Acceso usuarios
Jiao Zhang, Hazrati Husnin
Since the beginning of the 21st century, research on “core competencies” has received widespread attention, and the demand for innovative talents is constantly increasing. In this context, flow experience as a core competency in the teaching process is particularly important, and new requirements have been put forward on how to cultivate Junior High School students’ flow experience in basic education. Teaching and STEAM education are currently the main paths for cultivating Junior High School students’ flow experience in China. This study adopts the current path teaching based on Arcs motivation theory to cultivate flow experience and the development of STEAM education to cultivate flow experience.
In response to the lack of a training path for flow experience and the lack of emphasis on students’ flow experience in STEAM teaching, a STEAM project-based teaching model is proposed. Experimental methods are used to conduct research on the impact of STEAM project-based teaching on Junior High School students’ flow experience. After the teaching is completed, interviews are conducted with teachers and students to understand their acceptance of STEAM project-based teaching and to qualitatively analyze changes in students’ flow experience, Intended to enhance the flow experience of Junior High School students through STEAM project-based teaching. This experimental study focuses on two STEAM elective classes of second grade students from a Junior High School branch in Wenzhou, divided into an experimental group and a control group. The experimental group adopts STEAM project-based teaching, while the control group adopts STEAM project-based teaching. After the experiment is completed, the experimental results are obtained through data analysis.
