Research On The Design And Application Of Design Learning Activities Based On STEM Education

The 2017 Horizon Report(Basic Education Edition)mentioned that the key elements that drive the application of basic education technologies in the next few years include "the rise of STEM learning",multidisciplinary and interdisciplinary.STEM education has become the key word of the current education reform.STEM education is one of the best ways to cultivate students' innovation and practical ability.In recent years,education experts have gradually discovered that "design" thinking is an effective way for humans to understand the world.Design learning emphasizes the application of design thinking in teaching,which is conducive to the development of students' higher-order thinking ability.The "Guidelines for Information Technology Curriculum for Primary and Middle Schools(Trial)" pointed out that the cultivation of students' innovative spirit and practical ability should be strengthened in order to lay the foundation for the cultivation of innovative talents in China.Designed learning emphasizes the authenticity of learning situations,interdisciplinarity,and the orientation of the learning process are consistent with STEM education.In order to cater to the importance of STEM education and practice in various countries,combining STEM education with design learning can provide a new way of thinking for the reform of current teaching methods.The paper analyzes and sorts out the concepts and characteristics of STEM education and design learning,as well as the characteristics of junior middle school Information Technology courses.On this basis,the feasibility of design learning activities based on STEM education is analyzed.The new curriculum standard emphasizes the unity of knowledge,ability and emotion training process to build a three-dimensional learning goal.Combined with the concept of interdisciplinary integration of STEM education,design three-dimensional interdisciplinary learning goals.The reverse thinking model starts from the learning needs,explores and masters knowledge through high-level reasoning,and has reverse characteristics.A scientific inquiry-based circulation model based on design.Its advantages are iteration and circulation.The disadvantage is that the activities of teachers and students are mixed and cannot guide the learning activities of information technology courses.According to the characteristics and deficiencies of the two models,the teacher activities and student activities are separated when designing the models.Social constructivist theories have knowledge views,learning views,student views,and the importance of paying attention to situations.There are six elements of the third generation activity theory.Under their guidance,the specific content of student activity design was elaborated.In order to test the feasibility of the model and its learning effect,the thesis took the students of two classes in the eighth grade of a middle school in J city as the research object,and carried out three rounds of design-based research activities in Information Technology courses.The first round of practice has verified the feasibility of the model.The model was revised in response to problems in practice,such as the rules for determining the team leader,the timing of teachers' guidance,and improper control of the classroom.The second round of activity practice is carried out under the guidance of the revised model.Through questionnaire analysis and interviews,it is concluded that students enjoy this learning method,and the learning activities are effective,but there are still problems,such as the lack of innovation in learning products and the low efficiency of individual tutoring.Therefore,the model was revised again.In order to further verify the implementation effect of the model after the second revision,the third round of practice activities on different topics were designed.The following conclusions are drawn through practical results: 1.Designed learning based on STEM education is conducive to the integration of multiple disciplines and multiple resources and improves teaching effectiveness.2.Choosing an activity theme that suits students' interests can stimulate students' enthusiasm for problem-solving and cultivate students' learning of interdisciplinary knowledge and skills.3.It is conducive to training students' inquiry ability.4.It is conducive to cultivating students' ability of cooperation and reflection.Designed learning based on STEM education also has limitations in information technology teaching.It puts forward the following new requirements for teachers and students: 1.It increases the workload of teachers and requires teachers to have good classroom control capabilities.2.It poses new challenges to students' communication skills and team leader's organizational ability.3.Design-based learning based on STEM education is more inclined to the construction of higher-order knowledge,so students should master the basic knowledge before this.The design and implementation of design learning activities based on STEM education includes the following strategies: starting from real challenges,taking iterative cycles as the core,following collaboration,focusing on process experience,interdisciplinary integration,and activity theme fun.The design learning activity design model based on STEM education provides different perspectives for the research of STEM education and design learning.The thesis enriches and expands the relevant theories of design learning and STEM education,provides a concrete and operable learning activity plan for junior middle school information technology classrooms,and provides reference cases for design learning and STEM education research.