A Longitudinal Comparative Study Of Elementary School Science Textbooks From A STEM Perspectiv

Strengthening STEM education is the key to cultivating and promoting high-quality talents for future social development and enhancing national competitiveness.Textbook is an important carrier of curriculum.From the perspective of STEM,this paper makes a longitudinal comparison of S,T,E and M knowledge points and their integration in Qingdao(2014)and Qingdao(2019)textbooks by using content analysis method.This paper reviews the vertical changes in STEM education content in the new textbooks after the promulgations of the 2017 edition of Compulsory Education Primary School Science Curriculum Standards,discusses the reasons for the changes in STEM education content,and expounds the reflection on the implementation of STEM education concept in primary school science curriculum under the background of the new curriculum standards.By using STEM coding table to compare the two textbooks,it is found that the new textbooks have increased the number of STEM education knowledge points vertically,especially in the field of science.The number of sub-classification knowledge points in STEM fields is relatively concentrated,while the number of knowledge points in STEM interdisciplinary integration mode shows a big difference and uneven distribution.Finally,the types of STEM interdisciplinary integration modes are few and concentrated,and some integration types are few or even none.According to the content presentation of STEM education knowledge points in the primary school science textbook of Qingdao Edition,it is found that the new edition of the textbook attaches great importance to the study of the field of scientific knowledge and the integration with the field of technology.In addition,the number of knowledge points in the field of technology and engineering is not prominent in the vertical change,and the number of STEM knowledge points presents a spiral rise with the growth of grades.In view of the changes in the new textbooks,the reasons are analyzed from two aspects: "The changes in the content of the 2017 edition of curriculum standard" and "the historical background of the prevalence of STEM education concept".The 2017 curriculum standard has been changed in terms of attaching importance to the presentation and arrangement of STEM content,attaching importance to the learning and transmission of scientific knowledge,and adding knowledge in the field of "technology and engineering".It takes real problems as the introduction to reflect the STEM education content.The prevailing background of STEM education also provides the basis for the changes in the new textbooks.According to the vertical changes of STEM education content in the new textbooks,combined with the requirements of the Science Curriculum Standards for Compulsory Education(2022 Edition)on STEM education content,This paper expounds the reflection on the implementation of STEM education concept in primary school science curriculum under the background of new curriculum standard from "Suggestions on the compilation of STEM content in Primary school science textbooks" and "How Primary school science Teachers understand and use STEM education content in textbooks".