Practice Research On The Cultivation Of Biological Scientific Thinking Of Senior High School Students Based On The Concept Of STEAM

STEAM Education is a comprehensive education that integrates science,technology,engineering,art,and mathematics,which has interdisciplinary comprehensive training of students’ abilities in all aspects.This study is guided by the STEAM concept,and explores strategies of cultivating high school students’ scientific thinking from an interdisciplinary perspective and verifies its feasibility,in order to provide reference for the theory and practice of STEAM teaching.Firstly,this study analyzed the background of the selected topic and the progress of the domestic and foreign researches on the STEAM Education concept and scientific thinking.Moreover,the study defined the connotation of the STEAM concept and scientific thinking and their mutual relationship,and analyzed the theoretical basis of this study.Secondly,with teachers and students of Y Middle School in Zhangzhou City as the survey objects,the application of the STEAM concept in biology class and the current situation of scientific thinking cultivation were investigated through questionnaires and interviews with teachers.It was found that the basic knowledge of senior high school students is poor and they are tended to use single-subject thinking to solve problems,and some teachers lack teaching skills.These problems are not conducive to developing students’ scientific thinking.Based on this situation,the feasibility,advantages,and application principles of STEAM Education were analyzed,and the following solutions were put forward:(1)Students should enrich the basic knowledge,promote the internalization of multidisciplinary knowledge,and know how to solve practical problems;(2)Teachers should pay attention to the design of interactive classroom activities such as building real situation,carrying out experiment,promoting classroom interaction and assigning homework,aim to improve students’ ability of transferring and applying interdisciplinary knowledge and practical skills.This study further took the latest edition of high school biology textbook “Molecules and Cells” as an example to analyze and sort out the chapters that are suitable to carry out STEAM Education,and integrated the STEAM concept into the case design and presentation with the purpose of developing students’ scientific thinking.In the part of teaching practice,two classes with no significant difference in the overall level of scientific thinking were selected and carried out differentiated teaching strategies.The control class was applied with lecture-based teaching,and the experimental class was applied with STEAM-based teaching.The scientific thinking level of students in the two classes was evaluated after the teaching practice.The results showed that the overall level of scientific thinking of students had been significantly elevated after the application of STEAM-based teaching,and the situation of scientific thinking at different evaluation levels showed slightly differences.The abilities of induction and generalization,deduction and reasoning,model and modeling had been significantly improved in the evaluation levels 2 and 3,and the ability of critical thinking had been significantly improved in the evaluation levels 3 and 4,and there was no significant difference between the evaluation level 1.In general,STEAM-based biology classes contribute to the cultivation of students’ scientific thinking,and the study provides good references for front-line teaching.