Research On The Construction Of STEM Learning Spaces Anchored By Museum

The report of the 20th National Congress of the Communist Party of China pointed out that we must adhere to the principle that science and technology are the primary productive forces and talents are the primary resources,thoroughly implement the strategy of rejuvenating the country through science and education,and effectively realize the support of personnel for modernization.STEM education is an effective way to cultivate high-quality compound scientific and technological talents.At the same time,the Compulsory Education Curriculum Plan and Curriculum Standards(2022Edition)stipulates the objectives,educational content and teaching requirements of science education in the compulsory education stage,and points out the direction for the implementation of science literacy education and the task of cultivating morality and cultivating people in the compulsory education stage.The 2022 edition of the curriculum standard puts forward a new concept of STEM courses that is “oriented to all students,based on the development of literacy,focusing on core concepts,selecting course content,scientifically arranging progression,forming an orderly structure,stimulating learning motivation,strengthening inquiry practice,attaching importance to comprehensive evaluation,and promoting student development”.Therefore,STEM education that advocates multidisciplinary integration,pays attention to practical ability and focuses on practical problems is an important driving force for cultivating scientific and technological innovation talents.This research focuses on how to build STEM learning space in line with the practice learning paradigm with the museum as the anchor as the core argument.Through the practice learning paradigm as the theoretical basis,the literature research method and logical speculation method are used to deeply discuss three basic questions,namely,what is the essence of STEM education under the practice learning paradigm?What the STEM learning space should look like under the practice learning paradigm and how to construct the elements,attributes and principles of STEM learning space anchored by museum.Specific research ideas are as follows:Firstly,by combing the philosophical concept of practice,this study further focuses on the connotation and characteristics of the practice learning paradigm.In this study,the practice is defined as the inner self,inter-subject connection with society and implementation of activities,which includes moral ethics,understanding form(self-consciousness),action mode(behavioral activity),time and space of the material world(time scope),and connection with the external world(relational mode).Then it is proposed that the practice learning paradigm refers to the connection and interaction between individuals and different dimensions(place,history,society,economy,culture)interwoven in the life world,which constitutes knowledge production and meaning production.Secondly,under the practical learning paradigm,the connotation of STEM learning space is re-examined,and a new feature of STEM learning space is formed.The study believes that the STEM learning space of the practical learning paradigm is based on the perspective of connecting place,and to locate dynamically generated learning spaces with museum and learners.Therefore,the features of STEM learning spaces under the practical learning paradigm are connected,creative,relational,multidimensional,interdisciplinary and technological.Thus,STEM learning space is no longer an established existence,but is accompanied by practice.Thirdly,the STEM learning space is multidimensional and generative,and it can change with social,cultural,or dimensional influences.Therefore,connected with the anchored museum and generated STEM learning spaces is the core challenge of the study.In this study,the relationship between learning,museum and STEM space is integrated and symbiotic by practice,and it is proposed that the STEM learning space anchored by the museum mainly contains three hierarchical elements: physics,relationship and subject.At the same time,it covers three levels of education,culture and morality.At the same time,there are five principles of constructing STEM learning space: the first one is recycling the STEM learning space,the second one is that learners are designers.the third one is in accordance with the principle of pedagogy,the fourth one is the combination of technology interaction with learner and space,the fifth one is in accordance with the principles of regional cultural and historical characteristics.Finally,based on the above propositions and conclusions,and under the guidance of the new curriculum standards,this study constructs STEM learning Spaces anchored by museum from five aspects.The first one is to establish the anchoring role of the museum.The museum realizes the transformation of STEM learning from place to space,promote the curriculum transformation of discipline + literacy and help the transformation of practical learning methods.The second one is the museum anchors the STEM discipline space.STEM learning based on the museum is the key path to realize practical learning in the new curriculum standard,which brings subject knowledge into the museum from the practitioners to generate and give new meaning.The third one is the museum anchors STEM social space.Relying on the museum,the curriculum and the life world of learners are hinged in the same space,so as to realize the close connection between school education and local social development needs.Fourth,the venue anchors the STEM cultural space.Because practice learning itself is the behavior and result of culture.Therefore,in the process of learning,cultural symbols are preserved and cultural symbols are given meaning at different times.The fifth one is the museum anchors the STEM virtual space.Learners connect the physical space,virtual space and internalized space into a whole through practice track,so as to solve the problem of the separation between the physical structure of the museum and the body,mind,emotion,mind of learners and STEM courses.Finally,the museum is formed to establish a connection between the tangible and intangible structures such as curriculum,society,culture and virtual,so as to construct a circular and generative STEM learning space.