Research On Design And Practice Of Lego Curriculum In Primary School Based On STEAM Education Concept

Under the background of the requirements of primary school students’ practical and innovative ability cultivation under the background of information technology,the importance of robot education from all walks of life,the needs of the rise and development of STEAM education,and the effective guidance of STEAM education for primary school Lego curriculum design,this study analyzes the status quo of STEAM education and the development of LEGO at home and abroad.The concept of STEAM education and Lego EV3 robot is defined.Under the guidance of social constructivism learning theory,multiple intelligences theory and "learning by doing" theory,literature research method,questionnaire survey method,interview method,classroom observation method and quasi-experimental research method are adopted to study how to design Lego EV3 robot course in primary schools under the STEAM education concept and whether it is conducive to improving students’ 5C ability.This study takes H Primary School in Yinchuan as the teaching practice site,and investigates students’ learning situation,current knowledge level,reasons and expectations for participating in Lego EV3 course through questionnaires.The characteristics and needs of learners were analyzed through the results of questionnaire recovery,and the preliminary analysis was carried out in combination with the teaching environment of the school.In the feasibility analysis of this practice,the follow-up teaching design was paved.Since there is no unified textbook and curriculum standard at present,it is necessary to determine appropriate teaching content,and analyze its specific design and objectives in combination with the actual situation.This teaching practice has carried out the course design and practice of Lego EV3 course under the concept of STEAM education,introduced 3 teaching practice cases in detail,and selected appropriate teaching methods according to the course characteristics.And design and development of the necessary teaching evaluation,so as to examine the effectiveness of the teaching design and practice.Through the analysis of students’ works,classroom performance and interviews after class,we can draw the following conclusions:(1)Transforming imagination into reality can improve students’ sense of achievement and enhance students’ interest in learning;(2)Lego EV3 robotics course can enhance students’ hands-on ability,design ability and innovation ability;(3)Cultivate students’ abilities of logical thinking,teamwork,communication and expression,analysis and problem solving in the learning process;(4)Lego EV3 robotics course based on the concept of STEAM education can improve students’interdisciplinary learning ability and promote their all-round development.The results show that under the concept of STEAM education,Lego EV3 robotics course has a good effect on promoting students’innovative ability and all-round development.Of course,there are also shortcomings in the research:(1)Students’ understanding of theoretical knowledge in the course practice does not mean they have mastered the construction method,and there are still great difficulties in specific innovation and construction.(2)In the teaching practice of STEAM courses,we find that most learners only pay attention to hands-on practice and can’t wait to build up,but ignore the acquisition,understanding and application of interdisciplinary knowledge;(3)The majority of male students with high interest participate in Lego EV3 course,while the minority of female students,the sample representativeness needs to be strengthened,and the teaching process needs to be constantly improved in the future research;(4)Due to the lack of teaching experience,during the course of the course,sometimes due to classroom emergencies,the course plan cannot be completed 100 percent,which needs to be constantly improved in the future teaching research.