Research On STEM Curriculum Development

The development of modern society is increasingly dependent on the advancement of science and technology.The introduction of the concept of STEM education has played a positive role in the cultivation of comprehensive and innovative talents in our country and the improvement of the labor force.Strengthening STEM education is the training and promotion of future social development.High-quality talents are the key to improving national competitiveness.In June 2017,the Chinese Academy of Educational Sciences released the "China STEM Education White Paper" and officially launched the "China STEM Education 2029 Innovation Plan".Among them,STEM curriculum is one of the ways to realize STEM education.Countries around the world have successively launched K-12 STEM curriculums.Although my country has made significant progress in STEM theoretical research and other aspects,the development of domestic STEM curriculums is still in its infancy.STEM education has gradually been included in my country’s national curriculum standards,and schools in many regions have begun to try to develop STEM curriculums.This study selects the stem curriculum of L middle school as the main research object,aiming to understand the practical difficulties and reasons in the process of designing and implementing the stem curriculum of L middle school.First of all,this paper analyzes the development process of stem curriculum in L middle school,and explores the orientation and curriculum concept of stem curriculum in L middle school.Secondly,this paper focuses on the analysis of the design and implementation process of stem curriculum,and explores the design and implementation of stem curriculum from a theoretical point of view.The full text is divided into five parts.The first part is the introduction,mainly including the background,significance,research problems and innovation of this study.The second part is literature review,which mainly reviews the research status of stem education and stem curriculum at home and abroad.The third part is the basis of this paper,including the core concept,theoretical basis and research design.The theoretical basis is the curriculum theory related to this paper.The research design mainly introduces the research framework and specific research methods.Through interviews and open observation,the social investigation,induction and thinking of L middle school are carried out.The fourth part is the focus of this paper,focusing on the analysis of the two stages of stem curriculum design and implementation in L middle school,and deeply restore the implementation plan and process of the two specific lessons,looking for the practical difficulties existing in the design and implementation of stem curriculum in L middle school and analyzing the reasons.The fifth part is the conclusion of this study and the in-depth thinking of the existing problems.This study found that there are four basic characteristics of stem curriculum in L middle school,which are "interdisciplinary and comprehensive subject knowledge integration,novel teaching mode and teaching method,promotion of stem teaching space and guarantee of stem teacher team",and there are five practical dilemmas: first,insufficient understanding of stem curriculum itself,It is mainly manifested in Teachers’ vague awareness of stem education,wrong understanding of stem curriculum training objectives,and serious thinking of attaching importance to science and belittling liberal arts;Second,there is a lack of stem teachers;Thirdly,the integration of stem resources is insufficient;Fourthly,stem teaching mode and method are too fixed;Fifthly,there are drawbacks in the evaluation system of stem curriculum and teaching,especially the lack of evaluation objects.Based on the in-depth analysis of the problems in the design and implementation of stem curriculum in L middle school,the following reasons are obtained: Teachers’ insufficient understanding of stem education leads to misunderstanding of stem education,and teachers’ ignorance and lack of conditional knowledge are the fundamental reasons affecting the design and implementation of stem curriculum,among which the main factors are teachers’ insufficient understanding of stem and teaching reflection depth Teachers are limited by single subject knowledge;The lack of selection and management mechanism of stem curriculum is the indirect cause of the dilemma;The conflict between "exam oriented education" and stem curriculum is the hidden reason that affects the design and implementation of stem curriculum.Therefore,according to the findings of the study,it is suggested that similar schools should effectively integrate STEM curriculum resources,ensure complementarity with existing courses,flexibly use the operational methods provided by engineering design process for project-based learning,improve teachers’ understanding of STEM courses,and enhance teachers’ STEM professional literacy.