On The Construction Of Evaluation Indicator System Of STEM Classroom Teaching Based On Project Learning

With the continuous advancement of globalization,the reality of cultivating comprehensive and innovative talents needs to be the decisive factor for the economic development of all countries.In the context of the reform of the international science curriculum,STEM education came into being.Through the integration of science,mathematics,engineering and technology,the comprehensive curriculum will open up barriers between disciplines and cultivate students' overall cognitive ability and innovation consciousness.At this stage,primary and secondary school teachers do not have a clear understanding of STEM education and project learning,and there is a lack of an effective classroom teaching evaluation index system to guide teaching practice.This research is based on the STEM curriculum carried out in the school,focusing on the construction of the STEM classroom teaching evaluation index system based on project learning,giving play to the guiding and stimulating functions of evaluation in teaching practice,and promoting STEM to better enter the basic education primary and secondary curriculum system.The specific questions of the research are:(1)What is the theoretical connotation of the combination of STEM education concept and project-based learning?(2)Based on the existing research results and development status,collate and compare the classroom evaluation programs developed by foreign RTOP,ICOAP,UTOP,Aggie STEM,etc.,combined with the characteristics of STEM teaching integration and the interpretation of relevant documents can provide for the construction of the indicator system.experience?(3)How to use the Delphi method to modify and improve the indicator system?(4)Questionnaire survey to understand the views of teachers in primary school STEM related disciplines on the indicator system,and whether there are differences between different indicators?What is the opinion of teachers who test different background variables on the importance of each indicator?(5)What is the weight distribution of the STEM classroom teaching evaluation index system based on project learning?(6)As a classroom evaluation tool,does the application in actual teaching have reliability and validity,and how to implement it?The paper is divided into following seven parts:introduction to the research origin,research ideas and methods;the second part is the literature review,the core concept of this research "STEM education","project learning",The "Classroom Teaching Evaluation" is explained,introducing the origin and development of foreign STEM education.The CiteSpaceV software is used to sort out the development of STEM in China.The application of project learning in STEM classroom and the comparison of related classroom evaluation schemes lay the foundation for content analysis.The third part is the initial construction and connotation analysis of the index system.In combination with the Delphi method,two rounds of expert consultations were carried out to complete the correction and improvement of the indicator items.The fourth part is the teacher's opinion survey on the index system of STEM related subjects in primary schools,and judges the importance of indicators from the perspective of teachers.The fifth part combines the analytic hierarchy process to complete the weight distribution of the indicator system,and compares it with the results of the teacher's opinion questionnaire to detect whether there is a difference in the relative importance of different types of personnel to the indicator system.The sixth part is research application,testing its reliability and validity and analysis.The seventh part is the conclusion and revelation,reflection and outlook.The conclusions of this study are as follows:(1)Introduced from the typical classroom evaluation program in foreign countries,based on the theoretical connotation of STEM teaching integration and project-based learning,the classroom teaching model of comprehensive project learning elements is obtained.The initial construction of the index system is carried out by Delphi method.The round of correction and improvement,the index system is composed of four dimensions:curriculum structure,course content,classroom culture and teaching effect,including questions,models,plans,explanations,expressions,project characteristics,content meanings,resources,learning atmosphere,There are 12 secondary indicators,such as teacher-student relationship,which proposes questions,defines problems,and forms opinions.There are 44 evaluation criteria for 28 three-level indicators,which have certain expert validity and practical significance.(2)Questionnaire survey of primary school teachers' recognition of tools shows that teachers are highly identifiable to the overall indicator system,indicators and evaluation criteria at all levels.The first-level indicators have the highest importance of "classroom culture" and their importance is significantly higher than that."Course Content" and "Teaching Effects".The teacher-student relationship under this indicator is also the most important of the 12 secondary indicators,indicating that teachers are more concerned about the classroom atmosphere and learning environment highlighted by teachers and students in the classroom interaction.Teachers of different genders and different academic qualifications have more consistent recognition of indicators;teachers who have been teaching for more than 20 years,primary school teachers who teach science,and teachers in remote areas have a higher awareness of the importance of indicators.(3)The analytic hierarchy process is used to construct the weight system.The weight values of the first-level indicators are from high to low:course structure,course content,classroom culture,and teaching effect.The weights calculated by the teacher's opinion survey are compared on the first-level indicators.The expert opinion has the largest weight value of the "course structure".In terms of secondary indicators,the teacher group is lower than the expert group in the "A1 question","A2 model","A4 explanation",and "B1 project characteristics",and the rest are higher than the expert group.(4)The first use of research tools evaluated three on-site teaching lessons and one online teaching video lesson.From the four first-level dimensions of the evaluation index system,the subscales can be used as a tool to predict the overall score,showing good structural validity.At the same time,the indicator system has a good scorer reliability when applied to actual teaching evaluation.