Development And Application Research Of Senior Middle School STEAM Course

In 2017,Beijing Normal University in conjunction with Beijing Guoxin World Education Information Technology Research Institute Educational Management Information Center issued the "China STEAM Education Development Report",marking the beginning of STEAM education in the public eye.The successful case of STEAM education in the United States is inspired.Therefore,in the basic education stage of middle school,integrating STEAM education is an activity worthy of practical research.This research integrates the STEAM education concept into the high school biology practice course,develops the high school biology STEAM course,and applies the course to teaching practice.This thesis will conduct research from six parts: introduction,literature review,analysis and design of high school biology STEAM course,development of high school biology STEAM course,application of high school STEAM course,conclusion and reflection.This research uses literature research method,observation method,interview method,questionnaire survey method and empirical research method,the purpose is to(1)expand the domestic research on STEAM education and expand the domestic STEAM curriculum teaching resources.(2)Due to the innovation and integration of STEAM education,it will provide new ideas for China's curriculum reform and teaching system.First of all,this study summarizes the researches made by domestic STEAM education through the sorting and integration of domestic and foreign literature:enthusiastic introduction and localized exploration.And the shortcomings:(1)The understanding of the grassroots teachers is still one-sided,without fully understandingthe concept of STEAM education.(2)The support of the policy system is insufficient,and many regions are not aware of the feasibility of STEAM education.(3)As STEAM education advocates exploring in practice,equipment construction needs strong support,but most schools cannot.(4)China is still in its infancy,so the reform of curriculum and teaching research and evaluation methods needs to be promoted urgently.(5)Insufficient curriculum resource construction and lack of curriculum application channels.Secondly,the nature of the high school biology STEAM course is determined.It is a comprehensive course with interdisciplinary student activities as the main form and the main goal of improving students' scientific literacy and innovation ability.The concept of the high school biology STEAM course was clarified,with emphasis on inquiry learning,based on daily life,advocating hands-on practice,and promoting humanities integration.The objectives of the course were determined from the aspects of knowledge,ability,and emotional attitudes.Clarified the principles and scope of course content selection.The type and system of the high school biology STEAM course was selected.After determining the nature,philosophy,type and system of the above high school biology STEAM curriculum,five high school biology courses were compiled,which were divided into two categories: practical courses and innovative courses.Prepared introductions,key questions,practical activities,tests and evaluations,and final reflections for the five lessons.Practical activities are divided into four parts: activity goals,activity principles,materials and appliances,and activity content.Finally,based on the development of five high school biology STEAM courses,applied research was conducted in pilot schools.After interviewing teachers and comparing students' monthly exam results,the experimental method of regression analysis was selected.Based on the results of the questionnaire,the application results of the high school biology STEAM course were analyzed and summarized using the SPSS software.After analyzing and summarizing,I found that the high school biology STEAMcourse stimulated students' curiosity and cultivated their thinking skills.Improved the learning effect of students,so that students have goals and directions,promote the development of students' ability and the formation of biology literacy.It connects the comprehensive knowledge of disciplines and helps students apply comprehensive knowledge to solve practical problems.Promote students' interactive learning,cooperation and communication in the classroom,and evaluation and reflection after class.It is found through research that the STEAM curriculum of high school biology has shown its advantages.In the context of student practice,group cooperation and inquiry-based learning are the two wings,which fully mobilizes the enthusiasm of students to learn,and can use comprehensive knowledge of the subject to solve Reality.However,the quality of the high school biology STEAM course needs to be further improved,and the application of the high school biology STEAM course should be more durable and extensive.