| STEAM education has become a“Hot word”,which has attracted wide attention of the whole society.STEAM education conforms to the demand of future science and technology development for innovative talents and represents the trend of world education development.At the same time,STEAM education coincides with the demand of our country’s future education reform,therefore,STEAM education has developed rapidly in China in recent years.However,compared with the United States,Finland,Germany,Japan and other countries,STEAM education in our country is still in the initial stage of development.In the front line of STEAM education practice,there is still a lot of fuzzy understanding on the understanding and realization of STEAM education core concept,that is,do not know what kind of core literacy to train students in STEAM education,steam teaching activities in the design can not really do to break the“Tradition” to innovation.The consciousness of innovation is an important quality pursued by the cultivation of talents in today’s society.With the development of society and the progress of Science and technology,traditional knowledge and skills have been unable to meet the growing needs of people.Therefore,it has become an important task of education and teaching to cultivate students’ innovative consciousness,which should start from education and teaching in primary school,can effectively promote students in the subsequent learning stage to form innovative ability.However,traditional teaching methods can only impart knowledge,but can not stimulate students’ innovative potential.In order to solve this problem,the education community began to pay attention to how to train students’ innovative consciousness through STEAM education.Many scholars have carried on the exploration and the practice in this aspect,proposed each kind of different teaching method and the strategy.However,these methods and strategies do not reflect the students’ curiosity and risk-taking in the cultivation of innovative consciousness,and there is still a focus on the learning of single subject knowledge,the integrated learning of cross-subject knowledge is not prominent,and it is short of cultivating students’ comprehensive qualities such as teamwork,artistic creativity,scientific thinking and communication skills.That is to say,the construction of Steam Curriculum Resource Bank lacks clear training objectives and effective guidance in STEAM curriculum teaching strategies.Therefore,this study aims at these differences in the methods and strategies of cultivating students’ innovative consciousness,and takes STEAM education concept and project-based learning theory as the guidance,and the basic process of engineering design as the main thread,the STEAM curriculum resources database for primary schools based on Zunyi’s red culture was constructed,and a set of STEAM curriculum teaching activities design process was proposed to cultivate primary school students’ innovative consciousness and meet the local teaching characteristics.Focusing on each teaching link,this research takes the senior students of primary school as the object of investigation,and selects four small-project subject courses in the curriculum resource bank as the main teaching practice cases,this paper aims to explore the effectiveness of theme-based curriculum in STEAM education mode in cultivating students’ innovative consciousness,and to provide effective empirical research support for improving students’ innovative consciousness.At the same time,it also provides some ideas for the primary school students to infiltrate Zunyi’s red culture and pass on the red culture gene.There were 40 subjects in this study,including 10 boys and 10 girls in fourth grade and 10 boys and 10 girls in fifth grade.There was no significant difference in innovation consciousness among the first 40 subjects.After the implementation of the intervention course,the first and second round of post-test data and pre-test data were compared.The results show that there are significant differences in innovation dimensions and sub-dimensions.That is to say,the intervention effect of the innovation consciousness curriculum is effective.The innovation curriculum based on STEAM education model can effectively promote students’ innovation consciousness.From the data analysis of this study,the following results were obtained:1.The students of senior grade in primary school are at middle level in innovation consciousness.The highest score was in the dimension of imagination and the lowest in the dimension of curiosity.2.Steam-based education model of innovation awareness curriculum in the curiosity dimension of the most significant improvement,in the risk dimension of the weak,but also to reach a statistically significant level.3.Steam-based education model of innovation awareness curriculum in scientific thinking,technical ability,engineering design,artistic creativity,team cooperation,communication skills in six areas also have a significant improvement.4.Steam-based education model can effectively promote students’ innovative consciousness,and the more the number of curriculum interventions,the longer the time,the more significant the difference.The results show that STEAM teaching can obviously strengthen students’ initiative in learning,enhance their cooperative learning and innovative consciousness,and gain the general recognition and support of teachers and students,considering that such STEAM teaching design cases are innovative,scientific and practical,they can not only let the connotation of Zunyi’s red culture be permeated in innovative teaching activities,but also provide a basis for teaching and learning,it can also provide reference for the development of STEAM education in Zunyi.The author thinks that the key to STEAM education development is to strengthen the examination mechanism of STEAM education,update the teaching resources of STEAM curriculum,and increase the teaching practice and professional training of STEAM teachers. |
PDF Full Text Request