Research On The Influence Of STEM Course On Fourth Grade Students’ Innovation Ability And Engineering Thinking

It is the mission of education in all countries to cultivate students’ innovation ability and engineering thinking,and to provide the country with scientific and technological innovation talents and engineers adapted to the new era.In recent years,STEM education has developed rapidly and become the key to training scientific and technological talents,coping with the gap of high-end engineering talents and coping with international competition.In 2017,the ministry of education of China officially released the white paper on STEM education in China,which confirmed the status and development strategy of STEM.The interdisciplinary characteristics of STEM play an important role in cultivating students’ innovation ability.The "E" of STEM itself is "Engineering",which aims to cultivate students’ Engineering thinking.At present,STEM curriculum in China is still in the exploratory and practical stage,and the cultivation of students’innovation ability and engineering thinking still needs to be improved.Therefore,the purpose of this study is to explore the influence of STEM courses on students’ innovation ability and engineering thinking with examples,and to provide empirical cases for the development of STEM courses,so as to promote the development of STEM education and students’ innovation ability and engineering thinking.Taking the STEM courses "designing Bridges" and "making spirometers" of four experimental schools in LG district,shenzhen city as examples,this study explored the influence of STEM courses on students’ engineering thinking and innovation ability.Firstly,through literature research,literature review and summary are made on the current status of STEM courses,innovation ability and engineering thinking cultivation at home and abroad,and concepts of STEM courses,innovation ability and engineering thinking are defined.Secondly,in the teaching of STEM courses,To observe the teaching videos and summarize the characteristics of STEM curriculum implementation in experimental schools,a scale was used to measure the change of students’ innovation ability before and after,and an engineering thinking test was developed to compare the differences between the experimental group and the control group in engineering thinking,and the teachers and students were interviewed for the teaching of STEM courses.Qualitative and quantitative research methods were used to analyze the cultivation effect of STEM courses on students’ innovation ability and engineering thinking,as well as the teachers’ and students’ attitudes towards STEM courses and the teaching effect.Research shows that:1.STEM courses can effectively improve fourth grade students’innovation ability,and the level of innovation ability of students in the experimental group is improved from average to good;2.STEM courses can effectively improve fourth grade students’ engineering thinking,especially engineering design thinking and engineering evaluation thinking;3.The training effect of students is related to teachers’STEM professional knowledge and teaching passion;4.Teachers and students involved in STEM teaching all have positive attitudes towards STEM courses and believe that STEM education has a positive impact on students’ development.