Design And Practice Of STEAM Teaching Activities Based On Design-based Learning

In the 21 st century with the rapid development of information technology,the society has higher and higher requirements for people's information literacy,and information technology courses aimed at cultivating students' information literacy have also attracted much attention.In our country,information technology courses belong to comprehensive practical courses,but our country's long-term use of sub-subject teaching mode has increased the differentiation between disciplines to a certain extent,which is not conducive to better training students' comprehensive practical ability and problem-solving ability.STEAM education,as a cross-disciplinary comprehensive education method,applies it to the teaching of information technology courses,which can not only enhance students' interest in learning,but also enrich the connotation of information technology subjects,and has received extensive attention from the academic community.The core characteristics of design learning are design,iteration,integration and reflection.In its learning activities,design thinking runs through the entire process,emphasizing the authenticity of learning situations,the interdisciplinary nature of learning content,and the concept of STEAM education.In agreement,the combination of STEAM education and design-based learning can provide a new way of thinking for the current teaching methods of information technology subjects.This research firstly uses the literature research method to conduct a literature review of the current research status of STEAM education and design learning at home and abroad,and defines related concepts;secondly,it combines the characteristics,goals,and content of information technology courses to analyze the information technology The feasibility of carrying out STEAM teaching activities based on design-based learning in the curriculum,and then according to the characteristics of design-based learning and STEAM education,analyze the fit point of the two and the necessity of the combination of the two,and construct a preliminary construction based on the perspective of teacher-student activities STEAM teaching activity framework for design-based learning.Finally,in order to verify the feasibility and effectiveness of the teaching activity framework,a class of eighth grade in a middle school in L city was used as the research object,three rounds of teaching activities were carried out in the junior high school information technology curriculum,and the teaching was continuously revised and improved.Activity framework,after the teaching practice,through the collection and analysis of related data such as test questions,questionnaire surveys,classroom observations,student-teacher interviews,etc.,to test the effectiveness of STEAM teaching activities based on design-based learning in improving students' learning effects and problem-solving skills.Research conclusions of this study:(1)From the analysis of the characteristics of information technology disciplines,STEAM education characteristics and design learning characteristics,it is concluded that the STEAM teaching activity framework based on design learning is feasible to apply to junior high school information technology courses,and through three rounds of teaching practice The design completes the STEAM teaching activity framework based on design-based learning.(2)STEAM teaching activities based on design-based learning can help improve students' learning effects.STEAM teaching activities based on design learning are conducive to enhancing students' interest in learning,enriching teaching activities and students' learning methods,and improving students' academic performance.(3)STEAM teaching activities based on design-based learning help improve students' problem-solving ability.From the perspective of evaluation dimensions,students' problem-solving methods and quality of problem-solving have been significantly improved,and students' problem-solving attitudes have improved,but the effect is not very obvious.