| The 21st century is not only an era of economic and scientific and technological competition,but also an era of innovative talent competition.Many countries have increased their investment in the training of creative talents.Many studies have shown that the creativity of Chinese students needs to be improved.The theme of the STEM education curriculum is based on real problem situations in life,which pays attention to developing students’ kinds of abilities that transfer and application of interdisciplinary knowledge in STEM,and applying cooperative learning ways in the terms of groups.STEM curriculum has important significance and unique advantages for cultivating students’ creativity.The learning career in elementary school is a golden period for cultivating students’ creativity.The classroom is the main place for cultivating students’creativity.Teachers are the organizers and managers of classroom activities.The different level of teachers’creative teaching capabilities and creative teaching behaviors have direct and critical impact on the creative performance and creativity training for students.In this study,the research objects of it are fourth grade students from two STEM experimental schools in Shenzhen.The research methods in this study are qualitative and quantitative analysis,literature research,classroom observation,questionnaire survey and interview,which are used to analyze and discuss the situation of creative behaviors for teachers and students in the STEM classroom.Based on creativity-related theories,students’creative behavioral characteristics were obtained,and factors influencing pupils’creativity training were analyzed and discussed.Combined with the previous teacher’s creative teaching behavior observation table,and then get the teacher and student creativity behavior characteristics,construct teacher-student creativity behavior observation table of STEM classroom,then observe and encode the creativity behavior of teachers and students in the STEM classroom,also microscopically observes and describes the student’s creativity personality tendency;at the same time,the Torrance Creative Thinking Questionnaire is used to analyze and detect the behavior of STEM students changes in creativity levels,and interview with STEM teachers for creative classroom teaching and student creativity training.Try to explore the differences of teachers’ teaching behaviors,the performance of students’ creativity,the atmosphere of learning in the two STEM classrooms,and explore the impact of teachers’ creative teaching ability on cultivating primary school students’ creativity in STEM classroom.The aim of that is to appeal front-line STEM teachers to improve their creative teaching ability,so that they can cultivate and promote the development of students’ creativity greatly in efficient ways.Through the research and analysis,there are two conclusions of the study.1.Through classroom observation and analysis,it was found that the creative teaching methods of the two STEM teachers are mainly a combination of task-driven methods,scenario-based methods,multimedia teaching methods,and expository methods;the overall trend of teachers’ creative behaviors is consistent,creative teaching behaviors are mainly divided into four dimensions:Learning mode guidance and Motivational motivation,Perspective evaluation and Encouragement for flexibility.Students owe good creative personality and motivational performance in STEM classrooms,but the level of students’ creative performance between the two class is different and both need to be improved and promoted.2.In general,the creative teaching methods of the two STEM teachers can promote the development of students’ creativity,that is,the higher of teachers’ creative teaching ability,the more it can promote the cultivation and development of students’ creativity.Specifically,the differences of STEM teachers’ creative teaching ability have different influence of students’ creative performance,the cultivation and improvement of students’creativity.The higher level of teacher’s creative teaching behavior in the classroom,the faster improvement of the students’ creative thinking level,the better of the creative performance and the creativity development. |
