A Study On The Construction And Practice Of STEAM-based Primary School Science Teaching Model

Curriculum reform is gaining more and more attention in the new context of research and practice focused new curriculum reform in elementary school.Cultivating students’ creativity,problem-solving ability and engineering thinking are the main challenges of education reform in different countries,and the core content of science curriculum teaching.As a new educational concept,STEAM education breaks the boundaries between disciplines to achieve the integration of multifaceted knowledge of science,technology,engineering and mathematics,and to cultivate multi-competent talents who are adapted to the composite 21 st century.This study combines the integrated model of STEAM education integration and inquiry-based learning theory to construct an elementary school science teaching model that integrates STEAM education-based concepts,and conducts an empirical study.The study selected the unit of "Machinery in Life" and the unit of "Technological Products and Life" from the Qingdao edition of science textbook,and selected fifth grade students from Y elementary school as the subjects to verify the effectiveness of the teaching model.The experimental results show that the teaching model constructed in this study can enable students to gain knowledge of interdisciplinary relationships and practical experience,develop their engineering thinking,increase their interest in learning STEAM-related fields as well as develop their ability to solve complex problems.This is evidenced by the fact that the teaching model based on STEAM concept improves students’ academic performance and better promotes the development of students’ engineering thinking;students in the experimental class have higher recognition of the course teaching than the control class.In order to achieve more effective elementary science teaching under the STEAM education concept,this study suggests that STEAM-based instructional design should be scientific;learning objectives should be developed based on understanding the learning environment as well as combining the characteristics of the units to create realistic problem situations;and the curriculum needs to ensure good educational resources to help the development of curriculum reform in China.