Design Of STEM Learning Activities For Developing Problem-solving Ability Of Senior High School Students

With the advancement of STEM education,problem-solving ability has become particularly important.The syllabus and curriculum plans of all disciplines in China clearly state that students' problem-solving ability should be trained.Therefore,it is of great significance to cultivate students' problem-solving ability.This study for some normal university attached middle school,L city middle school and 28 middle school,Z county middle school a questionnaire survey of high school students problem-solving ability training in the STEM of existing problems,found that students generally STEM problem solving poor self-esteem,in every stage of STEM problem solving urgently need,so in the STEM it is imperative to develop the students' ability of problem solving in the class.Combining STEM education characteristics,according to the general process of problem solving,namely understand and extraction,analysis and characterization of problems,plan and solve the problem,and monitoring and reflection problem,draw lessons from "learning areas-learning hierarchy analysis framework",starting from the actual problem,cultivating the students' ability to solve problems STEM learning activity model.The model designs,implements and evaluates STEM learning activities from two stages of "doing by learning" and "learning by doing",and designs learning activity processes for teachers and students according to the process of problem solving.Taking the students of two parallel classes of STEM elective courses in a high school affiliated to a normal university in L City as the research objects,this paper conducts an experimental study on learning activities to cultivate students' problem-solving ability from two stages of "learning by doing" and "learning by doing" by means of a designbased research paradigm and a quasi-experimental research method.Both classes are taught by the same teacher.The experimental class uses the STEM learning activity model to cultivate problem-solving ability to carry out learning activities,while the control class does not use the STEM learning activity model.Learning activities in each round of "learning in doing" and after the stage of "learning by doing",respectively from the STEM and STEM elective class 1,take 2 class collection subject test,PISA2003 problemsolving ability test as the experimental data,from the "learning in doing" and two phase analysis of students "learning by doing" test scores,and found that the experimental class students score on a test score were higher than that in comparative classes,and after two rounds of teaching experimental class student test scores before the experiment,there are significant difference,and that in comparative classes student test scores before and after the experiment have no significant difference.Thus,experimental hypothesis 1 and hypothesis 2 are validated.Through the application and modification of two rounds of experiments,the validity of the STEM learning activity model to cultivate students' problem-solving ability was verified from the two stages of "learning by learning" and "learning by doing" respectively,which provided practical reference for the design of learning activities for the vast number of STEM teachers to cultivate students' problem-solving ability.