Design And Practice Of Geography Teaching In High School From The Perspective Of STEM Education

STEM is made up of English acronyms for science,technology,engineering and math.STEM education has been adopted by many developed countries as a national action strategy and has undertaken the major task of promoting national innovation and enhancing national competitiveness.Currently,STEM education has top-level national design,policy and funding support,coherent curriculum design,and extensive participation of social organizations in some developed countries,from colleges to primary and secondary schools.How to realize "localized" STEM education in my country? Combining the characteristics of geography disciplines,conduct high school geography teaching design and practice research under the vision of STEM education,aiming to enrich the theory and practice of STEM education in high school geography teaching,verify the effect of integrating STEM education into high school geography teaching,and promote STEM education and discipline Teaching integration.Through literature research,combed the relevant concepts,basic characteristics,design basis,teaching process and teaching value of STEM education and other related theories to understand the current status of STEM education research at home and abroad;Using a questionnaire survey,we conducted a research on the status of STEM education integrated into high school geography classrooms in Deyang teachers and high school students in Deyang City,Sichuan Province.Combining the connotation and essential characteristics of STEM education,combing the high school geography textbooks of the People's Education Edition is suitable to integrate the teaching content of STEM education;Based on the connotation of STEM education,according to the requirements of high school geography curriculum standards,combined with the characteristics of geography subjects,design typical cases of high school geography teaching design based on STEM education,and carry out comparative experimental research on the typical cases designed in high school geography classroom teaching.Through the use of evaluation scales and student interviews to evaluate the behavioral performance and learning effect of the students in the experiment,analyze the evaluation of the integration of STEM education into high school geography teaching on students 'STEM literacy cultivation,and propose the design and practice of high school geography teaching under the STEM education Effective suggestions.The survey shows that most teachers do not understand STEM education;it is still difficult to integrate STEM education into high school geography classroom teaching;Students expect teachers to change their teaching methods and hope that teachers will use more modern educational technologies and methods;Teachers expect to receive free online resources of typical high school geography cases integrated into STEM education and classic demonstration courses for STEM education seed teachers for geography subjects.Experiments show that the design and practice of high school geography teaching in the perspective of STEM education is conducive to improving students' STEM literacy.Combined with the results of student interviews,it was found that the high school geography teaching practice based on STEM education,students' learning interests and scientific inquiry have improved their thinking skills.At the same time,the experiment found that the implementation of STEM education has higher requirements for the overall quality of teachers and students.The study believes that in order to effectively integrate STEM education in high school geography teaching,the study makes the following recommendations: Promote the attention of geography teachers to STEM education;increase the training of STEM education teachers;establish a high school geography STEM education case development team;establish and improve the evaluation system of students and teachers.