Junior High School Biology Teaching Research Based On STEAM Education Concept

Responding to the needs of comprehensive talents in response to the rapid development of global technology and economy,and solving the problems faced by science education reform in basic education in China,we explore the innovative educational concept of training comprehensive talents STEAM education,and try to integrate STEAM education concept into middle school biology teaching.Grasp the development and research status of STEAM education through the literature research method.Analyze Chinese compulsory education biology curriculum standards and reference to the American Basic Education Science Curriculum Standard to define the design concept and content screening principle of junior high school biology teaching design based on STEAM education concept.Analyze the classic STEAM teaching practice cases at home and abroad to define the structure of the secondary STEAM teaching case.Familiar with the junior high school biology textbook,and summarize the contents of the STEAM teaching case that can be developed in the eighth grade,constructed a junior high school biology teaching design based on STEAM education concept and practiced it.Get feedback on the results of this instructional design practice through conducting a questionnaire survey of subject knowledge for students in experimental and control classes,conducting classroom satisfaction surveys for experimental students and interviewing forefront teacher.The questionnaires and interviews show that this practical research has a good teaching effect: teaching based on STEAM education concept is conducive to improving students' enthusiasm for learning;exercising students' hands-on ability and teamwork awareness;strengthening the ability to comprehensively apply knowledge to solve problems;students can master the basic knowledge of the subject well.Most students adapt and like classroom teaching based on STEAM education concept.The shortcoming of the research is that the case of teaching design needs to be further improved and the number of practices in this class is limited,a more scientific evaluation system is needed to evaluate the changes in students' abilities and literacy and the teaching effect of STEAM teaching needs to be tested by long-term practice.