A Study On The Influencing Factors Of STEM Teacher Knowledge And Its Development

The development of STEM teachers is the fundamental driving force to improve the quality of STEM education,and their professional quality is an important factor to decide the landing of STEM education.The establishment of STEM teacher training system or pre-service teacher training course should focus on the basic characteristics of STEM education and the basic goal of improving learners’ innovative ability.What kind of STEM teachers to train and how to train have not formed a unified standard,and the academic circles have not reached a consensus.The development of STEM teachers’ knowledge is a process in which STEM teachers’ individual or group gradually make their knowledge meet the teaching requirements with the support of environment and use it to promote STEM teaching practice.What kind of knowledge STEM teachers should have and how to develop their knowledge are the key issues in the construction of the basic theory of STEM teachers’ development.The exploration of STEM teachers should be combined with STEM education scenes to meet the needs of future development.To solve the problem of what kind of knowledge,we must combine empirical research within the theoretical scope,so that it has both theoretical guiding significance and natural connection with practice;To solve the problem of how knowledge develops,we should explore the interaction between knowledge and scene,behavior and environment according to the law of knowledge development,and focus on the specific problem of influencing factors.Therefore,the research points to the construction of STEM teachers’ knowledge framework and the formation of basic understanding of the influencing factors of STEM teachers’ knowledge development.The main content can be divided into three parts.The first part is the construction and correction of STEM teachers’ knowledge framework.According to the research experience of teachers’ knowledge,highlighting the characteristics of STEM teachers’ knowledge and combining with the development requirements of related STEM teachers,the framework of STEM teachers’ knowledge has been preliminarily formed.After two rounds of revision by Delphi method,the final framework of STEM teachers’ knowledge is determined,which includes metacognitive knowledge,cultural knowledge,ontological knowledge,conditional knowledge and practical knowledge.Ontology knowledge includes STEM subject knowledge and STEM curriculum knowledge,conditional knowledge includes teaching method knowledge,evaluation knowledge,organization management knowledge,learner knowledge and tool resource knowledge,and practical knowledge includes subject teaching knowledge,situation knowledge,cooperation knowledge and design knowledge.The second part is the determination of influencing factors of STEM teachers’ knowledge development.Firstly,taking the practice scene of STEM teachers as the basic foothold,focusing on the characteristics of STEM education,analyzing the characteristics of STEM teachers’ knowledge development,and combining with the literature analysis of teachers’ knowledge development,forming the influencing factors of STEM teachers’ knowledge development,including STEM teachers’ psychological characteristics,learners,STEM curriculum implementation,STEM teachers’ development environment and STEM teachers’ knowledge experience.Then the initial model of influencing factors of STEM teachers’ knowledge development is determined by referring to relevant literature.With the help of structural equation model,confirmatory analysis,overall model analysis,intermediary effect analysis and group analysis are carried out.Finally,it is found that STEM teachers’ psychological characteristics have a positive and significant impact on knowledge development through STEM teachers’ knowledge experience,while learners have a positive and significant impact on practical knowledge development.Learners have a positive and significant impact on the development of STEM teachers’ practical knowledge.STEM curriculum implementation has a positive and significant impact on knowledge development through STEM teachers’ knowledge experience.The development environment of STEM teachers has a positive and significant impact on the knowledge development of STEM teachers.STEM teachers’ knowledge experience has a positive significant impact on STEM teachers’ knowledge development.The third part is the suggestions of stem teachers’ knowledge development.According to the overall context and conclusion of the study,this paper puts forward suggestions on knowledge development from three perspectives: stem teachers’ self construction,stem teachers’ communication and external promotion.The development suggestions based on stem teachers’ self construction include constructing systematic knowledge system with the aid of educational knowledge map;Making use of the advantages of the subject to enrich the knowledge structure;Clarify the characteristics of technology and engineering,and enrich the internal support of knowledge development;Highlight the project knowledge analysis,promote the strictness of knowledge teaching design.The suggestions for stem teacher communication include learning from the perspective of contextualist epistemology;Taking learner development as the core to seek the focus of knowledge development;Construct the evaluation and reflection system and select the key points of knowledge development;Building a community mechanism based on knowledge development;Guide the positive development of psychology and promote the extraction of knowledge and experience.The development suggestions mainly based on external promotion include forming stem education normal curriculum system and strengthening the connection of pre service and post service education;To improve the characteristics of curriculum resources,supplemented by the construction of conventional resources;Highlight the characteristics of regional culture and promote knowledge creation.The research enriches the development theory of STEM teachers,and provides a reliable reference for the evaluation and development strategy of STEM teachers’ knowledge.In the follow-up research,we will explore the contents of STEM teachers’ knowledge from a more diversified perspective,enrich the influencing factors of STEM teachers’ knowledge development from multiple levels,and strive to enrich the research system of STEM teachers under the guidance of a more macro background and more rigorous methods.