Research On Strategies For Cultivating Innovative Ability Based On STEAM Concept In High School Biology Teaching

With the development of economic globalization,the new era puts forward new requirements for the innovative ability of talents.Accordingly,the "General Senior High School Biology Curriculum Standards(2017 Edition,2020 Revision)" pointed out that cultivating students’ innovative ability should be one of the key tasks in biology teaching.STEAM education integrates different disciplines such as science,technology,engineering,mathematics,and art,and its interdisciplinary learning method can effectively promote the cultivation of students’ innovative ability.At present,there are few researches on the integration of STEAM education and biology teaching in our country.At the same time,there are problems such as single teaching method and weak innovation ability of students.The purpose of the research is to understand the current high school students’ understanding of the concept of STEAM,the status quo of innovation ability,etc.,and to solve the current problems through carrying out corresponding teaching experiments,and to summarize the improvement of innovation ability based on the concept of STEAM in biology teaching Strategy.Firstly,through literature analysis,this study understands the research progress of "STEAM education" and "innovation ability" at home and abroad.Secondly,using the questionnaire survey method,a survey on the status quo of innovation ability was carried out in the first grade of a senior high school in province A.From the aspects of innovative thinking and innovative awareness,innovative learning ability,understanding and attitude towards STEAM,current situation of cultivating innovative ability,and enlightenment to teaching dimensions are analyzed.Thirdly,according to the questionnaire,the strategy of cultivating innovative ability based on STEAM concept in high school biology teaching is proposed.Finally,carry out teaching experiments to verify whether the strategy is effective,measure the Williams Creativity Propensity Scale of participating students before and after the course,and compare and analyze the changes in their innovative ability.The results show that:(1)Most students have a positive understanding of the STEAM concept and believe that the STEAM concept is helpful to improve innovation ability;The creation of an innovative atmosphere and the lack of activities that focus on the cultivation of innovative ability in teaching are not conducive to the development of students’ innovative ability;(3)By combining the concept of STEAM for teaching design and carrying out teaching experiments,it can be seen from the experimental results that the experimental class post-test compared with the control class.From adventurousness,curiosity to imagination,the significant P values are0.000,0.045,and 0.000 respectively,all less than 0.05,indicating that there are significant differences in all three dimensions,and the significant P value of the challenging level is 0.329 greater than 0.05.There is no significant difference,but the level of innovation ability is still improved before and after.It can be concluded that the application of STEAM concept in high school biology teaching is beneficial to the cultivation of students’ innovation ability.Based on the results of the data,the following effective teaching strategies are proposed:(1)Combine the concept of STEAM to design each basic link of teaching,and explore innovative training methods;(2)Carry out project-based biology experiment teaching,divide different task groups to complete the design and implementation of the experimental plan,and improve Experimental innovation ability;(3)Choose appropriate themes to carry out rich and colorful biological practical activities,and use interesting questions as a guide to broaden the innovative learning situation;(4)Improve the understanding of schools,families,teachers,and students on innovation ability,and play a joint role in education.