Research On Design-based STEM Teaching To Cultivate Primary School Students' Creativity

Innovative talents are an important goal of talent training in the world.In 2016,the core literacy of Chinese students' Development released by China,it was mentioned to cultivate students' practical and innovative literacy.With the development of STEM education research all over the world,more and more countries are developing STEM education to cultivate students' high-level ability,especially creativity.China is also actively exploring effective STEM innovative teaching mode to achieve the goal of cultivating innovative talents.With the deepening of STEM teaching model theory and empirical research,many scholars begin to analyze the fit between design-based learning and STEM education,apply design-based learning model to STEM curriculum,and provide new models and new ideas for the development of STEM education.The characteristics of "design" and "iteration" embodied in design-based learning mode provide fertile ground for the cultivation of creativity.Therefore,this study tries to explore a design-based learning oriented STEM teaching framework.Based on this,this study first summarizes the correspondence between design-based learning mode and STEM curriculum and the feasibility of design-based STEM teaching to cultivate creativity,which provides theoretical support for the creation of design-based STEM teaching framework for creativity cultivation.From the content layer-teaching layer-learning layer-cognitive layer,that provide guidance for the design and implementation of STEM curriculum.Secondly,under the guidance of the established teaching framework,starting with the unit content of the fourth grade science volume"meteorology",a community course themed "Little Red Eagle meteorological station" was designed,and a 16 week teaching practice was carried out in Wuhan Economic and Technological Development Zone Experimental Primary School.Finally,in the process of practice,the qualitative and quantitative data collected are analyzed by means of questionnaire,content analysis and interview,and the teaching effect of the design-based STEM teaching framework is evaluated from three aspects:creativity,situational interest,and STEM learning efficacy.In this study,the quasi experimental research was carried out,and the research data were multidimensional analyzed by means of questionnaire,interview outline,open questions,evaluation rubrics and other tools.The conclusions are as follows:(1)Design-based STEM teaching can effectively cultivate students' creativity.That is to say,Design-based STEM teaching can effectively cultivate students' creative thinking,improve students' creative problem-solving ability,and with the deepening of teaching,the level of students' creativity reflected in the works is on the rise.(2)Under design-based STEM teaching framework,students' situational interests vary with different number of situational activities.Compared with the single situation learning activities,the multi situation learning activities can improve students' Exploration Intention,Instant Enjoyment and Attention Demand.(3)Design-based STEM teaching has no obvious effect on students' sense of STEM learning self-efficacy.