Comparative Analysis Of Teaching Cases Of Chemistry Concept Thinking Based On STEM Concept

In the information technology era,great changes have taken place in the cultivation of talents.In the 21st century,education advocates the development of students' core quality,that is,the key quality and ability to solve complex work and life problems,and the key elements to solve complex problems are scientific thinking and engineering thinking ability.In chemistry teaching,concept teaching is used as a carrier for thinking ability cultivation,and plays an important role in promoting the development of students'core literacy.However,since the development of real STEM education projects requires suitable teaching materials and high-quality teachers,there are great difficulties for most schools in China.The "primary battery" concept teaching is a good material that can penetrate the STEM education concept,so it is necessary to select and analyze the"primary battery" concept teaching case that can reflect the characteristics of engineering thinking.This research is very helpful for first-line teachers to understand the relationship between STEM education and science teaching,and to develop cases with STEM education concepts.It also lays a certain foundation for promoting the development of students' core literacy.This study uses a variety of methods,such as literature research methods and case research methods.First,through the literature review,a series of core concepts are defined,and a thinking analysis framework and a thinking observation scale for high school chemistry technology concept teaching based on STEM concept were constructed.The author selected three teachers' "primary battery"(the first lesson)heterogeneous teaching videos of the same class as the research object,which included high-quality class game videos of teacher A and regular class teaching videos of teachers B and C.The videos were transcribed,and the teaching levels,characteristics and differences of the three teachers' "primary battery" concept were compared and analyzed with different observation scales.The following conclusions were drawn:(1)The thinking teaching level of the "primary battery" concept of quality class teacher A is higher than that of the regular class teachers B and C;(2)the thinking teaching of the "primary battery" concept of quality class teacher A pays more attention to the cultivation of students' higher-order thinking;(3)The advanced thinking teaching ability of experienced chiral teacher B with competition experience is also better than novice teacher C;(4)Teacher A's STEM core thinking level is higher than that of teacher B,and teacher B's STEM core thinking level is higher than that of teacher C;(5)Teacher A's conceptual thinking teaching is more in line with students' cognitive laws.The innovations of this study are as follows:(1)Connecting the learning process of chemistry technology concept in chemistry classroom with the process of engineering learning,and construct a thinking analysis framework of high school chemistry technology concept teaching based on STEM concept.(2)Integrating the model construction framework of chemistry concept learning with the thinking hierarchy framework to form the thinking observation scale of concept learning.(3)According to the thinking analysis framework of high school chemistry technology concept teaching based on STEM concept,the characteristics and differences of thinking teaching in three high school chemistry "primary battery" classrooms are analyzed.