Development Of Children’s Playing Instrument Activities Based On STEM Education

The research is based on STEM education to redevelop,implement and evaluate children’s play teaching aids.At the same time,the developmental characteristics of STEM behavioral competence of children in the process of activities were investigated.In order to provide some help for kindergartens to carry out STEM education and enrich the research of STEM education in pre-school stage in China.This study is mainly divided into three parts: the first part discusses the whole process of the development of this educational activity from three aspects: theoretical sources,development strategies and case presentation of STEM’s educational theory;the second part focuses on the characteristics of children’s STEM behavioral ability in this activity,and uses observation to record their "innovative behavioral ability","operational behavioral ability" and "operational behavioral ability" in the activity.“ The frequency of teamwork ability is recorded in detail,and the quantitative statistical analysis is made.The third part evaluates the quality of activities from four aspects: the structure of activities,the role of teachers,the participation of children,and the utilization of resources.The results of the first part show that the basic elements of STEM-based children’s teaching aids activities are the way of integrated learning,the way of defining the real situation of tasks and the way of group cooperative learning.Activities should be organized in the way of "design lesson","operation lesson" and "game lesson".Content selection should be more close to children’s experience and learning ability to integrate interdisciplinary knowledge of science,technology,engineering and mathematics into children’s teaching aids activities.The second part of the study finds that:(1)Using three types of classes as grouping variables,we investigated the characteristics of STEM behavior ability of children: a large number of the observed behaviors of children’s creative behavior ability,operational behavior ability and team cooperative behavior ability have significant differences.In addition,the basic rules of "operation class","game class" and "design class" were shown in the frequency of behavior.The author analyzed the reasons for the contact between children and materials in different classes,and the structural differences of materials.(2)There are obvious differences among the specific observational behavior indicators under the specific dimensions of creative behavior ability,operational behavior ability and teamwork ability through the analysis of children’s behavior.The reasons for the differences are often related to the psychological characteristics of children’s age development.(3)There is no significant difference in all kinds of behavioral abilities among children of different genders.The inspiration is that female learners and male scholars have the same ability to learn STEM in the face of STEM education which seems to contain more science and engineering knowledge.In the third part,through the interviews with children and the observation records of the author in the whole process,it is found that the quality of this activity is relatively clear in the structure of the activity,and the children can actively participate in it enthusiastically;but the depth and breadth of the role of teachers in promoting it are not enough;the use of educational resources of community families is insufficient,and the equality and openness of learning atmosphere need to be further explored.Strengthen.Finally,suggestions are put forward: to build a complete pre-school STEM education system,improve the attention to pre-school STEM education;to learn to use strategies to guide children’s ability development in STEM education,strengthen the training of pre-school STEM teachers;to provide teachers with rich resources and guidance to make full use of community resources and family resources,and to form an educational proposal of STEM education environment coordination mechanism.