(2)Students had a negative attitude towards biology learning and lacked interest in learning.(3)Teachers and students lacked of awareness of STEAM education concept.(4)Teachers and students had high expectations for the development of STEAM education and were willing to actively try this teaching mode.On this basis,the author selected 91 students in Grade 7 of a foreign language middle school in Kaifeng as the research object,comprehensively considered the selection principles of curriculum content,students’ situation,curriculum standards and the requirements of core literacy,selected the subject of human eyes and vision,and carried out STEAM teaching.The teaching process mainly includes:understanding the structure and function of the human eye,comparing and analyzing the similarities and differences between the camera and the human eye structure,playing animated videos to summarize the vision formation process,providing tools and materials to build the human eye refraction model,understanding the human eye limitations,making a camera model after class and evaluating the works.After the teaching,the teaching practice was evaluated from four aspects: Students’ interdisciplinary thinking and creativity tendency,students’ interest in biology learning,mastery of discipline knowledge and classroom performance.The following conclusions were drawn:(1)after the implementation of STEAM teaching,85% of students realized the interdisciplinary nature of biology and95% of students realized the specific relationship between biology and other disciplines,More than 70% of students’ interdisciplinary thinking has been improved.(2)Through the implementation of STEAM teaching,students’ creative tendencies such as curiosity,imagination,challenge and adventure have been improved to varying degrees.Among them,the change in challenge is the most obvious,and there is little change in risk.(3)Through the implementation of STEAM teaching,students’ interest in biology learning has been significantly improved.(4)Through the implementation of STEAM teaching,students’ mastery of various knowledge points of the discipline has been improved,especially for the mastery of abstract and complex knowledge in the process of vision formation,the causes of myopia and hyperopia and correction methods,and the effect is remarkable.(5)During the implementation of STEAM teaching,students’ classroom activity,discussion enthusiasm and questioning enthusiasm have been improved to a certain extent.This study drew the following conclusions: in terms of interdisciplinary thinking ability,after implementing STEAM teaching to students,students first realized the cross characteristics between disciplines,and tried to comprehensively analyze and solved problems with this concept through conscious guidance,so as to strengthen this kind of thinking ability.In terms of biological learning interest,students have changed from the receiver of knowledge to the discoverer of problems and the explorer of knowledge.On the one hand,they found the answers to the questions themselves through a variety of ways and using multiple domain knowledge.From sitting and listening to hands-on work,they not only gained knowledge and experience,but also experienced the fun of exploration.On the other hand,They also realized the sense of achievement of acquiring knowledge in person.Therefore,students’ interest in learning has been greatly improved.In terms of subject knowledge,STEAM teaching could help students deeply understand some abstract and comprehensive knowledge and promote the flexible application of these knowledge.Therefore,it was conducive to breaking through the difficulties of subject knowledge.In terms of classroom performance,STEAM teaching could mobilize the activity of the classroom,promote the enthusiasm of students to discuss and ask questions,and improve the effect of classroom teaching.