Research On The Design And Practice Of High School Chemistry Teaching Based On STEM Education Concept

Since the beginning of the 21 st century,various countries have realized that the sustainable development of society depends on science and technology talents,and STEM education provides an effective way to cultivate science and technology talents.As a fundamental subject in science,chemistry provides "practical" requirements and "hands-on" materials in the current curriculum standards and teaching materials.The STEM education concept advocates students to engage with the real world and emphasize STEM knowledge learning and STEM practice.The integration of single or multiple disciplines with STEM education philosophy is the trend of research,which is more conducive to the mobilization and application of STEM knowledge and methods to solve real problems,and to cultivate students’ divergent thinking,analytical and problem-solving abilities.However,there is still room for further development.Firstly,the current status of domestic and foreign research on STEM education was analyzed by using literature research method and comparative research method.Secondly,the construction of teaching ideas of high school chemistry based on STEM education concept was carried out from the analysis of curriculum standards and textbook contents,the integration mechanism of high school chemistry and STEM education concept,the relationship between STEM literacy and core literacy of chemistry subjects and the evaluation of high school chemistry teaching based on STEM education concept.Thirdly,the teaching design was determined in the light of the actual situation,and two topics,"Designing a Sulfuric Acid Plant" and "Designing and Making a Small Nightlight Battery",which point to the development of students and tend to the actual production life,were chosen to be developed.Fourthly,using questionnaires,interviews and action research methods,we conducted a pre-test of the STEM literacy level of the students in the practice class before the teaching practice,a preliminary and final assessment of the students’ group project learning ability during the practice,an evaluation of the cases by the instructor using the STEM Curriculum Quality Assessment Form,and a post-test of the students’ STEM literacy level after all the practice to understand the students’ changes.Finally,interviews were conducted with teachers in conjunction with the STEM Curriculum Quality Assessment Form.Finally,conclusions and outlook were conducted.