Research On Junior High School Mathematics Teaching Design Under The Background Of STEM Education

STEM education has the characteristics of comprehensiveness,practicality and openness.It gives mathematics education a broader vision,integrates mathematical thinking methods into various disciplines,and enables students to actively innovate with their mathematical knowledge in teaching activities,give full play to the application value of mathematics,deepen the understanding of mathematical knowledge,and cultivate students’ high-level thinking ability and ability of deep learning Scientific spirit has positive significance.Starting from junior high school mathematics textbooks,this paper combs the entry point of STEM education,takes the teaching of Pythagorean theorem and inverse proportion function as cases,integrates STEM Education Thought on the basis of the theory of "integration of teaching and doing",and builds inquiry scaffolding(accumulation)in the form of question string by designing actual situations(students’ puzzles),Let the students understand the mathematical knowledge(knowledge)in the inquiry activities,expand the application of mathematical knowledge(knowledge)in real life,and finally report the results in groups(results display).In this series of inquiry operation process,students not only deepen the understanding of mathematical knowledge,but also cultivate the practical ability,the consciousness of active application of mathematics and the scientific literacy of interdisciplinary learning,so as to cultivate the science reserve army for the future development of Science in China,which is also the purpose of integrating STEM education thought into junior high school mathematics teaching design.The first three chapters systematically analyze the research background,theoretical basis and concept definition of STEM education and instructional design.The fourth chapter takes STEM education as the background,designs the teaching of "Pythagorean theorem" and "inverse proportion function" respectively,and carries out the teaching practice for the students of grade two and grade three.Through the teaching evaluation activities such as in class interview and after class questionnaire survey,it finds out the problems and improves the teaching design link,and finally puts them into practice again.Through the fifth chapter teaching design effect evaluation analysis,we can see that the revised teaching design has achieved good teaching effect,and verified the feasibility of junior high school mathematics teaching design reform and innovation activities under the STEM education concept.