Research On Teaching Practice Of "Material Change" Theme Based On STEM Education

The United States took the lead in proposing STEM education,and then gradually attracted the attention of researchers all over the world.China's educational circles also carry out research on STEM education,but STEM curriculum teaching resources are relatively scarce,and the research on curriculum practice needs to be deepened.This paper will take the theme of "material change" in the second volume of grade 6 of science as the teaching content,design STEM course and carry out teaching practice.This study is conducive to the integration of the teaching content of "material change" with the STEM education concept,and enrich the stem curriculum teaching resources.The paper is mainly divided into the following parts:The first part expounds the research background,purpose and significance,content and methods of this paper,and analyzes the research status at home and abroad.The second part analyzes the theoretical basis of stem education curriculum design and practical research.Specifically,it includes: the principles and methods of establishing STEM curriculum objectives and content design;The implementation process and evaluation method of STEM course cases.Part ?: Based on the above analysis,the curriculum design of the theme of "material change" based on STEM education is carried out.It has designed three project activities: volcanic eruption model-I am a little geologist,mysterious greeting card-product innovation design and production,and a flowering tree-striving to be a little guardian of environmental protection.Part ?: implement the theme course of "material change" based on STEM education.After completing the teaching of three project activities(11 class hours in total),the practical results are obtained through test questions,classroom observation and work analysis to analyze the effectiveness of chemistry teaching course cases based on STEM education.Part ?: conclusion.Summarize the content of this study and point out the shortcomings.After about a year of teaching practice,it is found that the test data show that most of the experimental classes have better scores than the control class,and the accuracy rate of each question is 9.3% higher on average;In the classroom observation results,the experimental class was12,7,11 and 7 higher than the control class in the four dimensions of classroom environment,curriculum structure,implementation effect and teaching content;The STEM course works of the students in the experimental class reflect the scientificity,innovation,practicability and artistry,and highlight the students' practical ability.