Research On Construction And Practice Of Chemistry Teaching Mode In Junior Middle School Based On STEM Education

To cultivate and enhance students' comprehensive qualities as the target of STEM education(Science)(that is,the Science and Technology(Technology),Engineering(Engineering),and math(Mathematics)of the English word of the acronym),put forward gradually got the attention of education researchers,in recent years,our country's education researchers to STEM education awareness and attention has improved a lot.After reading a lot of literature,it is found that the combination of Chinese middle school chemistry curriculum with STEM education is not compact enough,especially in the aspect of classroom practice and classroom research,there is a lack of relevant guidance.Based on the review of STEM education at home and abroad,this study puts forward the questions that need to be studied.Based on the theory of constructivism and the theory of multiple intelligences,aiming at the characteristics of middle school chemistry and referring to the STEM-SOS model and the UIRDE inquiry-based teaching model,two kinds of STEM teaching models,"artifacts" and "objects",are constructed.A total of 120 students in three parallel classes of a junior high school in Chongqing were selected as the research objects.The teaching design and practice were carried out,and the teaching model was revised and improved by referring to the results of practical teaching.Before practice,interviews,questionnaires,classroom observation and other methods were used to pre-test the subjects' interest and the reason,ability,knowledge understanding and other dimensions of chemistry learning.Two sections,"Research on the Production of Carbon Dioxide" and "Chemical Fertilizer",were selected for STEM teaching design and practice.After the end of the experiment,the post-test was conducted.Based on the analysis of the data,the following conclusions are drawn :(1)The constructed STEM teaching model of junior high school chemistry can adapt to junior high school chemistry teaching;(2)The constructed STEM chemistry teaching model is conducive to students' active performance and participation in class,and can enable students to participate more in the interaction of relevant links in class teaching,and stimulate and improve students' interest in learning boring chemistry knowledge.Students who participate in STEM chemistry teaching have made progress or improvement in such comprehensive abilities as the ability to put forward unknown problems,to provide solutions to problems,to conduct experiments and explorations,to cooperate in group explorations,and to communicate with partners.It can strengthen students' understanding ability of knowledge,and let students have the opportunity to put forward their own opinions on knowledge.It can enrich the existing chemistry teaching mode and classroom atmosphere.Therefore,it is expected that the middle school chemistry teaching mode based on STEM education concept can be applied in the middle school chemistry classroom,laying a good foundation for the cultivation of comprehensive talents in the future.It provides a reference case for the majority of chemistry teachers to integrate STEM concepts into chemistry classroom teaching,and also tries its best to make a contribution to the popularization and implementation of STEM education in China's chemistry classroom.