Research On Junior High School Physics Course Design Based On STEAM Concept

In the 21st century,the United States put forward STEM(science,technology,engineering and mathematics)disciplinary integration strategy in order to maintain the country's sustainable competitiveness.Today,STEM education has attracted widespread attention and influence throughout the world.Then,many people advocate more in the global STEM education to join the Arts into the STEAM education.STEAM educational philosophy that art,humanities,innovative education,design thinking in the comprehensive education occupies an important position.Can bring more vitality and possibility for STEM education.In the new curriculum reform tide,STEM,STEAM education has been introduced by China and gradually in the domestic developed areas prevail.But behind this phenomenon,it reflects a lot of problems:there is no corresponding policy guidance at the national level.STEAM education is limited to non-disciplinary teaching forms such as foster education and comprehensive practice.However,due to the influence of examination-oriented education,teachers are accustomed to using the teaching method to occupy the leading position of the classroom.Most students in the face of new physical knowledge,lack of learning interest and self-thinking.They can not use innovative thinking and critical thinking to think about problems and solve problems.The author has found that the advantages of STEAM education concept can complement the actual situation of junior middle school physics education in our country.STEAM education can effectively "localize",starting from discipline,junior high school physics education can cultivate under the influence of STEAM Students' ability to think and innovate independently.Based on this research background,this paper puts forward three research questions:1,to find out the difference between STEM education and STEAM education;2,through analysis to find a reference to China's physical classroom STEAM curriculum design model;3,Localization is suitable for China's physics classroom unit integrated STEAM course.In view of the above research,this paper first defines the concept of STEAM education,introduces the transformation,connotation and core accomplishment of STEAM education respectively,and combs the relevant research status of STEAM education both internationally and domestically;2,practitioners do not understand the concept of STEAM,no theoretical support;3,the direction of curriculum development bias in the technical courses,not from the main And then through the domestic STEAM literature to sort out,analyze and summarize the relevant content of STEAM curriculum design,from the STEAM curriculum classification and design patterns of two aspects of the summary and refinement.Finally,based on the above analysis,combined with China's junior high school physics teaching facts,with reference to the Beijing "Normal University School of Education and Technology Professor Yu Shengquan"STEM education concept and interdisciplinary integration model" described in the article STEAM curriculum design,according to the Shanghai and Guangdong eighth grade fifth "The material around us" course content,designed to "kitchen technology" as the theme of junior high school physics STEAM localization courses.This paper studies the contents of STEAM education and designs the " localize "Elementary STEAM course in line with the situation of physics teaching in China,and provides a reference perspective for integrating STEAM concept into junior middle school physics curriculum design.For the implementation of teaching links,the author also made the relevant recommendations.