Lesson Study Study On The Ability Development Of STEM Teachers In Primary And Secondary Schools

STEM education is the breakthrough point of the current education reform and innovation in China.As the promoter and practitioner of STEM education,the quality of STEM teachers affects the quality and effectiveness of STEM education to a certain extent.In recent years,lesson study has been popularized in the world,especially in Asia,as a practical way to improve the quality of classroom teaching and promote teachers’ professional learning.In the process of STEM education reform and STEM teachers training,lesson study which centered on the development,design,implementation,reflection and improvement of STEM lesson is regarded as an effective strategy for improving the quality of STEM teachers in primary schools,and three different types of lesson study have been formed in practice,namely,the direct use of outside lesson,the practical improvement of outside lesson,and the lesson of autonomous research and development by STEM teachers.This thesis focuses on the questions such as which abilities of STEM teachers in primary schools have been developed,what factors affect their abilities’ development,how to promote the abilities’ development of STEM teachers in primary schools through lesson study.Therefore,firstly,this thesis analyzes the basic situation of 166 STEM teachers in primary school,the abilities’ development of STEM teachers and the influencing factors in lesson study by using the method of the questionnaire,so as to obtain an overall understanding.Secondly,it interprets and analyzes six selected lesson studies in order to further explore the abilities’ development of STEM teachers in different types of lesson studies in different stages.Then,the thesis deeply discusses the influencing factors of STEM teachers’ abilities’ development in primary schools through the comprehensive analysis of the questionnaire and the cases.Through the analysis,it is found that the abilities of STEM teachers in primary schools have achieved a certain degree of development,but the aspects and level of abilities’ development are slightly different,and their roles are also different in different types of lesson studies.However,the internal factors such as the matching degree of subject background,the recognition degree of STEM education value,the consciousness of teachers’ self-development,the external factors such as the orientation of education policy,the support of administrative leadership,and the intensity of work arrangement affect stem teachers’ participation in lesson study,thus indirectly affecting their ability development.In lesson study,the contribution of STEM teachers,the experience of lesson study,their own personality,the innovation degree of lesson,the participation degree ofprofessional strength and the accessible degree of social resources directly affect the development of their abilities.The model of the abilities’ development of STEM teachers in primary schools in lesson study is constructed by integrating the types,processes of lesson study and the roles of different types of lesson study of STEM teachers,the abilities’ development of each dimension,and influencing factors.Finally,in order to organize lesson study effectively,advance the development of teachers’ abilities and promote STEM curriculum reform,some suggestions such as building a community to improve the quality of lesson study and promote the cooperative development of teachers’ abilities,establishing the necessary guarantee mechanism to realize the normalization of lesson study and push the sustainable development of teachers’ abilities,carrying out the training of lesson study to meet the needs of teachers’ development and advocate the individual development of teachers’ abilities,advocationg the independent development of teachers to encourage the participation in lesson study actively and help the endogenous development of teachers’ abilities,using lesson studies rationally to promote the transformation of teachers’ roles and achieve the advanced development of teachers’ abilities are put forward.