Case Design And Practical Research Of Junior Middle School Physics Project-Based Learning Based On STEM Concept

STEM education based on project-based learning is a research hotspot in the field of education in recent years.STEM education comes from the United States.After being introduced into China,scholars and teachers have also made positive exploration on the localization of STEM education.Project based STEM education enables students to be driven by problems in real life.In the process of solving problems,students master interdisciplinary knowledge and improve their practical ability,innovative spirit and problem-solving ability.This is a relatively new teaching method for our country.It is an important teaching concept and method to cultivate students’ ability to better adapt to future life and transform life.In the theoretical research,through combing the literature of STEM education and project-based learning,we understand the progress of STEM education in China and have a deeper understanding of the localization of STEM education.In order to better integrate STEM concept into middle school physics curriculum,a teaching model is constructed based on Constructivism and scientific engineering practice.This model includes the design concept,the overall design process of the project,the implementation stage of the project,the establishment of teaching objectives,the design of work sheet and evaluation form.It expounds in detail how teachers teach in the project,in order to make preliminary preparations for the development of STEM literacy of students in project learning.In the practice part,four projects are designed to enrich the case base of STEM education.Then two projects are put into practice,namely "measuring the density of materials in life" and "design and manufacture of press watering can".The former is a teaching practice after class.20 students who are more interested in physics in the teaching class were selected for implementation.The scientific,technical,engineering and mathematical literacy was permeated in the process of the project,which took one week to complete the project.Through quantitative and qualitative analysis of students’ STEM literacy after the project,it is found that there are 5 people who have reached grade A,8 people who have reached grade B,5 people who have reached grade C and 2 people who have failed grade D.The latter is the practice carried out in the school-based curriculum.There are 6 people with STEM literacy reaching grade A,21 people with STEM literacy reaching grade B,4 people with STEM literacy reaching grade C and 2 people with STEM literacy reaching grade D.From these two practices,it can be seen that it is practical and feasible to infiltrate STEM concept in physics,whether after class or in formal courses.After the practice,the teachers and students were interviewed.The attitude and implementation effect of project-based learning were investigated.The survey results show that both teachers and students hold a positive attitude towards project-based STEM education,and also believe that it can promote the mastery of physical knowledge and the development of ability.Practice has proved that it is practical and feasible to integrate STEM education into physics curriculum.Students can not only learn physical knowledge in the process of the project,but also realize the development of innovative spirit and practical ability in the process.