Research On Cultivation Of Students’ Problem-Solving Ability By Using STEM Education Concept In High School Biology Teaching

STEM education concept emphasizes the integration of disciplines,pays attention to providing students with real scenes in the teaching process,and allows students to use interdisciplinary thinking and methods to solve practical problems,aiming to cultivate students’ innovative consciousness,innovative ability and problem-solving ability.Under this educational concept,students need to explore independently,study cooperatively,analyze problem-solving strategies,find problem-solving methods,design problem-solving solutions,and cultivate students’ problem-solving ability is an important content of STEM educational concept.The process of problem solving highlights the subjectivity of students and pays more at tention to the specific actions of students.This process is more consistent with the concept of STEM education.This study aims to explore whether the biology teaching under the STEM education concept can improve students’ problem-solving ability from both theoretical and practical aspects,promote the integration of STEM education concept and biology teaching to a certain extent,and enrich the strategies for the cultivation of High School students’ problem-solving ability.This study focuses on the STEM education concept and the problem-solving ability of High School students to carry out empirical research on biology teaching,focusing on two aspects: one is how to effectively integrate the STEM education concept into High School biology teaching;The se cond is to explore whether the biology teaching under the STEM education concept can effectively improve the problem-solving ability of High School students.Firstly,by combing the relevant literature,this study summarizes the STEM education concept,the integration of STEM education concept and biology teaching,and the problem-solving ability.On the basis of reading the literature,this paper focuses on four core characteristics of STEM education concept:interdisciplinary,experiential,situational and collaborative,as well as the influencing factors of problemsolving ability.From the perspective of problem solvers,the influencing factors of problem-solving ability include individual knowledge level,practical experience,school education and indiv idual characteristics.On this basis,this paper analyzes the relationship between the core characteristics of STEM education concept and problem-solving ability,and believes that STEM education concept can affect students’ problem-solving ability through the influencing factors affecting problem-solving ability.Based on this,this study puts forward the research hypothesis: high school biology teaching based on STEM concept can cultivate and improve students’ problem-solving ability.In order to verify the research hypothesis proposed in this study,the author combs the characteristics of biology teaching in high schools,and on the basis of it,combined with the characteristics of STEM education concept,defines the principles and processes of biology te aching design under STEM education concept.The design principles include integration principle,practical principle,situational principle and cooperative principle.The interdisciplinary,experiential,situational and collaborative nature of STEM education concept is integrated into high school biology teaching,and the teaching is carried out by using the methods of interdisciplinary knowledge and concept application,classroom practical activities,situational creation and cooperative learning.The design process includes analyzing teaching materials,analyzing learning situation,determining teaching objectives,designing teaching process and designing teaching evaluation.According to this process,teaching cases are designed to carry out experimental teaching in senior one.In order to observe the students’ learning and the cultivation of students’ problem-solving ability under the STEM education concept,the author designed the students’ learning effect self-assessment scale and the high school students’ problem-solving ability evaluation scale,and measured the students’ problem-solving ability before and after teaching practice by using the biological test paper and the problem-solving ability evaluation scale.After teaching practice,the students’ selfassessment scale,learning achievement and problem-solving ability evaluation scale are analyzed,and the following conclusions are drawn.(1)The effective integration of STEM education concept and biology teaching is to run through interdisciplinary,experiential,situational and collaborative in biology classroom.(2)Biology teaching based on STEM education concept can cultivate students’ biological problem-solving ability.Finally,it summarizes the research on teaching practice,combined with the core characteristics of STEM education concept,Refine the teaching implementation strategies of "creating interesting problem situations and cultivating problem awareness","guiding cooperative exploration and learning in problem solving","creating opportunities for hands-on practice and improving problem-solving ability","developing diversified evaluation mechanism and improving classroom participation","using interdisciplinary characteristics and paying attention to the improvement of problem-solving ability" to improve students’ problem-solving ability.