| With the rapid development of science and technology and the fourth industrial Revolution in full swing,knowledge and skills have become the core elements for countries around the world to participate in international competition and develop economy,and talent competition,especially STEM talent competition,has been elevated to the height of national strategy.In recent years,STEM education has become the focus of international science education reform and development.In 2017,China issued the Science Curriculum Standards for Compulsory Education in Primary Schools,which explicitly advocates STEM education.At present,China’s primary and secondary schools are actively organizing the exploration practice of STEM education,and the practice of STEM education in China is on the rise.Therefore,the current situation of elementary school science teachers implementing STEM education deserves people’s attention and research.In this study,first of all,a self-designed questionnaire on STEM education for primary school science teachers in the central districts of Chongqing was designed.Based on STEM education research literature review at home and abroad,combing with " the China STEM teachers capability level standard(trial)","China’s STEM education white paper" and other related content,I make the questionnaire framework and the basic content,including five dimensions: teachers’ understanding to STEM education,STEM course design and implementation,support to education object,support to teaching resources,and science teachers’ professional development.On this basis,the framework and content of the questionnaire were revised after expert’s consultation and guidance,and the "Questionnaire on Implementing STEM Education for primary school science teachers in Chongqing central districts" was completed.I used SPSS software to test the reliability and validity of the questionnaire and found out that the Cronbach α coefficient and KMO values of the questionnaire as a whole and all dimensions were greater than 0.8,indicating that the questionnaire had good reliability and validity.Secondly,primary school science teachers in 9 central districts of Chongqing were picked as the investigation objects in this paper with "questionnaire star" to develop my survey at random.By sorting out the data of the collected questionnaires,having an analyzing of the information of teachers and the status of each dimension in general and difference,on this basis,I interviewed the five primary school science teachers face to face to enhance the objectivity and authenticity of the investigation.Through the above survey,the following problems are found in the implementation of STEM education by primary school science teachers in central districts of Chongqing :(1)Elementary school science teachers have mixed perceptions about STEM education;(2)Teachers’ STEM curriculum design and innovation ability is insufficient,and the implementation and evaluation quality need improving;(3)The students’ design and production ability is common,and their parents’ role is not fully played.(4)Lack of overall support for STEM teaching resources and social linkage mechanism;(5)Science teachers have insufficient motivation for STEM professional development and lack of development approaches.Finally,the following countermeasures are proposed for the problems found in the questionnaire survey:(1)Strengthen the top-level design of STEM education and build the STEM education ecosystem;(2)Optimize STEM training courses and carry out layered training for STEM teachers;(3)Formulate STEM education evaluation standards and exploit STEM curriculum evaluation tools;(4)Strengthen the constructionof STEM teaching incentive mechanism and provide a comprehensive approach to Professional development;(5)Teachers should actively promote themselves and cooperate in STEM education based on the actual situation;(6)Enhance parents’ cognition and participation in STEM education and expand students’ skills related to STEM education. |
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