Local Universities Mathematics Normal Student STEM Educational Ability Difference Analysis

With the rapid growth of China's economy in recent years,the traditional sub-discipline teaching and training model is no longer enough to meet the needs of today's society for talents,and the concept of STEM education has gradually begun to move towards China's education community.As the main undertaker of STEM teachers,it is very important to study the level of STEM education ability of mathematics teachers.Mathematics normal students are the future mathematics teachers,but also the main reserve force of mathematics teachers.The level of education and STEM education ability received by mathematics teachers in the university stage can directly determine whether they can carry out STEM education in future classrooms.Whether in the implementation of specialized STEM courses or the penetration of knowledge of various subjects in STEM into the mathematics classroom,mathematics normal students need to master these abilities.China's vast territory,uneven level of educational development,Qinghai is located in the northwest of China,education information is not as good as the southeast coastal areas can seize the frontier,so the Qinghai mathematics normal students STEM education ability differential analysis to understand the differences between students STEM education ability in gender,grades can provide targeted recommendations for the development of Qinghai mathematics normal students STEM education ability.This study first reviews the literature of the existing research STEM teacher's ability,and on the basis of reference to the scale studied by existing scholars,combined with the actual situation of mathematics normal students,the author compiles a questionnaire on stem education ability with 18 questions from four aspects: STEM subject foundation,STEM interdisciplinary ability,STEM education understanding,STEM curriculum development and implementation.Based on the relevant research of scholars on the factors influencing STEM learning motivation and STEM education ability,the author compiles a questionnaire on the influencing factors of STEM education ability with 18 questions from five aspects: teacher's professional identity,motivation and self-efficacy,knowledge reserve,teaching practice experience,school resources and environment.Secondly,using the form of questionnaire distribution,the mathematics normal students of Qinghai Province were surveyed by a whole sample,and the differences were analyzed between sex and grade respectively,and the differences between male and female mathematics normal students were obtained in the three dimensions of STEM subject foundation,STEM interdisciplinary ability and STEM curriculum development and implementation,and the differences in STEM subject foundation,STEM interdisciplinary ability,STEM education understanding and STEM curriculum development and implementation of the four dimensions there are significant differences.Then,By constructing a structural equation model of influencing factors and STEM educational ability of mathematical teachers with different mathematical teacher training students,The results of the analysis showed that the influence paths of the five influencing factors on the STEM education ability of mathematics teachers of different sexes and different grades were different,the trajectory and intensity of the impact on the STEM education ability of mathematics teachers of different genders and different grades were different,and the reasons for the differences in the STEM education ability of mathematics teachers were studied from the perspective of influencing factors.In theory,this paper enriches the research on STEM education ability from the perspective of difference,and lays a foundation for improving the STEM education ability of mathematics teacher training students in practice,which has certain practical significance.