Research On The Design And Practice Of STEM Curriculum Under The Vision Of Big Concepts

Under the background of "Internet+",the requirements of traditional education for learners are far from meeting the needs of social development,and the development of core literacy has become a key element in the reform of basic education.The new curriculum proposes to emphasize the core concepts and structure the curriculum content to promote the implementation of core literacy.Core literacy is a necessary requirement for the comprehensive development of human beings in today’s society and a necessary way to implement the fundamental task of establishing moral education in China.It emphasizes the interdisciplinarity,integration and unification of knowledge,and can be used as an effective teaching method to build connections for the development of core literacy.STEM education,as an integrated curriculum,emphasizes the deep integration of knowledge from various disciplines and cultivates learners’ comprehensive ability to solve complex problems in the real world beyond disciplines,which provides a feasible way to cultivate talents with core literacy.The connotation coincides with that of the larger concept.This study adopts a quasi-experimental research method,firstly,the literature analysis method is used to sort out and synthesize the relevant studies on STEM education and big concept teaching at home and abroad,and the inner connection between STEM education and big concept is analyzed in depth,based on the contextual cognitive theory and the reverse teaching design model,the STEM curriculum teaching model and the STEM competency literacy framework under big concept are constructed.STEM competency literacy framework,which lays the foundation for STEM curriculum teaching practice and evaluation.Then,53 adolescents in District G of City K were selected as the subjects of the study,and a robotics programming curriculum was used as the teaching tool to design the corresponding teaching content and conduct a two-month teaching practice.Semi-structured interviews were conducted to investigate teachers’ attitudes toward the Big Idea approach and to provide suggestions for optimization.Finally,SPSS was used to quantify and analyze students’ learning data in order to evaluate the process of students’ participation in teaching practices.The results of this study show that the teaching practice of STEM courses under big concepts has a certain effect on the cultivation of students’ problem solving ability,innovation and creativity ability,and the mastery of STEM interdisciplinary knowledge,but there is still a need to strengthen the inner connection between STEM subject knowledge and big concepts in teaching practice.