In June of this year, our team learned that the "Runyu Shenghua" teaching group of the School of Life Sciences was going to Shennongjia to carry out teaching activities, so we actively contacted and communicated with them to establish a cooperative relationship. As one of the leaders of the teaching group, our team members brought STEM courses to the Shennongjia forest area, teaching the concept and significance of integrated biology to children in the forest area.

    
  Our team conducted research on the development of education in remote areas in the early stage of teaching support, combined with students' learning situation, and integrated regional resources, ethnic characteristics, and cultural characteristics into the curriculum.

    
  We identified characteristic STEM courses suitable for children in forest areas and rural areas. Integrating creativity (handcrafting), science (experimental exploration), and sports (team cooperation) to bring STEM (science, technology, engineering and mathematics) education classrooms to children in mountainous and rural areas.

    
  STEM education takes students' actual life and future development as the starting point for learning, and has the characteristics of emphasizing practice and cultivating students' hands-on abilities. In the course, students should comprehensively apply the knowledge they have learned, solve practical problems through careful analysis, and achieve the goal of applying what they have learned and improving their comprehensive level.

  Based on Piaget's theory of children's cognitive development and considering the differences in cognitive development stages among children of different ages, our team has discussed educational plans and characteristic activity courses with different levels of difficulty.




*creativity (handcrafting)




Plastic clay and resin glue are powerful tools for children to visualize their imagination. Without providing any reference, children can use various colors of clay to unleash their own creative ideas, which is particularly evident among kindergarten children





*scirnce (experimental exploration)




The simple teaching conditions in rural areas often demonstrate high practicality. We purchase the most simple daily necessities as experimental props in the local area, leading children to explore biochemical reactions, inspiring them to discover science from life, constantly practicing and collaborating in real life, thereby improving children's exploration and thinking abilities. Compared to directly instilling complex experimental conditions and written experimental terminology into children, our method is more flexible and practical.





*sport (team cooperation)




There are few activity venues in mountainous areas. Considering the safety of children, we have transformed the large classroom into an activity room. Through games such as "Love Hugs" and "Round Table Performance", children of different ages are encouraged to participate in activities, enhancing friendship and enhancing children's reaction abilities.

    
  In addition, during the teaching process in Shennongjia Forest District, we also assisted local children in better utilizing subject knowledge through classroom teaching, homework guidance, and other methods.

    
  We help children understand nature and biology through popular biology courses, cultivate their interest in the field of biology, convey the concept of green development through words and deeds, and develop scientific values through subtle influence. We hope to help more children, even those in remote areas, they can also feel the scientific power of biology and synthetic biology.