STEM EDUCATION AND CHINA’S MULTIDISCIPLINARY INTERVENTION IN SCIENCE EDUCATION

When the global educational influence of STEM education is superimposed on China’s basic education curriculum reform, The article pays attention to the utilitarian educational tendency wrapped in the pragmatism of STEM education, also, here notes the progressive nature of science education associated with the scientific authentic context advocated by STEM education. Combined with the value-oriented pursuit of scientific literacy in China’s new curriculum reform, the article discusses the theoretical and practical implications of the STEM education concept on science education in China from some aspects such as curriculum standard setting, textbook revision, and educational monitoring. It is pointed out that when dynamic education based on static teaching materials is developed, the transformation of educational materials with real data from real situations in science has certain implications for the interval of STEM education programs, but the disciplinary integration of science education with multidisciplinary interventions and good communication between disciplines has more practical value, but this requires a more active and sensitive curriculum awareness and scientific consciousness. Noting the exemplary guidance for teachers’ educational practices, the article presents a case study of curriculum development and educational teaching on the subject: Laser Interferometer Gravitational Waves Observatory (LIGO).