Research On The Structural Model Of STEM Teachers' Teaching Ability In Middle Schools

With the continuous improvement of society's demand for talent quality,more and more countries and regions began to popularize and promote stem education.The "China STEM Education White Paper" issued by the Chinese Academy of Educational Sciences put forward the STEM Education 2029 plan,and vigorously promote the vigorous development of STEM education in China.Facing the emerging education paradigm STEM education,high-quality teachers are essential.Teaching is the most important link in transforming STEM education concept into realistic education effect.The Ministry of education implemented the "national primary and secondary school teachers' information technology application ability improvement project 2.0" which takes promoting teachers' interdisciplinary teaching ability improvement as one of the main tasks to lead teachers' professional development.What teaching abilities should STEM teachers possess,and how to change the original teaching ability,need to be studied and solved urgently.Therefore,this paper explores the structural model of the teaching ability of middle school STEM teachers,in order to provide support and reference for the training and development of STEM teachers.This research focuses on the weakness of STEM teachers' teaching ability.It is aimed at the education staff who have engaged in,participated in or managed STEM teaching related activities in middle schools,as well as the teachers who have used STEM education concept to carry out interdisciplinary teaching.Literature research,Delphi method and investigation research method are used for the research.It explores the structural elements of STEM teachers' teaching ability in middle schools,and tries to build a structural model of STEM teachers' teaching ability in middle schools.The research process of structural model can be divided into three parts:First of all,build the model.This paper encodes the structural elements of traditional teachers' teaching ability by literature research,refines the items of STEM teachers' teaching ability by referring to STEM teachers' ability grade standard(Trial),formulates the ability structure framework,and initially constructs the structure model of STEM teachers' teaching ability in middle schools.The final structure of STEM teachers' teaching ability in middle schools includes three primary dimensions: planning teachingactivities,carrying out teaching activities,researching teaching activities,nine secondary dimensions:STEM teaching demand analysis,STEM teaching design,STEM resource development,STEM teaching implementation,STEM teaching organization,STEM teaching evaluation,STEM teaching reflection,STEM teaching optimization,STEM teaching innovation,and 2 4 specific items.Then,modify and perfect the model.By implementing two rounds of expert consultation and improving the internal relationship of the structural model,the progressive structural model and the interactive structural model of STEM teachers' teaching ability in middle schools are finally obtained.The progressive structure model of STEM teachers' teaching ability in middle schools consists of three levels:planning teaching activities,carrying out teaching activities and researching teaching activities.It is a progressive and continuous whole from the surface level to the inner level,from the low level to the high level.Planning teaching activities includes the basic ability of STEM teachers,carrying out teaching activities includes the key ability of STEM teachers,and studying the bread of teaching development level Including the core competence of STEM teachers.The interactive structure model of STEM teachers' teaching ability in middle schools is composed of three circles,which show that there is an interactive relationship between STEM teachers' abilities in different stages of teaching: the support and feedback of STEM teaching ability are produced at the level of teaching planning and teaching development,the echo and transformation of STEM teaching ability are formed at the level of teaching development and teaching research,and STEM teaching is formed at the stage of teaching research and teaching planning The complementarity and circulation of learning ability.Both models aim to clarify the composition of STEM teachers' teaching ability in middle schools,but reveal the structure of STEM teachers' teaching ability in different ways.Finally,the effect of the model is tested.With the help of interview method,the evaluation and opinions of STEM teachers and STEM teacher trainers on the two constructed teaching ability structure models of STEM teachers in middle schools are obtained.Through the analysis of the interview results,we found that the two models are comprehensive in content,well structured and highly recognized.Reflecting on the application of the model,the author thinks that the interactive structure model of STEM teachers' teaching ability in middle schools needs to be further improved,the application of the model needs the guarantee of the relevant system of the schools,and the promotion of the model can be carried out inSTEM education service ecology.