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<p>As a new concept of engineering education around the world, STEM (Science, Technology, Engineering, and Mathematics) education has become the focus in academic circles. However, there are many realistic puzzles on how to realize the Chinese teaching of STEM education. This study proposes a new design of teaching model, namely the Problem-Based Learning (PBL) teaching model based on the concept of STEM education (hereinafter referred to as the PBLbSTEM), that is, the design of talent training objectives focusing on technological innovation literacy, engineering humanities literacy and data intelligence literacy; the design of scientific programming focusing on inquiry -practice -communication; the design of multi-dimensional evaluation based on evidence-based practice; and the design of environmental protection promoting the integration of industry and academia, as well as professional and general education. After three rounds of teaching practice in the <i>Discrete Mathematics</i> course, it is proved that this model can improve students’ learning engagement, enhance students’ above three literacy, enhance students’ learning experience and teaching satisfaction, and promote the deep integration of industry and academic research, which can provide reference for the teaching reform of first-class undergraduate education and the cultivation of innovative talents of engineering science and technology in colleges and universities.</p>

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Study on design and practice of PBL teaching model based on STEM education concept

  • 期刊论文

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  • 发表日期：

    2025年9月25日

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  • Zuhan Liu

摘要

As a new concept of engineering education around the world, STEM (Science, Technology, Engineering, and Mathematics) education has become the focus in academic circles. However, there are many realistic puzzles on how to realize the Chinese teaching of STEM education. This study proposes a new design of teaching model, namely the Problem-Based Learning (PBL) teaching model based on the concept of STEM education (hereinafter referred to as the PBLbSTEM), that is, the design of talent training objectives focusing on technological innovation literacy, engineering humanities literacy and data intelligence literacy; the design of scientific programming focusing on inquiry -practice -communication; the design of multi-dimensional evaluation based on evidence-based practice; and the design of environmental protection promoting the integration of industry and academia, as well as professional and general education. After three rounds of teaching practice in the Discrete Mathematics course, it is proved that this model can improve students’ learning engagement, enhance students’ above three literacy, enhance students’ learning experience and teaching satisfaction, and promote the deep integration of industry and academic research, which can provide reference for the teaching reform of first-class undergraduate education and the cultivation of innovative talents of engineering science and technology in colleges and universities.