| Since the introduction of STEM(Science,Technology,Engineering,Mathematics)in the United States in 2007,it has been highly valued by all countries and widely accepted in the fields of society,politics,economy and education.Countries have upgraded their personnel training to the height of national strategy.The STEM education concept has greatly promoted the cultivation of innovative talents.Innovative talents have far-reaching influence on the intelligent development of society and the transformation of the industrial revolution.Scratch is a programming software developed by the Massachusetts Institute of Technology.It is also favored by young people in many countries as a curriculum for innovative thinking.It has a certain improvement in hands-on practical ability,logical thinking ability and innovative ability.Professional choice,employment direction to help.Compared with developed countries,the development of STEM education in China started late,and there are obvious regional differences.Many scholars in China agree with the idea of STEM education,and have published many papers on the review and model construction of STEM education ideas,but lack of guidance papers related to practical teaching.Looking at the development of STEM education and Scratch education in China,it can be seen that there is an obvious imbalance in the region.It develops rapidly in the southeast,and students have combined with robots to learn makers,while there are almost no relevant papers in the west.Therefore,the author starts from the current situation of Scratch education development in Xi'an,starting from the teaching practice,taking the STEM education concept as the guiding ideology,carrying out Scratch teaching design and teaching practice,and measuring the students'innovative ability and other indicators through teaching practice,in order to provide STEM education in the western region.Based on the STEM education concept,this research is based on the constructivist learning theory and Dewey's "learning by doing" thinking.It designs and develops a semester Scratch course teaching design and applies it to practice.The paper mainly includes the following parts:The first part:systematically expounds the research background,purpose and significance of this thesis,analyzes the development status of STEM education and Scratch course respectively,and proposes the research content,ideas and methods of this research.The second part:defines the related concepts mentioned in this study,and gives a detailed overview of the relationship between constructivist learning theory,Dewey's,learning by doing"thought,multiple intelligence theory and experience circle learning theory and Scratch course.The third part:the questionnaire is compiled to investigate the students'existing learning attitudes and cognitive abilities,which is convenient for the design of follow-up teaching.The interview questions are determined.The information technology teachers of Yixin Middle School are interviewed to understand the development of Scratch courses.The fourth part:refer to the existing STEM teaching mode and Scratch teaching mode,design the Scratch course teaching mode under the STEM education concept,clarify the task assignment of teachers and learners in the teaching process,provide theoretical help for the teaching design,and carry out the teaching design.Pre-analysis.The fifth part:according to the above teaching mode for teaching design,teaching the experimental class and the control class separately,carefully observing the performance of the learner in the teaching process,comprehensive analysis of the learner's works,satisfaction,etc.,trying to combine the existing Scratch The course builds a teaching design case that incorporates the STEM education concept and opens up new paths for the future development of the Scratch course.The sixth part;Summarize the research,reflect on the problems in the implementation of teaching,and look forward to the future of STEM education and Scratch education. |
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