A case study of Appling Combined Task-driven Teaching Strategy in STEAM Education

Based on the current exploration status of STEAM education, this study has discussed the general teaching mode of STEAM courses driven by combined task-driven strategy. In order to solve the problems (e.g., Students encounter unsuitable task design or difficult to achieve high-level ability learning(, this study proposed three combined task-driven teaching strategies in STEAM education (total fractional, reasoning-oriented and reflection-oriented combined task-driven teaching strategy). Designing combined tasks were required that the curriculum teaching objectives were broken down into organically related task combinations, so that students could learn and practice. In the process of discovering-proposing-analyzing-solving problems, students gradually grasped the overall structure of knowledge, strengthen the memory and transfer of knowledge, and improve the problem-solving ability. This study has taken the intelligent monitoring project of wooden arch bridge as an example, it illustrated the design and application of three combined task-driven teaching strategies in teaching practice. Classroom observations and interview surveys were applied to prove the positive effects of three different combination strategies in learning achievement or ability.