The Integration Of STEM Education And High School Biology Teaching

STEM education originated in the United States,after entering in twenty-first Century,the impact of STEM education has spread all over the world,has aroused widespread concern.STEM education is based on the scenario creation,the problem,the experimental design,the project research to implement science,technology,engineering and mathematics of four disciplines to a coherent integration of multidisciplinary education,because of its generality,diversity,practicality,interest and many other characteristics,it is widely loved by teachers and students.This paper studies the related courses of stem education through literature,comparative law and case law,based on the study to explore the curriculum design of high school biology teaching,integrates the STEM education into biology teaching in Senior High School,and provide reference for high school biology STEM curriculum construction.This study first expounds the birth and development of stem education,and thus defines the connotative meaning of stem education,analyzes the stem curriculum goal,stem literacy,curriculum content,teaching model and evaluation of British and other countries.On this basis,using experimental design to design STEM education into senior high school biology teaching and carrying out the feasibility study of the STEM Curriculum.STEM education teaching case from clear teaching goal,the scenario creation,put forward the research problem,establish research subject,establishing experimental design,the implementation of the project,analysis of data and writing essays,self-assessment eight aspects to carry on the design,we take the teaching process of "the influence factors of enzyme activity" and "making and measuring nitrite content in pickled vegetables" as an example.Carried out STEM biology curriculum intervention experiment on two classes in Fuling Middle School of Chongqing and detected the experimental group and the control group scale results by SPSS to analysis before and after test,progressive significance level(Sig>0.05),so the pre-and post test data are in normal distribution.The experimental group and the control group pretest independent sample T test showed no significant difference between the two groups(P=0.445>0.05),that is,there was significant difference between the experimental group and the control group(P=0.000<0.01)after the intervention of STEM.Paired samples T showed that the posttest scores of the experimental group and the control group were better than those of the pre-test(P=0.000<0.01,P=0.000<0.01).The following conclusions are drawn.1.STEM biology curriculum and traditional inquiry courses are helpful for students to understand the knowledge of biology and improve the ability of solving problems.2.STEM biological and traditional exploration course,compared to the students to understand biology knowledge and problem solving ability promotion effect have significant difference,and promote better STEM biological course.The study found that the implementation of high school biology teaching in China should standardize the curriculum standard,improve the hardware configuration of teaching environment,increase the cultivation of stem education teachers,encourage students to participate in the students,adhere to the perfect fusion of stem education and high school biology.