Research And Practice Of Teaching Design Of New High School Chemistry Textbooks Based On STEM Concepts

Under the national strategic background of vigorously promoting industrial upgrading,it is an important goal of basic education reform to cultivate high-quality comprehensive talents,among which,teaching materials are an important carrier to reflect the new curriculum concept.In the new edition of textbooks,the layout and structure of knowledge points and part of the content of chemistry have been adjusted.If a worker would do his work well,he must sharpen his tools.As a front-line high school teacher,while actively embracing changes,you must have a full study and understanding of the new textbooks before they are put into use.At the same time,with the deepening of the pace of industrial upgrading,the strategy of strengthening the country through science and technology has an increasingly urgent demand for high-quality talents,especially innovative and cutting-edge talents.Taking the United States as an example,the concept of STEM education has played an important role in the development of science and technology in the country.All the major leaders of the United States have put the concept of STEM education in an important position in the development of education.STEM education is the development trend of education of The Times.Although China started late,it can follow the footprints of the former,draw lessons from experience and walk out of its own path.In recent years,chemistry has been closely combined with Science,Technology,Engineering and Mathematics in the chemistry part of college entrance examination.This paper mainly adopts literature research,questionnaire survey method,empirical method,interview method and other research methods,based on STEM education concept for 2019 o’clock edition chemistry required an important elements in the "sea" this chapter study of sodium and chloride,analysis of the new chemistry textbook plate embodies the synergy of multidisciplinary knowledge,how to ascend through interdisciplinary knowledge fusion chemical core literacy of students,to explore the feasibility of introducing concept of interdisciplinary teaching.Combined with relevant theories and course requirements,the development,practice and evaluation of instructional design cases integrating STEM concepts were carried out for "sodium" and "chlorine".The research content of this paper mainly starts from the following five aspects:Part Ⅰ: This paper summarizes the research background of this study,determines the purpose and significance of this study,sorts out the origin,development,development status at home and abroad,basic concepts and connotations of STEM education through literature reading,and sorts out the basic methods and ideas of this study.Part Ⅱ: The core concepts in this paper are defined,and the theoretical basis for applying STEM concepts to textbook analysis and instructional design is analyzed.The theories used for reference in this study include constructivism theory,Bloom’s cognitive classification theory and multiple intelligence theory.Part Ⅲ: Analyzing sodium and chlorine in "Important Elements in Sea Water",a compulsory chemistry course of PEP 2019 edition,using STEM concepts,including quantitative analysis and qualitative analysis,and then putting forward some suggestions on the compilation of high school chemistry textbooks and teaching of high school teachers based on my own experience.Through analysis,there are 64 STEM knowledge points in total,which are evenly distributed,mainly reflected in scientific inquiry,history of science,scientific vision and experiments.The teaching goal under the concept of STEM education is essentially the same as the cultivation of students’ core quality of chemistry.Part Ⅳ: Based on the process and mode of STEM concepts,combined with the situation of the school where I work,I conduct practical research on the teaching design of "sodium" and "chlorine" in the textbook for teachers and students.I collect data from teachers and students after class through questionnaires,conversations,assessments and other methods,and sort out and analyze the data.Part Ⅴ: Analyzes the problems and shortcomings of this study,and puts forward the prospect of future research.Through research on the process of finishing,combined with the observation of students in class and after class learning effect and the analysis of the questionnaire,the students’ ability of divergent thinking and associating have got improved,which showed that the high school chemistry classroom based on the integration of STEM concept under the real classroom situation could promote students’ thinking ability.The teaching design,practice and evaluation based on STEM concepts provide a reference case for middle school teachers to integrate STEM concepts into teaching.