Study On The Design Pattern Of I-STEM Miniature Curriculum Based On Big Concept

As an important way to cultivate scientific and technological innovative talents,STEM education is attracting wide attention from all over the world.STEM education is a new trend of education reform,a new theory of curriculum development and a new paradigm of curriculum teaching,which deeply integrates science,engineering,technology,mathematics and other disciplines through integrated curriculum mode and the learning mode of middle school by doing,in order to cultivate talents with STEM literacy(or the core literacy of the 21 st century)required for future social life.In order to effectively implement STEM education,it is necessary to develop systematic and complete STEM courses,especially interdisciplinary integrated STEM courses(hereinafter referred to as I-STEM courses).In recent years,with the support and promotion of the Chinese government,various parts of the country have been actively exploring the implementation of STEM education and developing STEM courses,and some achievements have been made.However,there are still some problems in the existing STEM courses in China,such as unclear teaching objectives,casual setting of teaching contents,lack of scientific teaching evaluation,and large differences in activity modes.Therefore,starting from the concept of STEM education and taking learners as the center,this paper constructs the I-STEM curriculum design mode based on the big concept,in order to provide the basis for the development of interdisciplinary integrated STEM curriculum.The design-based research method is adopted in this paper.First of all,using the method of literature at home and abroad to STEM education research present situation,STEM research present situation and the comprehensive course design to review and summarize the current status of the development pattern of STEM education,STEM and relevant concepts of the course,STEM literacy based on the concept of the course design of components,characteristics and so on has carried on the detailed,found in STEM education and based on the concept of project learning in interdisciplinary,problems are common in the situational.Secondly,in order to cultivate students’ STEM literacy,according to the STEM education concept and the teaching design concept based on big concepts,and based on the Dick Carey model,the I-STEM course design model based on big concepts is constructed,including the I-STEM course design process model based on big concepts and the classroom teaching model.Combined with the characteristics of middle school students and corresponding teaching objectives,and based on the big-concept I-STEM course design mode,a specific I-STEM course case named Water is the Source of Life--Saving Water Resources is designed and developed.Then,I-STEM teaching experiments are carried out according to the cases of Grade 7 students.Then,through interviews,questionnaires,test tests,works evaluation and other ways to test the learning effect,using SPSS20.0 data processing,analysis of the research conclusions,put forward the implementation of STEM education recommendations and prospects.Finally,the research conclusions are drawn,and suggestions and prospects for implementing STEM education are put forward.The results show that the big-concept-based I-STEM course design model can enhance students’ mastery of STEM-related knowledge,improve students’ learning attitude towards STEM courses,and improve students’ STEM literacy,such as innovation ability,technology and engineering literacy.Finally,the research process is summarized and reflected,and suggestions for the future development of STEM education are put forward,including updating the teaching concept under the background of STEM education.To improve the teaching quality of STEM teachers;Promote the construction of STEM education theory system;Develop the Advantage of Modern Information Technology to Promote STEM Teaching Practice.