STEAM Education Concept Cultivates Students’ Scientific Thinking Of Practical Research In High School Biology Teaching

Scientific thinking,as the key ability and character that talents should possess in the new era,is an important part of the core quality of biology in senior high school.STEAM education concept with its interdisciplinary,comprehensive,practical,innovative and other characteristics gradually formed a systematic and rigorous education mode,for the development of students’ scientific thinking ability inject more surging power.Literature analysis shows that STEAM education philosophy has some problems in high school biology teaching,such as less practice,difficulty in implementation and low adaptability of teaching strategies.Therefore,under the guidance of theories such as constructivism,multiple intelligences,life education and "learning by doing",this study adopts literature analysis,questionnaire survey,interview,experimental research and mathematical statistics analysis to explore the teaching strategies and processes of STEAM.By combining social hot spots to create situations,problem-oriented,cooperative exploration and other methods,we designed and implemented the optional Biology compulsory courses 1 and 2 selected from the human education version for students in a high school in Yunnan Province,including "Fighting the ’epidemic’,nucleic acid detection and vaccine development of the novel coronavirus","Exploring the stability of the ecosystem,Designing and making ecological jars(bottles)" and " Exploring the mystery of ’Asian Elephants heading North’ and protecting biodiversity " are three " themed integrated " teaching activities based on STEAM education concept,in order to promote the development of students’ scientific thinking ability.The results show that the integration of STEAM education concept and high school biology teaching is feasible,which can effectively improve students’ scientific thinking ability,change their learning attitude and way of thinking,and implement core literacy goals.The design of knowledge returning to life can stimulate students’ interest in learning biology knowledge,improve students’ participation in class,broaden students’ scope of knowledge,help students use multidisciplinary knowledge to explain and solve life problems,and promote students’ comprehensive development.In addition,this study is innovative and pioneering to some extent,which is consistent with the currently advocated curriculum reform concept,and can provide some ideas and references for front-line biology teachers to train students’ scientific thinking.