| "Physics Curriculum Standards for Compulsory Education(2022 Edition)"(abbreviated as "New Curriculum Standards")pointed out that physics curriculum based on student development aimed to cultivate students’ core qualities of physics concept,scientific thinking,scientific inquiry,scientific attitude and responsibility.Meanwhile,STEAM education includes science,technology,engineering,art and mathematics,which plays an important role in cultivating students’ core qualities.Based on Cite Space software,this study analyzed relevant literature on STEAM education and found that foreign research hotspots included "science","technology","engineering education","art" and so on.Our research mainly combined it with the middle school science curriculum and implemented it by the way of discipline integration.The research content mainly focused on the teaching design,curriculum design and teaching strategy research about its educational ideas.According to the literature integrating STEAM into the physics teaching for the middle school students,it is showed that force and motion modules accounted for 62%,sound,wave,light and heat modules accounted for 21%,and the electromagnetism accounted for 17%.In terms of experimental cases,only38 excellent innovation cases were counted,so the case base needed to be further supplemented.Moreover,it is found that the case of STEAM education generally lacks the teaching design corresponding to the whole chapters and units.At the same time,the experimental research on the comparison between STEAM and the traditional teaching methods was little.In order to enrich the case base and provide teaching design cases corresponding to the whole chapter and unit,this study designed a case named "Designing Negative pressure Isolation Ward 2.0" with the theme of pressure and anti-epidemic in the teaching process of the whole chapter of Pressure.In the learning process,by building learning support and setting up multiple learning links,teacher guided the students to cross over the area of proximal development successfully.The students achieved learning objectives and solved real problems.In the process of evaluation,scientific evaluation gauges were designed for each learning link.Besides,the students’ self-evaluation and teachers’ evaluation are combined.In the conclusion and reflection,it was implemented in the way of creative writing.Through writing,students’ expression ability was exercised,which was an effective attempt of STEM+A education.On the basis of the above cases,an educational experimental study was carried out.Four physics classes in the eighth grade of a junior middle school in Qingdao were randomly assigned into the experimental group(STEAM teaching)and the control group(Traditional method of teaching).The interference factors that might affect the experimental results were controlled.The measurement results were analyzed by the SPSS26.The pre-test results of the two groups showed that the students in the two groups had the same level of physics learning.While the post-test results showed that the students in the experimental group had higher scores than that in the control group.According to the requirements of the "New Curriculum Standard" on students’ experimental ability,the experimental ability evaluation for the students was designed and carried out.It was found that the ability of the data analyzing,problem-solving,communication and teamwork for the students in the experimental group were better than that for the students in the control group.Through the questionnaire survey,it was found that the self-evaluation about the learning interest,initiative,self-confidence and the interdisciplinary learning ability based on the STEAM for the students in the experimental group was higher than that for the students in the control group.In the end,the conclusion and the shortcomings about the research were concluded.Moreover,the prospect of the STEAM education integration into the junior physics teaching was put forward. |
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