The Study Of High School Biology STEM Classroom Teaching Case

STEM is the abbreviation of four disciplines: science,technology,engineering,and mathematics.STEM education is a learning method that integrates the knowledge of science,technology,engineering and mathematics.It aims to improve and cultivate STEM comprehensive literacy through STEM teaching,such as students’ understanding of subject knowledge,cooperative inquiry skill,problems solving skill and so onThis study uses case analysis as a method.It combs the research status of STEM education at home and abroad and clarifies the knowledge of relevant theories by a large number of literature researches.Based on the STEM literacy framework and the requirements of core literacy of biology in the General Senior High School Biology Curriculum Standard(hereinafter referred to as the “Curriculum Standard”),the association between STEM literacy and core literacy of biology is theoretically established.Then author selected and sort out the domestic STEM teaching cases about high school biology.Next,author analyzed the STEM literacy and core literacy of biology in the case and clarified the relationship between STEM literacy and core literacy of biology.It aims to verify whether STEM education can promote the formation of student’s core literacy of biology or not.This study draws on the relevant classification of STEM education by scholars,and divides the high school biology STEM classroom teaching cases into three categories: the scientific knowledge,the engineering and the social issue.Then selecting the typical cases from each category,the author analyzed them from three aspects: STEM elements,STEM literacy,and teaching objectives based on core literacy of biology.Finally,the author obtained the relationship between STEM literacy and core literacy of biology.Analysis conclusions are as follows:(1)Different categories of cases focus on the differentiation of the culture points.The scientific knowledge focuses on the formation of students’ subject knowledge,which allows students to grasp the core concepts from a series of activities and completes the knowledge goals.The engineering is mainly reflected in the output of the products.The case is carried out around the production of the product,which focuses on cultivating students’ hands-on ability.The social issue is a discussion about social hot spots,which connects with the daily life more closely and directly,and it is more obvious to develop students’ the social responsibility.(2)The three cases also have something in common.Each case embodies the interdisciplinary characteristics,which combines the knowledge of each subject to solve problems,and mostly solves problems in a modeling way.They all can cultivate students’ interdisciplinary thinking and modeling scientific thinking.Most of them conduct classroom design with exploratory experiments.They usually use group cooperative learning to complete tasks,which reflects the students’ subjectivity.Teachers often encourage students to communicate more and express their opinions to enhance students’ communication skills,hands-on ability,teamwork ability,scientific inquiry ability and communication ability,etc.,which promote students’ all-round development.(3)The conclusion is drawn after comprehensive analysis.STEM education has a positive effect on students’ core literacy of biology.Practical analysis shows that STEM education is necessary and effective in the high school biology classroom.