Design And Practice Of STEM Courses For Teaching Students

In the 21 st century,with the development of economy,science and technology,the essence of the competition between countries is the competition of talents.Great changes have taken place in the society's demand for talents.The creation of innovative,critical,cooperative and compound talents is more and more in line with the development requirements of the 21 st century,which also leads to the change of school education objectives and puts forward higher requirements for teachers' own quality and teaching ability.In recent years,STEM education(s-science;T-technology;E-engineering;Mmathematics develops rapidly,providing new ideas for the cultivation of talents in our country.The pace of learning and introducing STEM education experience in China is accelerating and increasing,and the trend of exploring the localization of STEM education in China is constantly emerging.We have not only gained some experience,but also clearly see the shortcomings in STEM education,such as the serious shortage of STEM teachers.Training and reserving STEM teachers and improving the STEM teaching ability of existing teachers are the key steps to promote STEM education.Normal university students are the reserve force of teachers.Cultivating normal university students with interdisciplinary learning experience and interdisciplinary teaching ability is an important way to supplement and reserve STEM teachers and an important means to improve the quality of STEM teachers.Taking normal university students as the research object,this study has explored the way to develop the interdisciplinary teaching ability of normal university students.In this study,literature research and empirical research were mainly used.Firstly,literature review was conducted on the development process of STEM education and the current status of STEM teacher training at home and abroad.Secondly,from the local actual situation,the design highlighted the characteristics of the STEM course;Thirdly,the teaching implementation of STEM course has been carried out for the 2017 undergraduate students majoring in biological science(normal)in Shanghai normal university.At the end of the course,the normal university students has been given questionnaires to investigate and analyzed the differences of their experiences in the interdisciplinary course.This study has found that following the cultivation program of biological science(normal)major undergraduate courses in Shanghai normal university,designing STEM course with subject characteristics and integrating STEM course into professional teacher education courses is a feasible and effective way to cultivate the interdisciplinary teaching ability of normal university students.In the study of STEM course,normal university students with different academic levels had different interdisciplinary experience,which may be related to their own learning needs.For normal university students with good academic ability,they paid more attention to the breadth of knowledge in the aspect of knowledge,and in the aspect of learning style,they were more inclined to the assistance of teachers in learning,and they hope to have sufficient space for personal thinking.However,normal university students with relatively weak academic ability paid more attention to conceptual and primal declarative knowledge in interdisciplinary knowledge,and were good at analyzing the connotation of knowledge.Teaching activities tend to carry out cooperative learning under the guidance of specific learning objectives,and in the learning process,teachers were more required to summarize knowledge.All of the normal university students could provide reasonable evaluation on the interdisciplinary course through the aspects of learning theory,the ability goals,the ways to expand knowledge,instruction design,instruction strategy and teaching experience.This study also found that interdisciplinary courses were more interesting and give students more autonomy in learning,but for the application of more complex knowledge,teaching was indispensable.In project-based learning,the time and frequency of group activities were controlled within a reasonable range,which was conducive to achieving better teaching results.Role-playing activities promoted the critical thinking,social responsibility and dialectical thinking of normal university students.The implementation of this study provided cases and experiences for cultivating the interdisciplinary ability of normal university students,and the experience gained provides references for the development of STEM teacher training.