An Empirical Study On The Impact Of STEM Teaching Based On Advanced Learning On The Problem-solving Ability Of Middle School Students

With the background of the globalization of knowledge economy and the further development of education informationization,problem solving ability has become a necessary basic skill for talents in the 21st century.STEM education is an interdisciplinary problem oriented approach to cultivate learners' problem-solving skills.At present,STEM education has emerged and been promoted nationwide,becoming a key factor driving the application of technology in school education.However,the actual performance of STEM education in helping learners' problem-solving ability is not satisfactory.Some invalid methods and models are still being used repeatedly due to"conformity with habits".How to effectively cultivate learners' problem solving ability has become an urgent practice problem to be solved in STEM education.Learning progression is a process of learners' specific psychological structure,including five basic elements of progression endpoint,progression dimension,achievement level,academic performance and evaluation,which is a theoretical opportunity for the formation of learners' higher-order thinking ability.At the same time,learning progression,as a methodology that supports interdisciplinary thinking and progressive inquiry of learners,can effectively make up for the insufficient cultivation of problem solving ability in STEM education.Therefore,this study takes learning progression as the basic guiding ideology and constructs a STEM teaching model based on learning progression to facilitate the development of learners' problem solving ability.This study focuses on three questions:(1)Why does learning progression support the cultivation of STEM problem solving ability?(2)How does learning progression support STEM problem solving ability?(3)What is the effect of learning progression in supporting STEM problem solving ability?Based on this,this study follows the logic of theoretical basis?pattern construction?practical application?effect verification.Firstly,based on a large number of literature research,this paper systematically sorted out core concepts(such as learning progression,STEM teaching and problem solving ability)and theories basis,and analyzed the application points of learning progression supporting the development of STEM problem solving ability.Secondly,the study is based on theoretical framework of learning progression and combined with STEM teaching context,the research constructed a STEM teaching model based on learning progression.Then,the seventh grade students of baoji gaoxin no.1 middle school were selected as the research objects(1 class for the experimental class,2 classes for the control class),and the seventh grade information technology volume of xi 'an jiao tong university press was selected as the textbook content to carry out a semester of STEM teaching practice.Finally,a mixed research method combining quantification and quality was adopted to collect data through STEM problem solving attitude questionnaire,STEM problem solving process observation table and coding system,STEM problem solving ability test questions,STEM works evaluation matrix and interview outline framework and other methods to verify the effectiveness of the STEM teaching model based on learning progression(including attitudes to STEM problems,processes of dealing with STEM problems,and outcomes of solving STEM problems).The research results show that:(1)The STEM teaching model based on learning progression has a significant effect on the cultivation of problem solving ability of middle school students.(2)The STEM teaching model based on learning progression is purposeful and operable,which facilitates the smooth implementation of STEM teaching practice activities.(3)The teaching activity design principles,strategies of learning progression,tool support and evaluation methods formed in this study will help STEM teaching practice to be carried out effectively.The innovations of this study are as follows:Firstly,the STEM teaching model is constructed from the perspective of learning progression for the first time,and the process characteristics and key design elements of effective STEM teaching oriented to the cultivation of problem solving ability are discussed theoretically.At the same time,this model not only provides assessment criteria for achievement level,but also explicitly puts forward advanced strategies and tools based on the progression principle,manifestly revealing the black box and cognitive trajectory process in the development of STEM problem solving ability.Secondly,STEM teaching activities are carried out based on the STEM teaching model of learning progression.At the same time,following the basic idea of "theory?operation?application",12 STEM subject courses including elementary theory,intermediate operation,and advanced application are designed to provide reference examples for teachers to carry out STEM teaching practice.Thirdly,the research from facing STEM the attitude of the problem,the process of dealing with STEM,and the results to solve the problem of STEM dimensions,used STEM problem solving attitude questionnaire,STEM problem solving process observation table and coding system,STEM problem solving result test questions,STEM evaluation matrix and the interview outline framework tools to evaluate the development of learners' problem solving abilities systematically,and evaluation dimensions and evaluation tools can be directly applied to related research,which improves the efficiency and quality of the further STEM evaluation research.