Research On The Construction And Application Of STEM Teacher Literacy Model

With the development of the times,more and more countries have begun to attach importance to the cultivation of creative talents.STEM education,as a form of education aims at cultivating students’ innovative thinking,critical thinking,and problem-solving ability,has been incorporated into national policies.And it has become an important development strategy for talent training and improving international competitive capacity.At this stage,since STEM teachers cannot meet the demand of STEM education in terms of quantity and quality,cultivating excellent STEM teachers has become a key issue that urgently needs to be solved in the rapid development of STEM education.The definition of STEM teacher literacy is the foundation of STEM teacher training.Therefore,it is of strong practical significance to clarify the dimensions of STEM teacher literacy and construct a model of STEM teacher literacy.The research is based on process theory,constructivist teaching theory and technological pedagogical content knowledge integration theory,aiming to construct a dynamic development model that not only contains static content such as knowledge and skills,but also reflects the development of STEM teacher literacy.Using literature analysis,semi-structured interviews,questionnaire surveys and other research methods to construct and apply STEM teacher literacy models,the main research content includes the following aspects:First of all,construct an initial model of STEM teacher literacy.On the basis of research theory,referring to Yang Xiaowei and Ye Lan’s definition of teacher literacy dimensions,drawing on the experience of "structural level theory",STEM teacher literacy includes STEM teacher basic literacy,STEM teacher professional literacy and STEM teacher development literacy.Combining the external basis of STEM teacher competency standards and the requirements of 21 st century skills for STEM teachers,as well as the internal basis of teachers’ STEM literacy,STEM teacher role positioning,etc.,preliminary determination of 9 secondary dimension in STEM teacher literacy model.Then,this research interviewed teachers to supplement the specific content under the STEM teacher literacy dimension,constructed an initial model of STEM teacher literacy.Second,construct the final model of STEM teacher literacy.The Delphi method was used to revise the dimensions of STEM teacher literacy and the initial model.A cone model of STEM teacher literacy was constructed with the experts’ suggestions on the three-dimensional status of STEM teacher literacy.The basic literacy of STEM teachers includes emotional attitude,humanistic literacy,and moral accomplishment,which are the basic conditions of teaching.STEM teachers’ professional literacy includes philosophy and cognition,knowledge literacy,and ability literacy,which are at the core of this model.STEM teachers’ developmental literacy includes lifelong learning literacy,interdisciplinary teachers’ cooperative teaching and learning ability,environmental adaptability and self-development ability,it is the guarantee of teaching vitality.Finally,apply the literacy model to the status survey of STEM teachers.Based on the STEM teacher literacy model,design a questionnaire on the status of STEM teacher literacy.The lack of STEM teacher quality is in three aspects: the enthusiasm to participate in STEM teaching,the application of ideas to practice,and the self-development.Combine the shortcomings of STEM teacher training and make three suggestions: improve the assessment system to mobilize teachers’ enthusiasm;enrich training topics and guide teachers to carry out teaching activities;build a learning platform to promote teachers’ independent development.Reflecting on the model,it is necessary to improve and supplement the STEM teacher literacy cone model,and use it to cultivate STEM teacher quality and build a team of teachers.