Effect Of STEM Teaching In The Perspective Of Design Learning On Primary School Students’ Science Inquiry Ability

Cultivate students’ core literacy and ability,and provide suitable education is the important mission of all countries’ education.It is also a major theme of curriculum reform in twenty-first Century.Science Education in China is undergoing reforms from sub-science to comprehensive reform.Although some experience has been accumulated during the process of reform,there still exist some problems.In order to solve the existing problems,the Ministry of Education issued the "Thirteenth Five-Year Plan for Education Informatization" in June 2016 and the "Primary School Science Curriculum Standard for Compulsory Education" published in February 2017.Both of them mentioned the exploration of a new teaching model for educational reform.Break the boundaries of disciplines,try cross-discipline STEM teaching,and realize the goal of "integration of the curriculum".Based on the requirements of scientific education and the requirements of interdisciplinary reform,this study attempts to build a multidisciplinary teaching mode with integrated design.According to the mode,the author chooses teaching contents to carry out teaching practice,and carries out research on the application effect of the model.First of all,the author combs and studies the related theories of design-based learning,design-based learning model,and STEM education.Secondly,On the basis of analyzing the relevance of design-based learning and STEM education,with reference to the double-cycle inquiry model of design-based learning,the author constructed a STEM teaching model in the perspective of design-based learning.In the end,the author took the theme of "Building Homes" in the module "Earth and Movement" of the third unit of the science unit of the fifth grade primary school of Huazhong University of Science and Technology as an example to carry out teaching experiments.By comparing the differences of learning achievement,scientific inquiry ability,learning interest and cognitive load of the students in the experimental class and the control class,the author discussed the influence of this mode on students’ learning through questionnaire survey,classroom observation,test and interview.This article through the "Building Homes" as the theme of teaching practice research and related data analysis,the main conclusions of this study are as follows:1.Compared with traditional science teaching,STEM teaching in the perspective of design learning can enhance students’ acquisition of knowledge concepts and the application of knowledge transfer.2.Compared with the traditional science teaching,STEM teaching in the perspective of design learning can improve students’ scientific inquiry ability.3.Compared with traditional science teaching,STEM teaching in the perspective of design learning can stimulate students’ interest in learning,and at the same time,it also increases students’ cognitive load to a certain extent.