【作者】 韩洁；

【导师】 戴美学； 黄杨埔；

【作者基本信息】 山东师范大学 ， 教育硕士（专业学位）， 2019， 硕士

【摘要】 STEM教育最早在美国兴起,是科学(Science)、技术(Technology)、工程(Engineering)和数学(Mathematics)四门学科的简称,后来广泛应用于各个国家的教育改革中,现已成为国际科学教育的主流课程。近年来,STEM教育在我国已开始被关注,并被视为解决“钱学森之问”的解决之道之一。我国多个城市顺应国际潮流,对STEM教育进行研究,结合当地教育实情,已开发出相应的教育模式,且日趋完善。因此对STEM进行研究和应用对提升我国教育实力有重要意义。核心素养是我国教育领域研究的重要概念,生物学核心素养也已成为高中生物学科教学必不可少的研究内容,2017版《普通高中生物学课程标准》中系统阐明了该概念在生物教学和生物问题研究中的重要地位。目前在生物学教学的领域已经认识到培养学生生物学核心素养不仅是生物学课程的要求,也是生物学教学所要达到的教学目标。基于以上分析,我将STEM教育与生物学核心素养的“科学探究”素养相结合,探索出可行的教学设计,以达到提高学生“科学探究”素养的目的。笔者在滨州市某高中的实习期间对此进行了探索,并实施了教学实践。本文着重研究STEM教育培育学生生物学核心素养的“科学探究”能力。基于以上分析,我将文献研究法、教育实验法和访谈法作为本论文的研究方法,文献研究法将贯穿于本论文的各个环节,总结出相关概念,完成教学设计的基础上,笔者运用教育实验法对实验班进行融合进STEM教育的教学,最后运用访谈法等方法分析两个班级在试验后的差异。本论文的研究内容包括对STEM教育和生物学学科核心素养两大部分的理论研究。通过文献阅读和相关资料的分析,对STEM概念及STEM素养进行解读和定义。另外对高中生物学科核心素养,特别是对“科学探究”素养进行深入研究。在此基础上阐明STEM教育的理论基础,增强说服力。然后基于STEM教育完成教学设计。在总结STEM教育的特点、应用原则的基础上,研究出教学设计模式图。然后基于STEM教育理念分析教材、学生情况,进而制定出教学目标,选取合适的案例完成教学过程的设计。接下来是实践研究阶段。在确定调查研究目的、研究对象和研究工具的基础上,实施研究计划。教学实验结束后对学生进行纸笔测试检测教学效果,分析数据并访谈,在定量分析和定性分析的基础上得出更精确的教学反馈。最后总结了在生物课堂实施STEM教育的收获,基于STEM教育不仅可以提高学生的“科学探究”素养,还可以通过恰当、可行的教学设计提高学生的“生命观念”、“科学思维”和“科学探究”素养,这也将是我未来教学实践不断努力的方向。更多还原

【Abstract】 STEM education(short for science,technology,engineering and mathematics)originally originated in the United States and was later widely used in educational reforms in various countries and it has become the mainstream curriculum in the international science education.In recent years,STEM education has begun to be concerned in China,which is regarded as one of the solutions to solve " Qian Xuesen ’ s question." Many cities in China conform to the international trend and research on STEM education.Combined with the local education facts,They have developed corresponding education models,and are increasingly perfect.Therefore,the research and application of STEM is of great significance to enhance the educational strength of our country.Core literacy is an important concept in the field of education in China.The core literacy of biology has become an indispensable research content in the biology teaching of high school.The 2017 edition of the Standards for Biology Courses in General High School systematically clarifies the significance of this concept in biology teaching and the study of biological problems.At present,in the field of biology teaching,it has been recognized that cultivating students ’ core literacy is not only the pursuit of value in biology courses,but also the teaching goal to be achieved in biology courses.Therefore,we combined STEM education and biological core literacy is theory,discovered the instruction design of cultivating students ’ core literacy based on STEM education and verified in practice.This process is very important,especially in the field of teaching and education reform.Based on the above analysis,I will combine STEM education with biological core literacy of " scientific inquiry " literacy,explore a feasible teaching design,in order to achieve the purpose of improving students " scientific inquiry " literacy.During the internship of a senior high school in Binzhou,the author explored and implemented the teaching practice.This article focuses on the ability of STEM education to cultivate the“ scientific inquiry ”of students ’ core literacy.Based on the above analysis,I take literature research,educational experiment andinterview as the research methods of this paper.Document research method will run through all aspects of this paper,summarize the relevant concepts,and complete the teaching design.On the basis of this,the author uses educational experiment method to integrate the experimental class into STEM education.Finally,the differences between the two classes after the experiment are analyzed by interview method.The research content of this paper includes two kind of theoretical researchers which major in STEM education and the core literacy of biology.Through the literature reading and analysis of related materials,the STEM concept and STEM literacy are interpreted and defined.In addition,the core literacy of the high school biology department,especially the " scientific inquiry " literacy,is studied in depth.On this basis,the theoretical basis of STEM education is clarified and persuasiveness is enhanced.Then,based on STEM education to complete the instructional design.On the basis of summarizing the characteristics and application principles of STEM education,the teaching design pattern is studied.Then based on the STEM education concept,analyze the teaching materials,learning situation and determine the teaching objectives to select the appropriate case to complete the design of the teaching process.Next part is the practical research stage.The research plan is implemented on the basis of determining the purpose of the research,the research object and the research tools.After the end of the teaching experiment,the students will be tested by paper and pencil test,the teacher analyze the data and interview,and get more accurate teaching feedback based on quantitative analysis and qualitative analysis.Finally,it summarizes the harvest of STEM education in biology classroom.STEM education can not only improve students ’ scientific inquiry literacy,but also improve students ’life concept,scientific thinking and scientific inquiry literacy through appropriate and feasible teaching design.This will also be the direction of my future teaching practice.更多还原