The Design And Practice Of Junior Middle School Biology Extension Course Based On STEM Concept

STEM(Science,Technology,Engineering and Mathematics) as an interdisciplinary and cross-disciplinary comprehensive educational concept has received the attention of many countries in the world in recent years.STEM education emphasized the interdisciplinary integration of multiple disciplines,so that the content of the subjects will be combined into an organic whole,and in the process,driven by real problem situations or projects,using inquiry and design-based teaching,students could gain knowledge in practice and cooperation and better develop students' innovative spirit and ability to solve practical problems.This study firstly reviewed the research status of STEM education at home and abroad through the literature research method,respectively defined and summarized the concept,connotation,characteristics and core concepts of STEM education,in order to comprehensively understand STEM education,and proposed to expand the curriculum as one of the practical approach of STEM education.Then,based on the theoretical foundations of constructivist learning theory,discovery learning theory and pragmatic learning theory,the STEM education concept was constructed by drawing on the STEM interdisciplinary project design pattern constructed by predecessors and was combined the characteristics of junior high school biology.The general mode of instructional design and the flow chart of teaching activities design were established.Among them,the general mode of instructional design included six steps,which were: selecting the content suitable for STEM education concept from the teaching materials,analyzing the teaching materials,analyzing the situation,interdisciplinary knowledge analysis,designing the teaching objectives,and learning resources and tools.Learner bracket design,design of teaching activities,summative teaching evaluation design;and teaching process included creating problem situations or projects,understanding problems,collaborative inquiry,program development,engineering design,project implementation,speech exchange,summary improvement Link.Next,using this teaching model as a guide,through the case study method,select the project of "the best quality of rice wine with the best fermentation technology" in the junior middle school biology microbiology knowledge module.The specific course structure could be divided into: Writing pre-class introductions,introducing important discipline concepts,project practice activities,reinforcement and practice,sharing and communication,reflection and summarization.Finally,in order to test the scientific and practical nature of the teaching model,the above cases were applied to the teaching practice,and the results of the teaching were investigated through the questionnaire survey method,and the student's STEM project summary report was presented in the text.Combining students' learning results,biological scores and teaching effect questionnaires,we could find that students' participation in STEM education mode was more motivated than traditional education mode.Students were more willing to think and practice independently,and brought themselves closer to real life problems.Compared with the rigid book knowledge,students were more motivated to learn modern scientific knowledge,and their biological performance was also significantly improved;students' acceptance and satisfaction of this STEM course were better overall.This shouwed that the STEM curriculum was more conducive to attracting students' attention and improving the ability of applied knowledge to solve problems in real life.Through the whole project practice activities,students' scientific,technical,engineering and mathematical literacy have been improved to some extent..Therefore,through this research,the following conclusions could be drawn: Integrating the STEM education concept into junior high school biology teaching can not only improve students' interest in biology,but also deepen students' understanding and grasp of knowledge.To a certain extent,enhance students' awareness of applying the knowledge they have learned to solve practical problems.