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STEM - the combination of the initial letters of the four words Science, Technology, Engineering, and Maths. STEM education is the education of science, technology, engineering, and mathematics. In 2011, Georgene Yakman, a scholar at the Virginia Polytechnic Institute and State University, proposed STEAM.
The process of STEM education is not only a simple superposition of science, technology, engineering and mathematics knowledge, but a special emphasis on the natural combination of the four disparate disciplines into a new whole. In short, both STEM education and STEAM education are designed to better help students not be bound by the knowledge system of a single subject, to promote better interdisciplinary integration of teachers in the teaching process, and to encourage students to solve problems across disciplines. 
The teaching of the four disciplines in STEM education must be closely linked. The integrated teaching method is used to train students to acquire knowledge and skills, and to carry out flexible migration and application to solve real-world problems. The integrated STEM education has new core features: interdisciplinary, interesting, experiential, contextual, collaborative, design, artistic, empirical and technically enhanced. 
Interdisciplinary integration model
For the curriculum design of STEM education integration, the University of Maryland, Herschbach (2011) proposed two basic curriculum models: the relevant curriculum (the relevant curriculum) and the broad field curriculum.
The basic orientation of interdisciplinary integration
STEM education requires that the four disciplines must be closely linked in the teaching process. The integrated teaching method enables students to master concepts and skills and apply skills to solve real-world problems. How to integrate and integrate four independent subject knowledge, there are three orientations: subject knowledge integration orientation; life experience integration orientation; learner center integration orientation; common problems of three integration orientations and coping.
Interdisciplinary integration of project design
The core and most important work of STEM interdisciplinary integration is the design of projects or problems. If there is no good structured project design, it will lead to series of problems such as learning difficulties, low efficiency, strong frustration, and little learning.
The STEM project design emphasizes the inclusion of knowledge in the real problem of contextualization, emphasizing the mobilization of students to actively use the relevant knowledge design solutions of various disciplines, and to improve students' ability to solve practical problems across discipline boundaries.
STEM education is based on research in constructivism and cognitive science (Sanders, 2009).
Bruin and others pointed out that STEM education is consistent with the claims of cognitive science:
1) Learning is the process of construction rather than acceptance;
2) Motivation and belief are crucial in the cognitive process;
3) Social interaction is the foundation of cognitive development;
4) Knowledge, strategy and expertise are contextualized.
It can be seen that STEM education is a typical constructivist teaching practice: providing learners with learning situations, allowing them to construct knowledge actively, thus strengthening the memory of knowledge and promoting migration; activities in groups, for knowledge Social construction provides superior conditions. Therefore, the practice of STEM teaching mode must first meet the basic requirements of inquiry, discovery and assistance emphasized by constructive learning.
It can be said that STEM education is a typical constructivist teaching practice. This paper attempts to propose a STEM project design model with reference to the constructivist-based instructional design model (Yu Shengquan et al., 2000). Based on the "teaching analysis", this model takes "project or problem" as the core foothold, designing the learning resources and tools in the process of project completion or problem solving, learning activity process, learning support, learning evaluation and other key links. After paying attention to the completion of the project, the students gain systematic and structured migration of knowledge, and have corresponding intensive exercises and summary enhancements.
In the early stage of instructional design, teachers need to analyze the following three aspects: 1) teaching objectives; 2) learner characteristics; 3) interdisciplinary knowledge maps (learning content). The goal of the analysis is to determine the subject of the study and to give a detailed description of the three-dimensional goals of the course.
The analysis of learner characteristics is to ensure that the project design is suitable for the student's ability and knowledge level, and to fully analyze the learner's intellectual and non-intellectual factors. STEM education emphasizes that learning should complete the tasks in the real situation. To ensure that the tasks contain teaching objectives, it is necessary to conduct an in-depth analysis of the learning content, to clarify the knowledge content of the learning, the structural relationship between the knowledge content and the type of knowledge content. This can be used to map the interdisciplinary knowledge by mapping the knowledge maps of the learning content, providing a basis for a balanced coverage of the entire curriculum.
Learning tasks are the core and foothold of the entire STEM instructional design model. STEM teaching is based on real-life situations and requires learners to be placed in real, non-constructive learning tasks. The process of student learning is the process of solving practical problems and completing actual projects. The problems or projects constitute the core of driving learning, and do not serve as examples of concepts and principles as taught by teachers. Learning tasks can be problems or projects: they all represent complex problems of continuity and require learners to take a proactive, constructive, and real-life learning style.
Learning tasks must be presented in a specific context, and the design questions need to be embodied in a specific context. Since the knowledge in textbooks is the abstraction and refinement of real life, designing learning scenarios requires restoring the background of knowledge and restoring its original vividness and richness. Sometimes the same problem is in different situations (different working environments, social backgrounds). The performance is different. STEM teaching should be based on the previous teaching analysis results, design the learning situation, so that the learning problem can be integrated with the real learning situation, not in a state of separation or reluctance to synthesize.
Problem solving or project completion requires learners to learn independently and build meaning based on a large amount of information. Therefore, designing a suitable learning environment and rich learning resources and tools is an indispensable part of STEM teaching design. Learning environment design mainly includes equipment, equipment and various information tools that need to be used in teaching, such as 3D printers, open source circuit boards, etc., which are currently widely concerned, and some cognitive tools to support or guide the expansion of thinking processes. Such as Scratch visual programming tools, concept map tools, SPSS data analysis tools, network communication tools, 3D modeling tools.
In terms of learning resources, teachers need to design: 1) to understand detailed information about learning problems and necessary preparatory knowledge; 2) information that students may need to review in order to solve learning problems (in order to better guide students' learning); 3) Intensive practice materials (for learners to carry out intensive exercises after the implementation of teaching activities to detect, consolidate, and expand the knowledge).
STEM education attaches importance to learners' learning subject status, and does not neglect the guiding role of teachers. STEM teachers need to maintain control, management, help and guidance for each teaching link, and need to change from the main character of the classroom to the director behind the scenes, becoming a helper and promoter of the construction of students' meaning. In the process of problem solving, students have different learning paths and difficulties encountered by different students. Teachers need to provide timely feedback and help for different situations to guide students to carry out independent exploration or collaboration and mobilize the initiative of students to participate;
In the autonomous learning, students are prone to deviations between learning behaviors and learning objectives in the face of rich information resources. Teachers should set key control points in the problem solving process to standardize student learning, and also help students to reflect and deepen their Learn knowledge. Therefore, in response to the difficulties that may be encountered in the process of solving students' problems, teachers provide support for supporting, carrying, and connecting, which is the key to ensuring students learn and solve problems in the nearest development zone.
In the STEM education program, the support can ensure that students can succeed in not being able to complete tasks independently, improve their ability level to meet mission requirements, and help them recognize potential development space. The scaffold allows students to experience the thinking process experienced by experienced learners (such as teachers), which helps students to understand and understand knowledge, especially tacit knowledge. Students can gain the ability to complete tasks independently by internalizing the stent. The scaffold can also show the real-life situation of the learning task, allowing the learner to feel, experience and enter complex real-world situations.
Typical stents include (YAN Hanbing, 2003): situational stents, setting contexts to help enter learning; problematic stents, creating problem situations, triggering thinking; experimental stents, demonstration experiments, student experiments, home experiments, etc.; informational stents, including Teachers have knowledge, network knowledge, materials, etc.; knowledge-based brackets are mainly to provide a framework for evaluating and generating new experiences and information; procedural brackets refer to the order of doing things; strategic brackets, under different teaching conditions, The means and strategies used to achieve different teaching effects; the example bracket refers to typical cases and examples; the training bracket refers to strengthening students' cognitive understanding and improving students' learning ability through guidance and practice.
Students acquire knowledge and understand the objective world in the process of completing the STEM education project. They do not obtain knowledge directly from books or teachers. Cognition and learning occur in the process of completing tasks and solving problems. Body completed. Therefore, the effective STEM education project design must be based on effective learning activities to promote the internalization of knowledge. Only in this way can we effectively improve the learning efficiency of students and promote the learning of students.
The STEM learning activity design is to enable teachers to flexibly select and design learning activities according to teaching objectives, teaching content, and teaching situations, so that students can learn through participation activities. Different teaching modes often display their characteristics from different teaching links and program arrangements. Each teaching mode has its own relatively fixed logical steps of activities and teaching tasks that should be completed at each stage. Different combinations of activity sequences naturally form different teaching modes.
Teaching evaluation includes formative evaluation and summative evaluation. In order to better achieve the teaching objectives in the teaching activities, teachers need to continuously make formative evaluations in the teaching process. Formative evaluation tends to use the scale, behavioral observation and knowledge test to understand the staged teaching achievements and existing problems, and timely modify and improve the teaching implementation plan.
Summative evaluations are generally arranged to lag behind in teaching activities, to evaluate whether the learning effect meets the expected teaching objectives. STEM teaching focuses on cultivating learners' ability to solve practical problems, is more flexible than traditional paper-and-pencil tests, and focuses on the true abilities of learners. For example, it can be evaluated by teachers or groups based on pre-established evaluation criteria for works done by the group. Formative evaluation and summative evaluation serve different purposes, and there is no distinction between them. Both play a decisive role.
The evaluation process should change the previous single evaluation method, emphasizing the multi-evaluation subject, formative evaluation, evaluation of the learning process, the attitude, interest, participation degree, task completion and learning process of the student's own learning process, students, peers and teachers. The works formed in the middle are evaluated.
After the project is over, it is necessary to conduct a teaching summary in a timely manner to promote learners to systematize the scattered knowledge. STEM teaching focuses on practical issues and focuses on interdisciplinary application of knowledge. Therefore, it is necessary to summarize the relevant knowledge and extend the output of STEM learning from the practical problem solving to the abstract knowledge level, so that students can form a certain knowledge system and structure. The teaching summary can be carried out independently by the teacher or by the student group under the guidance of the teacher.
After completing the teaching summary, the teacher should design a set of supplementary learning materials and intensive exercises for students based on the results of the group evaluation and self-evaluation. Such materials and exercises should be carefully selected, reflecting the basic concepts, basic principles, and adapting to the requirements of different students, so as to correct the original misunderstanding or one-sided understanding through intensive practice, and finally achieve the meaning-consistent construction.
During the implementation of the project, on the one hand, it must be implemented in strict accordance with the design plan to ensure the implementation of the teaching plan; on the other hand, the design plan should be continuously revised according to the actual teaching conditions and the results of the formative evaluation to ensure flexibility.
to sum up
In the interdisciplinary integration design of STEM, the lack of structural knowledge of subject knowledge is easy to occur. This paper proposes a master plan for project design to achieve balanced coverage of interdisciplinary knowledge. In the project design, the summary and intensive practice sessions are especially emphasized. These targeted improvement measures, as well as learning from the advantages of traditional Chinese education in knowledge mastery, can provide a reference for everyone's STEM education implementation.
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