Practical Research On Penetrating The STEAM Education Concept Into Senior High School Biology Teaching

In the context of rapid technological development and increasing international competition,China is striving to cultivate talents with comprehensive qualities and innovative abilities.To this end,the education sector has proposed a series of educational reform policies,among which the STEAM education concept has attracted attention due to its interdisciplinary characteristics and goals of cultivating innovative talents.Meanwhile,it has been found in the practice of high school biology teaching that a single teaching format can lead to low student interest,weak inquiry awareness,and limited ability to integrate knowledge.Based on the exploration of the STEAM education concept,this study aims to explore effective methods of applying the STEAM education concept to high school biology teaching.Firstly,through the method of questionnaire survey,the cognitive and practical situation of teachers and students in practicing schools regarding the STEAM concept are collected.Then,the learning content in high school biology teaching that can be integrated with the STEAM concept is summarized,and corresponding teaching strategies are designed.Subsequently,the chapter "Cellular Energy Supply and Utilization" is selected as the project content,with a focus on studying two cases: "ATP as the Energy Currency of Cells" and "Exploring the Respiration Mode of Yeast Cells." These cases provide support for teaching practice.The effectiveness of the practice is evaluated through observing students’ classroom performance,comparing pre-and post-tests of students’ biology attitudes,and conducting teacher interviews.The results show that the classroom effect is good,and teachers and students have a high degree of recognition for the teaching practice.Students actively participate in pre-designed activities in the classroom,obtain corresponding project results,and engage in communication and sharing.Moreover,students have significantly improved in terms of biology attitudes,scientific thinking ability,practical ability,and cooperative communication ability.This study theoretically and practically demonstrates the positive role of integrating the STEAM education concept into high school biology teaching.However,it also points out the limitations of this study,such as the short research time due to limited conditions,limited personal abilities and experiences,and insufficient number of presented teaching cases.In conclusion,this study draws the following conclusions: the integration of the STEAM education concept in high school biology teaching can enhance classroom efficiency,deepen students’ understanding of interdisciplinary knowledge,promote positive changes in students’ biology attitudes,and also benefit the improvement of teachers’ professional level.However,the number of class hours and the teaching content will affect the application of the STEAM education concept in high school biology teaching.Therefore,incorporating the STEAM education concept into high school biology teaching requires multi-directional communication,further improvement of knowledge reserves and professional literacy,and grasping educational objectives to promote students’ comprehensive development.Future research can further explore more high school biology teaching cases to enrich the practical experience of applying the STEAM education concept to high school biology teaching.