Development Mode Of STEAM Education In Primary School

STEAM education has been valued by people from the field of education and applied in many primary schools and middle schools since it was introduced into China.However,the literature showed that there were some deficiencies in the systematicness and depth of the research,such as the research on the integral development mode of STEAM education in public primary schools and private migrant children's primary schools.Based on these deficiencies,the objective of this thesis was to illuminate the development modes of STEAM education in the public primary schools and private migrant children's primary schools through literature research,interview and case analysis.The author analyzed the education practice of STEAM education in Z primary school in depth.The results showed that STEAM education development mode of Z primary school was relatively mature.In terms of teacher development,it was mainly carried out through private discussions,lectures and short-term trainings.In the aspect of curriculum development,it mainly included the curriculum introduction,secondary development and curriculum innovation.In terms of school resources,it mainly included the off-campus cooperation,hardware facilities,course materials and campus atmosphere.In terms of practice,Z primary school integrated course learning,project-based learning and extracurricular club activities,formed two integrations of STEAM education concept and practice.STEAM education in Z primary school is featured by the type and content of curriculum diversified,flagship curriculum,independent development,curriculum inheritance,relatively sound system and flexible practice mode.Funding,teacher training,interest,persistence and dedication were the successful experience of STEAM education in Z primary school.Meanwhile,an in-depth investigation of private migrant children's T primary school was conducted.The results showed that STEAM education development mode of T primary school was relatively simple.The teacher development was only carried out through one simple short-term training.Curriculum development mainly relied on the local government and the company.T primary school just played an assistant role in curriculum development.School resources mainly included school-enterprise cooperation and some basic hardware facilities.In the aspect of learning style,it was carried out in the way of online and offline mixed collaboration style.STEAM education in T primary school is characterized by course classification based on theme,diversity theme,simple course contents,business assistance,novel mixed learning style and students' strong willingness to learn.The experience of STEAM education implimented in T primary school could be attributed to the government's attention,social participation,school cooperation and students' active participation.The shortage mainly included insufficient funds,weak teacher resources and lack of long-term mechanism.Through the detailed analysis of the STEAM education practice cases of the above public primary schools and private primary schools in Suzhou.The researcher considered that STEAM education public primary schools is characterized by sufficient funding,strong faculty and comprehensive curriculum.On the contrary,STEAM education in private migrant children's primary school is characterized by insufficient funding,weak faculty and simple curriculum.Based on this,the thesis discussed the development of STEAM education in private migrant children's primary school.In order to promote balanced development of basic education,the thesis suggested that the STEAM education in private migrant children's primary school could be improved by means of better policy funds,teacher training,mixed learning and curriculum arrangement.