Research On STEM Teaching Based On Design For Developing Pupils’ Problem-solving Ability

Faced with the demand of talent development in the 21st century,STEM education has been developed at home and abroad to cultivate innovative talents to enhance national competitiveness.Problem solving ability,as the core competence of school education in the 21st century,is also an important indicator of talent cultivation in China.In the Science Curriculum Standards for Primary Schools of Compulsory Education promulgated by the Ministry of Education of China,it is proposed to rely on science courses,emphasizing that the core of STEM education is an interdisciplinary way of learning.Through the organic integration of science,technology,engineering and mathematics,students can be trained to solve practical problems comprehensively by using multi-disciplinary knowledge and improve their problem-solving ability,innovation ability and synthesis.Ability to apply in practice.Therefore,this study attempts to explore the impact of interdisciplinary STEM curriculum based on primary school science curriculum on pupils’problem-solving ability.Previous studies have shown that STEM teaching emphasizes interdisciplinary knowledge transfer,communication and collaboration,based on real problem situations,to improve students’ collaborative ability,problem solving ability and creativity.Therefore,this study first reviews the relevant theories and research status of STEM education,design-based learning and problem-solving ability;Secondly,according to the characteristics of DBS learning ring and STEM education,the STEM teaching framework based on DBS is constructed.On this basis,an interdisciplinary STEM teaching umbrella making based on DBS is designed and implemented,and compared with the teaching design of Sewage Purifier;Finally,through the experimental study of a single group of pre-and post-test,using questionnaire survey,teacher-student interviews,learning task sheets and students’works and other evaluation methods to collect students’ learning data,quantitative and qualitative data analysis is combined to compare students’problem-solving ability before and after the implementation of teaching,and explore the impact of STEM teaching based on Design on the development of students’ problem-solving ability.Through the teaching practice of Umbrella Making,this paper conducts an empirical survey based on data analysis such as questionnaires.The main conclusions are as follows:(1)Through process analysis and result analysis,it is found that STEM teaching based on DBS can improve students’overall problem-solving ability.(2)After STEM learning based on DBS,students’abilities of understanding,identifying,solving and reasoning have been significantly improved.(3)Through the comparative analysis of the problem-solving abilities of students of different genders,it is found that the ability of boys to understand and identify problems in this teaching is faster than that of girls.Finally,based on the conclusion of the study,the author puts forward some strategies and suggestions for STEM teaching improvement based on design,analyses the shortcomings of this study,and puts forward some suggestions for future research.