Design Of High School Biology Teaching Based On Steam Education Concept

STEAM education is an activity or task in which learners are based on multidisciplinary fields such as Science,Technology,Engineering,Arts,and Mathematics activities to explore the nature of the problem.Different from traditional single-subject and textbook-based teaching,STEAM education aims to balance the curriculum system,grasp the dynamic connection between disciplines,and focus on the deep unity of learning and practice,so as to ensure the common improvement of students’ innovation ability and knowledge integration.Therefore,this paper cultivates students’ comprehensive literacy based on the gradually perfected STEAM education concept,in order to provide a reference for the practical teaching of biology.This study firstly used the literature research method to sort out the current STEAM education theory and teaching practice at home and abroad,and defined the concept of STEAM.It believes that STEAM education starts from the real social situation,according to the characteristics of students’ development,combined with multidisciplinary knowledge,the content of teaching objectives,process,evaluation and other links are designed to enable students to develop comprehensive literacy while acquiring the hidden value of knowledge.And through the questionnaire survey method,the current situation of students’ abilities in the five dimensions of S,T,E,A,and M,as well as their learning methods,teachers’ cognition and practice of the STEAM concept,were sorted and analyzed.The survey results showed that the students’ ability to transfer is weak,and fail to build a complete knowledge framework,teachers had less application of STEAM education,single teaching mode,failed to maximize resource utilization.In response to these problems,this research was based on constructivism theory,multiple intelligence theory and "learning by doing" theory,and according to the five types of literacy emphasized by the STEAM concept,the knowledge of each column of the textbook was divided,and the development requirements proposed by the core literacy of the discipline are combined,to design the teaching link to realize the application of STEAM concept and the core literacy of the discipline.The following strategies were mainly used in teaching implementation: in the introduction stage,the teaching strategies of situational introduction and review introduction were adopted,the content of this section was combined with scientific and technological research,and students were guided to think about problems in the form of playing videos,so as to create a good learning atmosphere,at the same time,led students to quickly engage in high-quality classroom learning.In the main stage,the cognitive development strategy and concept formation strategy were adopted,according to the curriculum standard analysis and learning situation analysis,the engineering design link focusing on the production of "temporary loading" and "three-dimensional model of eukaryotic cell" and the art development activities supplemented by "constructing mind map" and "adapting biological songs" were carried out,which not only expanded the teaching resources,but also enhanced the self-efficacy of biological learning,developed students’ subjective initiative and innovative thinking ability.In the evaluation stage,the method of combining formative evaluation and summative evaluation was adopted to evaluate the temporary film,three-dimensional model,mind map and biological songs drawn by the activity from the perspectives of science,technology,engineering,art and mathematics,as well as teachers and students,so as to stimulate students’ self-learning motivation and develop a new model of the integration of theoretical learning and artistic practice.The following strategies are mainly used in teaching implementation: in the introduction stage,the teaching strategy of situation introduction and review introduction is adopted,and the content of this section is combined with scientific and technological research to guide students to think about problems in the form of playing videos.While creating a good learning atmosphere,it leads students to quickly invest in highquality classroom learning.In the main stage,adopt cognitive development strategies and concept formation strategies,and carry out engineering design links based on "temporary film installation" and "eukaryotic cell three-dimensional model" production based on the analysis of curriculum standards and academic conditions,and the "constructive thinking" process.Art development activities supplemented by "Map" and "Adaptation of Biological Songs" not only expand teaching resources,but also enhance the self-efficacy of biological learning,and develop students’ subjective initiative and innovative thinking ability.In the evaluation stage,adopt the method of linking formative evaluation and summative evaluation,from the perspectives of science,technology,engineering,art and mathematics,the temporary installations,three-dimensional models,mind maps and biological songs drawn by the activity are evaluated.Scale evaluation and teacher-student evaluation can stimulate students’ self-learning motivation and develop a new model integrating theoretical learning and artistic practice.Through the analysis of the teaching effect of practice and test data,it is concluded that the high school biology classroom integrated with the STEAM education concept has greatly improved the students’ literacy development in logical thinking and innovative practice,including the ability of induction and integration at the thinking level,and the ability to explore and construct and other angles.Students’ interest in learning,learning attitude and learning participation in the classroom have also been significantly improved.The high school biology teaching design that integrates the STEAM education concept,using multimedia mathematics resources and information technology means,strengthens the horizontal connection between disciplines,and provides new ideas for high school biology teaching design to a certain extent.Teachers should strengthen the cognitive analysis and application practice of STEAM concepts,integrate teaching content and core literacy,select appropriate teaching resources and strategies according to the requirements of curriculum standards and different teaching objects,and promote STEAM concepts and biology teaching and subject core common development of literacy.