The Ability to Solve Real World Problems - Lecture from STEAM MASTER 2020 Candidate Preview

Lecture from STEAM Educator - Shengyun Lu

2016-2017 Coach at FRC FIRST Robotics Competition"The Best Creative Award"

2018 National Innovation Competition "The Best Innovative Technology Award"

2019 Champion Coach at CoSpace Competition

Curriculum Director of YaKoo Future School



The presentation which apply into the lecture is different from the one submit as STEAM MASTER 2020 5 hour course plan.

The Ability to Solve Real World Problems

In a problem-solving course, every teacher will encounter students who are used to the teacher showing them how to solve the problem and some students will even expect the teacher to solve the problem for them. This indicates that the child has not engaged in the problem-solving process. In these situations, teachers are advised to cultivate the child’s natural ability to solve problems. This is an essential aspect of STEAM education.




STEAM teachers leading a class on problem solving should focus on the following elements of learning:

1.      Preparation—Preconditions for the student to solve problems
2.      Timing—Proper time for the teacher to intervene
3.      Process—Important steps for the students to complete
4.      Skill—Development of the student’s problem-solving skills

Preparation. Some of the key conditions that promote student learning in this area include the need for a relaxed atmosphere. When students are in a state of tension or chronic stress, it is difficult for them to tap into their creativity. Instead they will immerse themselves in a state self-protection. The student may be defensive about being criticized by the teacher for doing something whether it is right or wrong may not matter.


Timing. Encourage students to take the first step. After the teacher completes an explanation of the tasks to be completed in the class, some students will immediately say, “I don’t know how to do it?” And, they may truly be at a loss for where to start but it is important that they begin the process. If the teacher intervenes too soon, the opportunity for the student to learn will be lost.


Process. The first step is to observe the phenomenon that is present. This involves collecting information and analyzing the situation. The teacher should not try to predict what the student will determine from this step. What the teacher may observe might be completely different from what the student sees, and this could disrupt how the student thinks about the problem. Second, locate the problem. Third, find solutions. This should be appropriate to the educational level of the student as will the amount of guidance the student receives from the teacher. And fourth, review the process by summarizing the analysis of the problem and search for solutions. This is a good time to evaluate the consequences of each potential solution before having to experience those consequences after the fact.


Skill. Just as the students are learning valuable problem-solving skills, the teacher is also reinforcing the skills necessary to successfully teach this process. Students are guided to consider the problem and fully analyze the existing circumstances. Most students have the ability to solve problems, they just need the opportunity to practice and refine that skill under the guidance of a skilled STEAM teacher.


Once students recognize their own ability to solve problems and take on the challenge of finding solutions, teachers became more relaxed and students became busy.


解决问题能力培养

在上课过程中我们会碰到这样的问题。孩子经常问,老师这样可以吗?老师这是这么回事?老师这样不行?再或者他就坐着自己不敢提问?这个说明孩子没有意思到要去观察分析并尝试的去解决问题。这是每一位老师都会碰到的问题,对于这样的问题我们要应该去引导孩子,借助这个机会提高孩子解决问题的意识和能力。解决问题能力的培养是STEAM里要培养学生的一种很重要的能力。

那么对于这样的问题,老师只要你处理得当。或许只要一个小技巧,学生50%的问题自己能够解决。老师也变得更从容。

我将会从,培养孩子解决问题的前提条件,老师介入时机,老师如何提问的流程,培养孩子解决问题的能力。


今天的分享主要分这四个内容。


第一个呢是要培养孩子解决问题的前提。

第二个,培养解决问题能力的时机,老师什么时候引导学生更合适。

第三、引导学生解决问题的流程。第四、主要分析如何通过一个小技巧,让孩子可以自主解决大部分的问题。


一、培养解决问题的前提。

第一:需要轻松的氛围,人类在紧张或长期压力的状态,他是很难发挥创造力,他会处于自我保护的状态。我们希望孩子进入到我们的课堂时,是很放松的状态。他可以在课堂当中大胆去探索。而不是防御的状态。当心自己因为做了某事而被老师批语。

第二:鼓励孩子先动手去尝试。很大的一部分学生,当老师分析完本次课堂要完成的任务时,有的学生就立马说,我没有思路,不知道怎么做。很可能是学生不知所措、无从下手。那老师的任务是先确定要做什么。先取出我们需要的器材,开始迈出第一步,才有培养孩子解决问题的开始。就如我们要写作的时候没有思路,我们先拿起笔写下第一句话,就开始知道要些什么了。或者我们要搭建一个作品的时没有思路的时候,我们要先拿出器材先动手去做,慢慢的就会有一些思绪出来了。


二、培养孩子解决时机,就是老师什么时候介入孩子问题。提高解决问题的能力,就要让孩子去面对问题。我们有很多的老师呢?就担心学生在下课之前,没有办法完成作品,无法给家长交代。老师一发现孩子作品的问题就急着把问题消除了。问题是解决了,但是孩子还没意识到问题的存在,孩子也失去了成长的机会。就像孩子学走路,他要在不平衡中找到平衡,在不平衡中学会走路。同样孩子解决问题的能力一定是从问题开始的。


三、培养孩子解决问题的流程。

第一步:要先明确问题—也就是观察现象,观察也就是收集信息开始,在对信息进行分析的过程。在这一步,老师不要去做预测孩子可能面对的问题,你所观察的问题与孩子正在思考的问题可能不一样,这样会打乱孩子的思路。


第二步:定位问题,就是要和学生一起确定需要解决的问题是什么。 举例:前面和孩子一起观察到支架没有办法垂直站立在底座上,接下来我们解决的问题就是如何让支架牢固站在底座上。通过这样的问题,让孩子明确要做的事是什么?


第三步:寻找解决问题方案,这个可以根据孩子不同阶段,给予不同程度的引导,能力好一些,可能简单引导就可以帮助孩子解决问题了。如果是初级的孩子可能需要做更加深入引导。


第四步:问题总结分析。复述碰到问题的现象、原因、和办法等。知道前应后果。


四、最后要和大家分享的是每一位老师都可以立马运用的技巧。大部分的孩子不知道如何解决问题的原因是不知道发生了什么事。老师只要引导孩子用笔写下现在所碰到的问题。这样就会逼迫孩子去再次观察、收集更多的信息。到了这里孩子基本就可以解决大部分的问题了。

以上就是我今天分享的解决问题的方法,希望对你有帮助,期待与你深入交流。

最后,很感谢花老师和林老师两位老师给我了在解决问题能力培养方面的给了我新的思考方向。


花老师:在老师介入老师问题的时机,如何去判断孩子是否意思到问题的存在。可能是学生的一个眼神或是一个学生的情绪的变化。我会在这一方面会多做一些深入的思考。


林老师:1、关联性:就是老师说的例子、问题是和孩子有关系的,或者说老师要走进孩子的世界。对于孩子才具有解释力和启发性。

    2、解决问题的前提是引导孩子如何去发问题,提出一个好问题胜过解决一堆的问题。所以,林老师在这一方面给予我很大的启发,让我在教学研究上提出一个新课题。

    3、发问并不是让孩子把你当成知识库。这样孩子只是一味的索取,如果能力让学生从不同的角度对面对问题进行思考和分析,这样可以更好提高孩子的解决问题的能力。

再次感谢花老师和林老师给我了新的思考方向。

STEAM MASTER 2020

Our committee is united in facing the challenges of 2020. At times like this, it is important for the education community to come together in support of each other. 

Our goal is to make STEAM MASTER the most professional and unique competition platform for world educators to showcase their talents. 

Thank you to everyone who has supported our efforts to date and my special thanks to all the Committee members of the NAYTEA Team who continue to produce amazing results!

STEAM Teachers submit: 5+ Course Content/lesson plan need to be design into curriculum plan & Submit 1 DEMO lesson video About 10-30 minutes to describe your course.

Submission Deadline, 2nd Oct 2020

Awarding $5000

https://www.naytea.org/steammaster2020
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