The Research On The Application Of STEM Concept In Situated Experiment Teaching Of Chemistry In Junior High School

Chemistry in junior middle school is the first time that students have the opportunity to study chemistry knowledge systematically,and its educational goal should not only stay at the level of knowledge,but also need to pay more attention to the cultivation of students’ chemical discipline literacy,students should pay attention to the ability of solving real situation problems,help students walk into chemistry from life,and then apply chemical knowledge to solve real situation problems in life.This is the same goal of the STEM idea and the new curriculum standard of junior middle school chemistry,so this paper takes out the point that the two agree,then merges the situated teaching to carry on the research to the junior middle school chemistry experiment teaching question.First of all,through literature review,this paper reviews the current situation of STEM concept and situated teaching at home and abroad,and finds that this study is not only beneficial to improve students’ subject literacy,at the same time,it can enrich and perfect the relevant theoretical system and promote the professional development and growth of teachers.After analyzing and summing up the experience,this article carries on the teaching design according to the actual learning situation and the hardware situation of this school,and formed a junior high school chemistry experiment teaching in the rural teaching conditions of the STEM project design process and teaching examples.First of all,through literature review,this paper reviews the current situation of STEM concept and situated teaching at home and abroad,and finds that this study is not only beneficial to improve students’ subject literacy,at the same time,it can enrich and perfect the relevant theoretical system and promote the professional development and growth of teachers.After analyzing and summarizing the practice of STEM concept and situational teaching theory system in middle school chemistry,this paper puts forward“1 + X” teaching mode,the“1” refers to the chemical core knowledge needed to solve real-world problems,and the“X” refers to other multidisciplinary knowledge needed to solve real-world problems.This teaching model is based on three teaching design principles: the combination of knowledge learning and ability training,the combination of students’ initiative and results openness,and the combination of scientific inquiry and Comprehensive Evaluation,the teaching process is composed of two parts:the learning of Chemical Core Knowledge and the practice of multi-disciplinary project.Among them,the study of the core knowledge of chemistry fully applies the concept of situated teaching,through pre-class preparation,searching materials,processing materials,forming problem chains,and introducing links to create real problem situations to activate old knowledge,the teaching section breaks down the core knowledge of chemistry and presents new knowledge,while the application section consolidates the new knowledge through a variety of assignments.The Practice Section of a multidisciplinary project also needs to be guided by a clear goal of competence and literacy,the task is to combine the core knowledge of chemistry with the knowledge of multi-subjects,to stimulate the students’ interest through situation design,to explore the project independently,and to show and exchange the evaluation to carry out the project teaching.The design of the teaching process embodies the characteristics of STEM concept applied in situational experimental teaching: interdisciplinary,situational,experiential,collaborative and evaluative.Based on the requirements of chemistry curriculum standard,under the theoretical system of integrating STEM concept and situational teaching,this paper has carried out teaching design according to the actual learning situation and hardware situation of our university,and formed a junior high school chemistry experimental teaching in the rural teaching conditions of the STEM project practical teaching examples.This paper presents three cases of the STEM project practice,including: design and manufacture of simple oxygen supply,water quality testing and self-made water purifier,from the ocean to the table: The Road to salt review of nine units.Through the practical study of the teaching cases designed according to the“1 + x” teaching mode,the practical effect of the theoretical system is verified,so as to realize the cultivation of students’ comprehensive literacy ability.Through the pre-test and post-test analysis of the experimental class and the control class as well as the test and analysis of the students’ accomplishment ability,it is found that the applied practice research of the STEM idea in the situated experimental teaching of chemistry in junior high school has a positive correlation with the students’ academic achievement,at the same time to the students of the various literacy ability have a different degree of promotion.