Design And Practice Of The High School Biology Classroom Based On STEAM Education Concept

STEAM is the abbreviation of Science,Technology,Engineering,Arts and Mathematics.STEAM education is interdisciplinary integration education.It combines with the actual situation,takes the problem as the leading,and focuses on comprehensive practical activities through the way of ' subject integration ' to cultivate people with all-round development,which is consistent with China ' s educational policy.Currently,the research on STEAM education in China is gradually shifting from the theoretical to the practical level.However,the content of practical research is divided into two parts: the development of curriculum and the integration of teaching.In the study of teaching integration,physics and mathematics are the main contents,and the practical research on the integration of STEAM education into biology classroom is less.Therefore,this study combines the actual situation of schools and students ' ability to carry out the teaching design and practical research of STEAM education concept into high school biology classroom teaching,aiming to understand and develop students ' comprehensive learning ability.This study mainly adopts literature reading method,questionnaire survey method,empirical research method and statistical analysis method.By reading the literature and related information,this study understands the current situation of education in China,the connotation of STEAM education and the relationship between high school biology core literacy,and the research progress of STEAM education at home and abroad.Based on the requirements of the new high school biology curriculum standard and the STEAM education concept,the teaching design is carried out,and the empirical research method is used to complete the teaching practice.After that,a questionnaire was designed in order to test result of teaching,which included five aspects: students ' interest in biology,students ' practical cooperation ability,students ' attitude to comprehensive activities,students ' understanding of STEAM and the relationship between biology and other disciplines.After the survey,the use of statistical analysis of teaching practice results and data analysis.The following conclusions are drawn: increased students ' interest in biology,the proportion of students interested in biology increased from 33 % to 76 %;improved students 'cooperative inquiry ability,in the pre-test survey,only half of the students thought that they had strong hands-on cooperation ability,while in the post-test,80 % of the students thought that they had strong ability in the second cooperation.It shows that students have further understanding and improvement of their cooperative inquiry ability;improving students' ability of effective learning,using STEAM teaching class,the average score of students in the classroom test is 4.43 points higher than that of the control class,indicating that the integration of STEAM education concept into high school biology classroom can improve students 'learning efficiency and further improve students ' academic ability;improve students 'comprehensive learning ability.After integrating STEAM education into the classroom,the proportion of students who believe that biology is not an independent discipline,but has a certain connection with other disciplines is increased to 96 %,which deepens students 'understanding of knowledge points.The author puts forward the following suggestions according to the research results: training of STEAM education for teachers;provide the facilities needed for STEAM education;establish a dedicated website for STEAM education.In summary,the high school biology classroom under the concept of STEAM education is helpful to develop students ' scientific thinking ability,enable students to deepen their understanding of scientific knowledge,and can connect knowledge with real life,and promote the formation of social responsibility consciousness.